A slow and dark atomic beam

We demonstrate a method to produce a very slow atomic beam from a vapour cell magneto-optical trap. Atoms are extracted from the trap using the radiation pressure imbalance caused by a push beam. An additional transfer beam placed near the center of the trap transfers the atomic beam into an off-resonant state. The velocity of the atomic beam has been varied by changing the intensity of the push beam or the position of the transfer beam. The method can be used to generate a continuous, magnetically guided atomic beam in a dark state.Comment: 14 page

Pre-service teachers' attitudes towards computer use: A Singapore survey

The aim of this study is to examine the attitudes towards use of computers among pre-service teachers. A sample of 139 pre-service teachers was assessed for their computer attitudes using a Likert type questionnaire with four factors: affect (liking), perceived usefulness, perceived control, and behavioural intention to use the computer. The results of this study showed no gender or age differences among pre-service teachers on computer attitudes. However, there were significant differences for computer attitudes by the subject areas that pre-service teachers had been trained during their university education: Humanities, Sciences, Languages and General (Primary). Correlation analyses revealed significant associations between years of computer use and level of confidence, and computer attitudes. Implications for teacher training and suggestions for further research are provided

Examining the efficacy of the theory of planned behavior (TPB) to understand pre-service teachers' intention to use technology

This study examined pre-service teachers' self-reported intention to use technology by employing the Theory of Planned Behavior (TPB) as the research framework. One hundred and fifty-seven participants completed a survey questionnaire measuring their responses to four constructs in the TPB. These were administered at the beginning of the course in which technology was taught and used. Structural Equation Modeling (SEM) was used as the technique for data analysis. The results of this study showed that attitudes toward usage and subjective norms were significant predictors of behavioral intention to use technology while perceived behavioral control was not. Overall, this study found that the three explanatory variables in the TPB explained about 40% of the variance in behavioral intention to use technology

An Effective Interdisciplinary Teaching and Learning Methodology through Crossed-Subjects Design Project An Experience Sharing

Engineering education requires reformation to address the drastically change of the industrial development in various product markets. Nowadays most product development involves not only different disciplines of engineering but also integration of design science. In this case, the engineering education must in-cooperate design science into the curriculum seamlessly to give quality teaching and learning experience for both faculties and students. This work shares the experience of integrating design science into the engineering courses by introducing crossed subjects design project and lesson plan, which results in effective teaching and learning

Student Learning Outcomes Accomplishment through Design Project

In accreditation process, it is tremendously challenging in meeting all the SLOs (Student Learning Outcomes) in a pure engineering course, as the SLOs generally consists of more than 50% of non-engineering attributes that to be cultivated for engineering graduate.  A pedagogy approach in supporting engineering courses to accomplish the SLOs that involves humanity, social science, management and economy is proposed and implemented in this work through design projects

Just-in-Time Teaching Visual Instruction for Cohort base Interactive Learning For Engineering Course

Active learning tool – Just-in-time Teaching (JiTT) is enhanced with visual instruction and lesson plan in this action research based teaching and learning pedagogy research in engineering course that is Circuits. The JiTT was planed one year ahead to identify and gather the necessary topics for JiTT. The topics were carefully analyzed and visual instruction is found to be a better way for the content delivery during second time the Circuits course was delivered. A JiTT based lesson plan was also proposed and implemented in the Circuits course instead of the structured lesson plan. The observation shows JiTT with visual instruction and JiTT lesson plan has improved the course satisfaction, students’ learning experience, and also reduced the teaching resources

A Very Short Capstone Project Design Management and Design Tactics

Multi-disciplinary design projects in the graduating year of undergraduate study are one of the most challenging tasks for both students and faculties. The faculties need to define and organize projects that are suitable for all students from all different disciplinary. In our context, the students come from different disciplines, namely Product Design (PD), System Design (SD), Information Science Design (ISD), and Architectural Design (AD), which are the most diversify group of students. The students from different discipline must have a mutual understanding of the project execution, set the right expectation and exercise proper project management skill. This work summarized the guidelines for the multi-disciplinary design project management bases on the instructor’s and student’s perspectives

Confirmatory factor analysis of the Conception for Teaching and Learning Questionnaire (CTLQ)

The two-factor (traditional conception, constructivist conception) of the Conception about Teaching and Learning Questionnaire (CTLQ) was examined through confirmatory factor analysis with a sample of 877 pre-service teachers from the National Institute of Education in Singapore. Analysis of the results indicated that the two-factor structure of the CTLQ was not supported. A principal axis factor analysis revealed a five-factor solution. By testing two alternative (4-factor and 5-factor) models for model fitness, the 5-factor was found to have the best fit. This study concludes with suggestions for further study with more diverse samples and cultures. © 2008 De La Salle University, Philippines

Modelling the intention to use technology for teaching mathematics among pre-service teachers in Serbia

This study aims to examine the variables that influence Serbian pre-service teachers’ intention to use technology to teach mathematics. Using the technology acceptance model (TAM) as the framework, we developed a research model to include subjective norm, knowledge of mathematics, and facilitating conditions as external variables to the TAM. In addition, we investigated the influence of gender and age on the behavioural intention to use technology. With data gathered from 313 participants using a survey questionnaire, structural equation modelling (SEM) analysis revealed that the proposed model in this study has a good fit and accounted for 5.4% of the variance in the behavioural intention to use technology. Pre-service teachers’ attitudes towards computers were found to be the only factor with direct influence on the intention to use technology. All other factors were found to have an indirect influence. Using multiple indicators, multiple causes (MIMIC) modelling, pre-service teachers’ intention to use technology was not found to be significantly different by age and gender. Various contributions to research and implications for teacher training are discussed