Logo in mainstream schools: the struggle over the soul of an educational innovation

Technologies do not follow some predetermined and inevitable course from their context of production to their context of use, and technologies used in schools are no exception. Rather, technologies and their use in the classroom are socially contextualised. They are often appropriated in ways unanticipated by their developers, locking into institutional arrangements and reflecting elements of the prevailing social relations in and around the particular context(s) of application. Through the discussion of a particular technology (the Logo programming language) as a case study in educational innovation, this article demonstrates how the use of technologies in schools is socially shaped. The paper looks into the place that Logo occupied within the institutional and organisational cultures of US and UK mainstream schools after its introduction in the early 1980s. It discusses the ways in which Logo was received in the educational arena and was implicated in the politics of educational innovation at a time of conservative restoration

Hiccups within technology mediated lessons: a catalyst for mathematics teachers’ epistemological development

© 2015 British Society for Research into Learning Mathematics. The notion of the lesson ‘hiccup’, defined as the perturbation experienced by a teacher during teaching that has been triggered by the use of mathematical technology, was first proposed in Clark-Wilson. Hiccups which are both unanticipated and unplanned, emerged from a study that sought to make sense of the process of secondary mathematics teachers’ situated learning as they began to use a particular new technological tool (TI-Nspire™ handheld devices and software) in their classrooms. The high frequency of the resulting hiccups enabled a categorisation of seven hiccup types that were shown to have influenced the development of teachers’ mathematical, pedagogic and technological knowledge. This article first reports and then extends this earlier work by articulating the design principles for a professional development approach within the Cornerstone Maths (CM) project that uses hiccups to try to address professional development ‘at scale’ concerning student use of dynamic digital technologies in mathematics classrooms

Ecological characterization of the Florida springs coast: Pithlachascotee to Waccasassa Rivers

This report covers the upper coast of west-central Florida. This region includes the drainage basins and nearshore waters of the west coast of Florida between, but not including, the Anclote River basin and the Suwannee River basin. The name Springs Coast wash chosen because this area contains a multitude of springs, both named and too small or inaccessible to have been names. Much of the area is karstic limestone. Most recognizable among the springs are the famous Crystal river, Weeki Wachee, and Homosassa. This territory includes large expanses of marsh and wetland and, along its shores, the southern end of the largest area of seagrass beds in the state -- the Florida Big Bend Seagrass Beds preserve. It also possesses numerous spring-fed rivers and streams along the coast, whose constant discharges provide unique, relatively stable estuarine environments. This document is a summary of the available information on the Springs Coast area of Florida, for use by planners, developers, regulatory authorities, and other interested parties. An understanding of the factors affecting their plans and the possibly unexpected impacts of their actions on others will, it is hoped, promote intelligent development in areas capable of supporting it. We have tried to provide a clear, coherent picture of what is currently known about how the physical, chemical, and biological factors of the environment interact. (343 pp.

Коллективизация и азербайджанское село

This chapter argues that there are contrary views regarding the mathematical needs of employees in workplaces, and this results in confusion around debate on the issue. The problem has been exacerbated by the ubiquity of information technologies and the widespread automation of routine procedures, which have resulted in little if any trace of the mathematical processes going on. Following a short survey of research in the field, we summarize recent research that has identified a particular difficulty in terms of widespread pseudo-mathematical interpretation of symbolic output in workplaces. Such interpretations are shown to impede communication, but can be challenged by developing relevant techno-mathematical literacies among employees. Effective strategies for developing techno-mathematical literacies relevant to specific work sectors are described

Development of a Sandwich ELISA to Measure Exposure to Occupational Cow Hair Allergens

Background: Cow hair and dander are important inducers of occupational allergies in cattle-exposed farmers. To estimate allergen exposure in farming environments, a sensitive enzyme immunoassay was developed to measure cow hair allergens. Methods: A sandwich ELISA was developed using polyclonal rabbit antibodies against a mixture of hair extracts from different cattle breeds. To assess the specificity of the assay, extracts from other mammalian epithelia, mites, molds and grains were tested. To validate the new assay, cow hair allergens were measured in passive airborne dust samples from the stables and homes of farmers. Dust was collected with electrostatic dust fall collectors (EDCs). Results: The sandwich ELISA was found to be very sensitive (detection limit: 0.1 ng/ml) and highly reproducible, demonstrating intra-and interassay coefficients of variation of 4 and 10%, respectively. The assay showed no reactivity with mites, molds and grains, but some cross-reactivity with other mammalian epithelia, with the strongest reaction with goat. Using EDCs for dust sampling, high concentrations of bovine allergens were measured in cow stables (4,760-559,400 mu g/m(2)). In addition, bovine allergens were detected in all areas of cattle farmer dwellings. A large variation was found between individual samples (0.3-900 mu g/m(2)) and significantly higher values were discovered in changing rooms. Conclusion: The ELISA developed for the detection of cow hair proteins is a useful tool for allergen quantification in occupational and home environments. Based on its low detection limit, this test is sensitive enough to detect allergens in passive airborne dust. Copyright (C) 2011 S. Karger AG, Base

Techno-mathematical literacies in the workplace: a critical skills gap

There has been a radical shift in the mathematical skills required in modern workplaces. With the ubiquity of IT, employees now require Techno-mathematical Literacies, the mastery of new kinds of mathematical knowledge shaped by the systems that govern their work. The education system does not fully recognise these skills, employees often lack them, and companies struggle to improve them. This project has developed prototype learning resources to train a variety of employees in the mathematical awareness and knowledge that today?s employment require

Playing Beowulf: Bridging computational thinking, arts and literature through game-making

Preparing younger generations to engage meaningfully with digital technology is often seen as one of the goals of 21st century education. JeanetteWing’s seminal work on Computational Thinking (CT) is an important landmark for this goal: CT represents a way of thinking, a set of problem-solving skills which can be valuable when interacting with digital technologies, and with different fields of knowledge, such as Arts and Humanities. Even if this cross-areas relevance has been celebrated and acknowledged in theoretical research, there has been a lack of practical projects exploring these links between CT and non-STEM fields. This research develops these links. We present a specific case – a game produced by two 14 years-old boys – within Playing Beowulf, a collaboration with the British library’s Young Researchers programme, in which students aged 13–14 from an inner-London (UK) school have developed games based on their own readings of the Anglo-Saxon poem Beowulf during an after-school club. The game was produced using MissionMaker, a software (currently under development at UCL Knowledge Lab) that allows users to create and code their own first-person 3D games in a simple way, using pre-made 3D assets, such as rooms, props, characters and weapons and a simplified programming language manipulated through drop-down lists. We argue that MissionMaker, by simplifying the development process (low floor), can be a means to foster the building of knowledge in both STEM (CT) and Arts and Humanities, building bridges between these two areas inside and outside traditional schooling