Understanding the Impact of Technology: Learner and School Level Factors

The first part of this report focuses on the factors impacting on learner performance in national tests at primary and secondary level. This was the central research question of this research. The second section focuses on teacher and learner perceptions of their own responses to learning and the learning environment. This was centred on, but not confined to, their school. The institutional structures record the level of development of the schools sampled here and investigate the use of two key technologies – interactive whiteboards and learning platform

Narrowing the gap: Literature review

This review supports a research programme that is exploring how technology can narrow the gap for under- and low-achieving learners in secondary schools. Technology can support learning for underachievers by improving results and increasing engagement. Research shows that it can do this by: •monitoring behaviour and targeting learners who need special attention •making the curriculum relevant to learners' everyday experiences •encouraging learners' self-assessment and developing educators' reflective practices •offering targeted online support to learners need it •improving the literacy skills of Non-English Mother Tongue learners •developing learners' executive attention and improving their intelligence scores. Research shows that many different approaches using technology are effective. For instance, playing electronic games can encourage learners to practice skills such as language development. Games can also engage learners with special educational needs, such as ADHD. In one study, boys aged 9-11 with ADHD played a computer driving game. They were more engaged and had a tiny dropout rate compared to boys with ADHD who did not play. Using presentation software in the classroom can also produce results. Researchers found that learners rate educators who use this technology more highly than educators who don't

Impact 2007: Personalising Learning with Technology

The Impact 2007: Personalising Learning with Technology project was commissioned by the British Educational Communications and Technology Agency (Becta). This report presents the findings from Impact 2007: Phases One and Two. The findings are based on both quantitative and qualitative data collected from the 67 Impact 2007 schools. All of the schools contributed to the teacher and pupil online surveys. This provided 450 teacher and more than 1,300 primary and 2,000 secondary pupil questionnaire responses being available for analysis. In addition, senior managers and ICT co-ordinators were interviewed from 30 schools and 24 case study schools provided illuminative data from observations and researcher/teacher discussions. Quantitative analyses of the data included the use of cluster and factor analysis, analysis of variance and regression, and also multilevel modelling in orde

Personalising Learning

This report presents the findings of the Personalising Learning project, which was commissioned by Becta. The core aim of the project is to develop a robust model of the effective use of digital technologies for the personalising of learning. Personalising learning in this context involves the tailoring of pedagogy, curriculum and learning support to meet the needs and aspirations of individual learners irrespective of ability, culture or social status in order to nurture the unique talents of every pupil. Section 2 of this report outlines the background and aims of this research project. Section 3 traces the development of the model and the accompanying learning equation. The key concept encapsulated in this model is that of overlapping action spaces, school, teaching, personal and living spaces, in which learning occurs. These spaces are populated by the key educational stakeholders: learners, their teachers, their family and peers. In each of these spaces a range of digital technologies is available to support the learner. Section 4 is a validation of the model using evidence from field research

Evolutionary History of Rabies in Ghana

Rabies virus (RABV) is enzootic throughout Africa, with the domestic dog (Canis familiaris) being the principal vector. Dog rabies is estimated to cause 24,000 human deaths per year in Africa, however, this estimate is still considered to be conservative. Two sub-Saharan African RABV lineages have been detected in West Africa. Lineage 2 is present throughout West Africa, whereas Africa 1a dominates in northern and eastern Africa, but has been detected in Nigeria and Gabon, and Africa 1b was previously absent from West Africa. We confirmed the presence of RABV in a cohort of 76 brain samples obtained from rabid animals in Ghana collected over an eighteen-month period (2007–2009). Phylogenetic analysis of the sequences obtained confirmed all viruses to be RABV, belonging to lineages previously detected in sub-Saharan Africa. However, unlike earlier reported studies that suggested a single lineage (Africa 2) circulates in West Africa, we identified viruses belonging to the Africa 2 lineage and both Africa 1 (a and b) sub-lineages. Phylogeographic Bayesian Markov chain Monte Carlo analysis of a 405 bp fragment of the RABV nucleoprotein gene from the 76 new sequences derived from Ghanaian animals suggest that within the Africa 2 lineage three clades co-circulate with their origins in other West African countries. Africa 1a is probably a western extension of a clade circulating in central Africa and the Africa 1b virus a probable recent introduction from eastern Africa. We also developed and tested a novel reverse-transcription loop-mediated isothermal amplification (RT-LAMP) assay for the detection of RABV in African laboratories. This RT-LAMP was shown to detect both Africa 1 and 2 viruses, including its adaptation to a lateral flow device format for product visualization. These data suggest that RABV epidemiology is more complex than previously thought in West Africa and that there have been repeated introductions of RABV into Ghana. This analysis highlights the potential problems of individual developing nations implementing rabies control programmes in the absence of a regional programme

Emerging Technologies for the Detection of Rabies Virus: Challenges and Hopes in the 21st Century

The diagnosis of rabies is routinely based on clinical and epidemiological information, especially when exposures are reported in rabies-endemic countries. Diagnostic tests using conventional assays that appear to be negative, even when undertaken late in the disease and despite the clinical diagnosis, have a tendency, at times, to be unreliable. These tests are rarely optimal and entirely dependent on the nature and quality of the sample supplied. In the course of the past three decades, the application of molecular biology has aided in the development of tests that result in a more rapid detection of rabies virus. These tests enable viral strain identification from clinical specimens. Currently, there are a number of molecular tests that can be used to complement conventional tests in rabies diagnosis. Indeed the challenges in the 21st century for the development of rabies diagnostics are not of a technical nature; these tests are available now. The challenges in the 21st century for diagnostic test developers are two-fold: firstly, to achieve internationally accepted validation of a test that will then lead to its acceptance by organisations globally. Secondly, the areas of the world where such tests are needed are mainly in developing regions where financial and logistical barriers prevent their implementation. Although developing countries with a poor healthcare infrastructure recognise that molecular-based diagnostic assays will be unaffordable for routine use, the cost/benefit ratio should still be measured. Adoption of rapid and affordable rabies diagnostic tests for use in developing countries highlights the importance of sharing and transferring technology through laboratory twinning between the developed and the developing countries. Importantly for developing countries, the benefit of molecular methods as tools is the capability for a differential diagnosis of human diseases that present with similar clinical symptoms. Antemortem testing for human rabies is now possible using molecular techniques. These barriers are not insurmountable and it is our expectation that if such tests are accepted and implemented where they are most needed, they will provide substantial improvements for rabies diagnosis and surveillance. The advent of molecular biology and new technological initiatives that combine advances in biology with other disciplines will support the development of techniques capable of high throughput testing with a low turnaround time for rabies diagnosis

Introducing psychological research : sixty studies that shape psychology/ Banyard

xxiv, 506 hal.: ill.; 21 cm