Human cloning in film: horror, ambivalence, hope

Fictional filmic representations of human cloning have shifted in relation to the 1997 announcement of the birth of Dolly the cloned sheep, and since therapeutic human cloning became a scientific practice in the early twentieth century. The operation and detail of these shifts can be seen through an analysis of the films The Island (2005) and Aeon Flux (2005). These films provide a site for the examination of how these changes in human cloning from fiction to practice, and from horror to hope, have been represented and imagined, and how these distinctions have operated visually in fiction, and in relation to genre

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

The idea of computational thinking as skills and universal competence which every child should possess emerged last decade and has been gaining traction ever since. This raises a number of questions, including how to integrate computational thinking into the curriculum, whether teachers have computational thinking pedagogical capabilities to teach children, and the important professional development and training areas for teachers. The aim of this paper is to address the strategic issues by illustrating a series of computational thinking workshops for Foundation to Year 8 teachers held at an Australian university. Data indicated that teachers\u27 computational thinking understanding, pedagogical capabilities, technological know-how and confidence can be improved in a relatively short period of time through targeted professional learning

Developing pedagogies that work for Pre-Service and Early Career Teachers to reduce the Attainment Gap in Literacy, Numeracy and Health and Wellbeing. Research Question 3: What other practice or research might assist us in our purpose?

This report contributes to the Scottish Council of Deans of Education project related to the Scottish Attainment Challenge. It presents a literature review that responds to the third research question of the SCDE collaborative project: What other practice or research might assist us in our purpose? The purpose of this phase was to resource professional conversations and thinking in the teacher education sector, and to inform the final trial phase of the project. A literature search was undertaken using a range of strategies, to identify published accounts of innovative work from beyond Scotland in the following fields: initial teacher education for high poverty settings; pedagogies in literacy, numeracy and health and wellbeing; mentoring and induction. Each group of studies is summarised under themes with their potential for the SAC, ITE programmes and professional learning noted

Techno-toys learning and play : potentials and pitfalls

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Possibilities and pitfalls of techno-toys and digital play in mathematics learning

This chapter discusses the potential pitfalls and possibilities of using techno-toys in young children's play; it also examines the learning of mathematical concepts through techno-toys and how this may impact the classrooms of today and tomorrow.20 page(s

Stepping into STEM with young children : simple robotics and programming as catalysts for early learning

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Robotic toys as a catalyst for mathematical problem solving

The article discusses a series of tasks in which robotic toys such as Pro-bots and Bee-bots are used as tools to develop the mathematical and metacognitive skills of young children. It states that the tasks provide motivating contexts to engage children in multiple mathematical processes and promote meaningful learning. It suggests that the inter-relating and integrating concepts, multifaceted approach, skills and processes through the dynamic tasks could promote rich mathematical thinking.6 page(s

Playing with simple robotics : a tool for mathematics learning in the early years

This paper describes the mathematical engagement of 31 children, aged three to seven years as they participated in a twelve-week program using simple robotics. The study examined the children's mathematical learning and play in two contexts: a prior-to-school setting and Grade One in a primary school. Data collated from video taped experiences, semi-structured interviews and children's representations highlighted the rich mathematics learning in number, space and measurement. Children engaged in a cycle of programming the robotic toys that promoted reflective problem solving.9 page(s

Young children's embodied action in problem-solving tasks using robotic toys

8 page(s

Technology : our tool not our master

Technology can mean different things to different people, with its definition often derived from who you are and where you’re from. What is understood by most though, is that technology should be active, engaging and have a purpose. For educators and parents, technology can be thought of as just another tool which can be used to enhance how we work with children. Devices such as tablets, mobile phones, computers and interactive smartboards now increase the potential for children to design and create for specific purposes. This can be seen as an opportunity for opening up new doors and possibilities for children, allowing them to become masters of their own learning.28 page(s