Computer literacy in secondary education: The performance and engagement of girls

This research study examines performance and engagement in computer literacy of boys and girls (N = 873). Performance and engagement in computer literacy are established with CAST. Computer Alfabetisme Schalen Twente, a Dutch version of the Minnesota Computer Literacy Awareness Assessment. The results of the study show that girls perform lower and are less engaged in computer literacy than boys. Research on sex differences in mathematics and science education shows that three factors are important for the design of action programs for girls, viz. the expectation and behaviour of significant others, the perception of the usefulness of the subject for a future career and a positive attitude towards the subject. This study shows that these factors seem to be relevant for computer literacy too. It has been found that a positive attitude towards mathematics and physics is positively related to a positive attitude towards computer literacy. An examination of the relation between performance in computer literacy and attitude towards mathematics and physics shows no differences in performance between boys and girls with a negative attitude towards mathematics and physics. For boys and girls with a positive attitude towards mathematics and physics however a difference in performance in computer literacy has been found in favour of boy

Courseware evaluation by teachers: An implementation perspective

This study has investigated teachers' criteria for the use of courseware packages in the classroom. The starting point of the study was the assumption that it is the teacher who decides whether or not courseware will be used in the classroom. The integration of courseware into the curriculum is conceived as a complex innovation. The study is oriented towards the process of decision making by teachers. A positive decision to actual use of courseware is one of the first steps towards integration of courseware into the curriculum. Three determinants of quality and practicality of an innovation, viz. instrumentality, congruence and cost, formed the theoretical framework of the study. From the study it can be concluded that at the very first stage of the process leading to the integration of courseware into the curriculum, courseware should motivate students, realize educational objectives better than traditional methods and its content should be an operationalization of teacher's ideas and beliefs

How different are ICT-supported pedagogical practices from extensive and non-extensive ICT-using science teachers?

This paper aims to understand the differences between characteristics of ICT-supported pedagogical practices of grade 8 science teachers of extensive and non-extensive ICT-using science teachers. The differences of the pedagogical practices are described in terms of innovative and traditionally important practice orientations. The innovative practice orientation reflects a demand for education in an information society (e.g. communication skills; ability to learn at own pace), while the traditionally important practice orientation (e.g. subject-matter knowledge) reflects teaching and learning in an industrial society. The purpose of this study was to explore differences between the ICT-supported pedagogical practices of extensive and non-extensive ICT-using science teachers. As part of the SITES 2006 study extensive ICT-using science teachers nominated their most satisfying pedagogical practice. Perceived student outcomes and teaching practices have been analyzed using the SITES 2006 database. In addition, the regular pedagogical practices of these science teachers were, using the SITES 2006 database, compared with the regular pedagogical practices of non-extensive ICT-using science teachers. The results show that although traditionally important practices within the context of ICT are still dominant in science education, changes in the equilibrium between traditionally important and innovative practice orientations are taking place across educational systems

Fashion and desire in an ecologically sustainable world

The popularity of sustainability has encroached on the fashion industry and as such, there are currently an increasing number of fashion designers and brands who profit from the sales of “sustainable fashion.” The fashion industry capitalises upon its ability to create new, desirable trends that equally as expeditiously become undesirable. Is an industry whose sole purpose is to create products which consumers desire for a meagre ration of time (before disposing of and purchasing the next emerging trend) ever capable of being truly sustainable? And more so, what fundamental social structures hold consumers hostage to an industry which hegemonically disempowers them through creating a clever and deceptive guise of ‘pseudo-empowerment’

Determining Teachers’ TPACK through observations and self-report data

This study reports an arrangement directed at the development of 12 pre-service teachers’ TPACK, by guiding them in developing, practicing and teaching lessons that integrate technology for the first time. Interview, observation, and survey data were collected throughout the study. Results from the study confirmed the contention of Koehler and Mishra (2008) that teachers’ TPACK can be expressed in different ways for different students and in different contextual conditions. Analysis of lesson plan documents showed a well presented theoretical development of the teachers’ TPACK. This seemed to have aligned with their self-reported beliefs which reported slightly higher competencies of TPACK. Observation data however, indicated that teachers had acquired technology integration skills but demonstrated relatively low competencies in blending the components of TPACK. The study leaves no doubts that these teachers’ stated pedagogical beliefs did not align with their instructional practice

Determination of micro nutrients in substrates by water extraction and interpretation of the analytical data

In 1974 the 1:1½ volume extract was published (Sonneveld et al., 1974) as a water extraction method for the determination of available nutrient elements and of the salinity status of peaty substrates. The analytical data of this extract were related to the data of the “substrate” solution extracted from the substrates with a moisture condition of -3.2 kPa. The method has been widely used and offers a suitable basis for fertilization of peaty substrates. In the years after publication, the composition and application of substrates has undergone much change and the irrigation methods have also been thoroughly adjusted. The latter was responsible for increased water contents in the substrate during crop growth. Therefore, another study was carried out in which the analytical data of the 1:1½ volume extract was compared with the analytical data of the “substrate” solution, where the “substrate” solution was defined at the moisture condition of -1.0 kPa. There was a good agreement between the results of both studies. However, the regression coefficients for the relationships between the data of the extracts differ, as expected, because of the higher moisture contents on which the substrate solution was defined. In addition to the data of major elements published, in the second study, micro nutrients were determined in the extracts, but not published. Therefore in this paper the relationships between the concentrations of micro nutrient as determined in the 1:1½ extract and in the “substrate” solution are given. The relationships presented support the interpretation of analytical data of micro nutrients by means of water extraction

The effects of Fe-chelate type and PH on substrate grown roses

Substrate grown roses appear to be susceptible to chlorosis, which indicates problems with Fe or Mn uptake and hence yield reduction. In common practice this problem is often treated by the addition of extra Fe-chelate, or the use of Fe-EDDHA instead of Fe-DTPA. In previous tests, it was shown that the pH in the root environment is a major factor in the prevention of chlorosis. Moreover, the application of Fe-EDDHA does not always show satisfying improvements in practice. The interaction between Fe-chelate types (EDDHA and DTPA) and pH was studied with roses cv. ‘Kiss’ and ‘Escimo’ on glasswool substrate, reusing drainage water. pH levels compared were about 7, 5.8 and 4.5. The treatments resulted in significant chlorosis and consequently yield reduction at high pH with both cultivars and both chelate types. Highest yields were obtained at low pH, especially with ‘Escimo’. The Fe uptake was clearly affected by the pH with both chelate types. At high pH the Fe-uptake was significantly higher with Fe-EDDHA; however the Mn contents in the plant were significantly lower with these treatments. The uptake of Zn and Cu was also affected by specific combinations of pH and the type of chelate. It was concluded that an optimal pH control was the best method of preventing chlorosis. The choice of the chelate type was less effective and could enhance Mn deficiency

Using ICT to Foster (Pre) Reading and Writing Skills in Young Children

This study examines how technology can support the development of emergent reading and writing skills in four- to five-year-old children. The research was conducted with PictoPal, an intervention which features a software package that uses images and text in three main activity areas: reading, writing, and authentic applications. This article reports on the effects of the PictoPal intervention on pupil literacy and communication skills. Two small-scale studies were conducted. Observation results from the first study showed that children are able to work independently with the program after a few instruction sessions. The second study showed a statistically significant learning effect of experimental versus control group scores after two months of using PictoPal in the classroom under the guidance of a parent volunteer. Further research is needed to arrive at a better understanding of these learning gains with a larger group of pupils

Pre-service mathematics teachers' learning and teaching of activity-based lessons supported with spreadsheets

Mathematics education research has shown that too few students have adequate mathematics comprehension or problem-solving skills. To make up for this lapse in student outcomes, mathematics teachers should be among the most enthusiastic in seeking to maximize technologies’ potential to develop student understanding, stimulate student interest, and increase student mathematics proficiency. In this study, pre-service mathematics teachers worked in teams to develop their knowledge and skills in designing activity-based lessons supported by spreadsheets. The pre-service teachers developed and demonstrated their knowledge and skill adequately during the design and enactment of their lessons. The results also showed that, the activity-based lessons supported by spreadsheets served a useful pedagogical approach, impacted on student learning outcomes and has the potential of improving teaching and learning mathematics in secondary educatio