Rethinking curriculum, assessment and reporting in a technology-rich school environment

This research presents a portrait of a school experiencing the dilemmas and tensions of adapting to new technology. Teachers, parents and students' reactions to, and involvement in, the defining of the 'learning community' of the school is analysed and documented as multimodal reporting of student learning and progress is introduced.

Play, language and social skills of children attending a play-based curriculum school and a traditionally structured classroom curriculum school in low socioeconomic areas

Aim and method: A comparison study of four six-year-old children attending a school with a play-based curriculum and a school with a traditionally structured classroom from low socioeconomic areas was conducted in Victoria, Australia. Children’s play,
language and social skills were measured in February and again in August. At baseline assessment there was a combined sample of 31 children (mean age 5.5 years, SD 0.35 years; 13 females and 18 males). At follow-up there was a combined sample of 26
children (mean age 5.9 years, SD 0.35 years; 10 females, 16 males).
Results: There was no significant difference between the school groups in play, language, social skills, age and sex at baseline assessment. Compared to norms on a standardised assessment, all the children were beginning school with delayed play ability. At follow-up assessment, children at the play-based curriculum school had made significant gains in all areas assessed (p values ranged from 0.000 to 0.05). Children at the school with the traditional structured classroom had made significant positive gains in use of symbols in play (p < 0.05) and semantic language (p < 0.05). At follow-up, there were significant differences between schools in elaborate play (p < 0.000), semantic language (p < 0.000), narrative language (p < 0.01) and social connection (p < 0.01), with children in the play-based curriculum school having significantly higher scores in play, narrative language and language and lower scores in social disconnection.
Implications: Children from low SES areas begin school at risk of failure as skills in play, language and social skills are delayed. The school experience increases children’s skills, with children in the play-based curriculum showing significant improvements in all areas assessed. It is argued that a play-based curriculum meets children’s developmental and learning needs more effectively. More research is needed to replicate these results.

Cross-curriculum priorities and the ethics of interpreting Indigenous texts

Deakin University’s first-year unit, ‘Reading Children’s Texts’, is mandatory for the B.Ed. (Primary). Newly revised, it addresses the cross- curriculum priorities, Indigenous histories and cultures, and Australia’s engagements with Asia. The unit introduces the study of narrative, genre, and ideology. But how should the political topics embedded in the English curriculum be framed for pre-service teachers, and how relevant are literary texts to the teaching of ethical interpretation of texts to both primary and secondary students?

The teacher education evolution : the shift from online to mobile learning in curriculum, assessment and delivery

Most teacher education programs have online applications. Increasingly teacher education programs are expanding their distance education applications with mobile learning, or m-learning. Although related to online learning, m-learning focuses on the learning opportunities offered by mobile technologies. Mobile learning is a big step towards providing flexible teacher education; it has brought about a new forum for learning, decreased limitations of learning location, and provided learners with choices about how and when they access learning materials. Universities are finding themselves grappling with how best to utilize mobile technologies for learning, while staying within their educational missions and resources. In this paper the mobile devices used in higher education and the current status of mobile technologies as learning tools at universities are described. The background of approaches and methods which are currently in use are also discussed, plus universities and teacher readiness for this transformation are also reviewed. Affordances and constraints are considered.

Advanced science and technology letters : advanced researches on security and assurance

We would like to welcome you to the Regular Papers proceedings of the 7th International Conference on Information Security and Assurance (ISA 2013) which was held on April 26-28, 2013 at Waterfront Airport Hotel and Casino, Cebu, Philippines. ISA 2013 is focused on various aspects of advances in researches on Security and Assurance. It provided a chance for academic and industry professionals to discuss recent progress in the related areas. We expect that the conference and its publications will be a trigger for further related research and technology improvements in this important subject. We would like to acknowledge the great effort of all the Chairs and members of the Editorial Committee. We would like to express our gratitude to all of the authors of submitted papers and to all attendees, for their contributions and participation. We believe in the need for continuing this undertaking in the future.

Student knowledge: curriculum, assessment and reporting

At a time when national and international high-stakes testing has assumed such prominence, one might begin to wonder about the status of teacher judgement when assessing and reporting on children’s knowledge and skills against the descriptors specified in curriculum standards. Were standardised test results congruent with the judgements that teachers make when reporting on students’ achievement, concern about how one type of judgement might compare with another would perhaps be unwarranted. This article draws on research that has investigated whether standardised assessments in the state of Victoria, Australia are actually comparable with teacher’s judgements about their students’ work to illustrate that discrepancies do exist. These results have been interpreted within an analytical framework that derives from Aristotle’s (350BC/2000) distinction between three types of knowledge, namely epistemic, technical and phronetic knowledge.

Sintering of tin oxide and its applications in electronics and processing of high purity optical glasses

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Science and technology policies in open economies: the case of Latin America and the Caribbean

Includes bibliography

Science and technology for sustainable development: a Latin American perspective

This publication, compiled by Gilberto C. Gallopín, Regional Adviser in Environmental Policy for Latin America and the Caribbean, contains the results of the deliberations of the Latin American and Caribbean Regional Workshop on Science and Technology for Sustainable Development. The purpose of the Workshop was to discuss the practical, theoretical and organizational challenges that the quest for sustainable development poses to science and technology (S&T). The increase in complexity and connectivity characteristic of our times results in that the components of the problems are now much less separable than before, and emphasizes the need to approach the problems of development and the environment not only as complex issues in themselves, but also as inseparable and mutually determined. This represents an exceptional challenge to science and technology, particularly to the analytical approaches compartmentalized into disciplines, which represents the bulk of activities and priorities of current S&T systems in both north and south. The Workshop attempted to articulate a Latin American and Caribbean vision towards the search of more effective ways of generating and applying Science and Technology to the problems and opportunities of the region.

Sustainable development: epistemological challenges to science and technology. Report of the workshop Sustainable Development: Epistemological Challenges to Science and Technology""

Includes bibliography