Enhancing the creative process for learning in primary technology education

When undertaking design and technology activities, children are provided with opportunities to create solutions to problems in new and innovative ways. The mental processes involved in the generation of new ideas may be enhanced when children’s attention is not focussed and is allowed to wander in a relaxed and uncompetitive environment. Research indicates that the two mental states, generative and non-generative, cannot exist simultaneously. This paper reports on a research project which investigated the impact on children’s thinking when a period of non-focussed thinking became part of the technology process. The results support the previous proposition that a child’s non-generative/analytical mental state needs to give way to a generative state so that a child can be more fully creative. Moreover, from this study that documented children’s ideas during their involvement in a design and technology activity, teachers are urged to provide an incubation period as part of the technological process in the classroom, so that children’s creativity can be fostered.

End-user control in web-based electronic services : a case study

This paper reports a case study of end-user control in delivery of Web-based electronic services. The case study concentrates the adoption of a Web-based electronic system being implemented in processing student’s admission applications on a Web site. The end-user’s control interface provides information on the detail existing in the Web-based electronic service. This insight into end-user synthesis in developing effective control in Web service environment relates to ease of use in doing the task. To assume the leverage of end-user control strictly on the basis of the Web service usage would limit the purpose of understanding. Rather it is suggested that it would be better to develop an approach to study the end-user ease of use interface in doing the task with the user’s perception towards Web-based interactivity.

End-user experience with information in Web-based electronic service : a case study

End-user experience with information presumably considered as one of the prominent factors shaping the adoption of web-based electronic services. User interfacing with large amount of information the rationale is to deduce the effect in the current web-based task environment. Understanding user’s perception on the basis of the prior experience with information may provide insights into what constitutes in driving those perceptions and their effect in the current and future task in web-based electronic services. The paper lays the theoretical context of end-user experience with information and proceeds further in an attempt to distinguish the role in web-based electronic services.

Calculators, mathematics and young children : a study of six children using calculators as part of the mathematics curriculum during their first two years of school

The thesis investigates the role a calculator can play in the developing number knowledge of three girls and three boys as part of their mathematics program, during their first two years at primary school. Random sampling was used initially to select six girls and six boys from the twenty-four children entering a 1993 prep class. These twelve children were interviewed on entrance to school and based on the performance of the twelve children on the initial interview, a girl and a boy were chosen from the higher, middle and lower achievers to take part in the full study. The class teachers involved were previously participants in the ‘Calculators in Primary Mathematics’ research program and were committed to the use of calculators in their mathematics program. A case study approach using qualitative methods within the activity theory framework is used to collect relevant data and information, an analysis of five interviews with each child and observations of the children in forty-one classroom lessons provides comprehensive data on the children's developing number knowledge during the two years. The analysis questionnaires establishes each teacher's perceptions of the children's number learning at the beginning and end of each year, compares teacher expectations with children's actual performance for the year and compares curriculum expectations with children's actual performance. A teacher interview established reasons for changes in teaching style; teacher expectations; children's number learning; and was used to confirm my research findings. An activity theory framework provides an appropriate means of co-coordinating perspectives within this research to enable a description of the child's number learning within a social environment. This framework allows for highlighting the mediation offered by the calculator supporting the children's number learning in the classroom. Levels of children's developing number knowledge reached when working with a calculator and as a result of calculator use are mapped against the levels recommended in ‘Mathematics in the National Curriculum’ (National Curriculum Council, December 1988), and the Curriculum and Standards Framework: Mathematics (Board of Studies 2000). Findings from this comparison illustrate that the six children's performance in number was enhanced when using a calculator and indicate that on-going development and understanding of number concepts occurred at levels of performance at least two years in advance of curriculum recommendations for the first two years of school.

Workplace learning of information technology workers in Hong Kong

This study found that to information technology professionals in Hong Kong, the workplace was a rich environment in which to learn. However, as information technology changed and became more complex, none of them knew all about the technologies they used and for each technology, there could be different ways of knowing it.

What drives the end user to build a feral information system?

A Feral Information Systems (FIS) is any technological artefact (e.g. spreadsheets) that end users employ instead of the mandated Enterprise System (ES). ES proponents suggest that the installation of an ES will boost productivity. However, Production Possibility Frontier theory provides insights as to why the introduction of an ES may instead suppress an end user's productivity. Structuration Theory offers insights that explain how certain end users may have access to powerful resources. Rather than submitting to the ES, the end user can employ FIS to block or circumvent aspects of the ES. Further, the concept of life chances helps explain why individuals may or may not develop the core skills required to construct an alternate to the ES, the FIS. In relation to the ES usage, an end user may adopt one of four Modes of Operation, namely: Submit, Dismiss, Hidden, or Defiant.

Young children learning mathematics: a guide for educators and families

Can young children learn mathematics before school? What ideas and concepts are they capable of learning? How can adults develop a child's mathematical thinking from birth to five years? Early learning plays a critical role in laying a foundation for later success in schooling. This book explores the possibilities and potential for early childhood educators, parents and carers to stimulate young children's mathematical thinking. Drawing on the authors' significant research, it answers frequently asked questions about early childhood mathematics, discusses the experiences, activities and conversations that could lead to mathematics learning, and provides simple, easy-to-follow guidelines on introducing and building on the mathematical concepts underpinning play and activity in young children aged from birth to five.

Learning skills : robotics technology in automotive powertrain assembly

The past 40 years have seen industrial robots establish their superiority over humans in most areas of manufacturing requiring endurance or repeatability. One important application domain, however, has so far lagged behind the industry’s expectations: mechanical assembly. As fast, precise and dependable as they are, traditional industrial robots just don’t seem able to perform certain assembly operations as well as a skilled human worker. A task as simple as screwing a light bulb into a lamp socket shows why. Applying the right amount of force and turning the bulb at just the right time, at exactly the right angle, is something a human does intuitively. How can a robot be programmed to do this? For robots to successfully emulate humans on an assembly line, they need to have force-sensing capability and exhibit compliance. They must be able to direct forces and moments in a controlled way, and react to contact information. New robot force control technology from ABB shows how.