title: The ‘iPadagogy’ of Reading: Exploring the influence iPads have on student achievement and perceived learning and engagement in middle school reading.

authors: Roser, Monique

subjects: iPad

abstract: The increase in accessibility and demand for portable computers and tablets has seen literacy in schools begin a metamorphic transformation. This change has, and still is, driven by the advances in modern digital technology and its growing acceptance, popularity and need, as the division between home use and that found in classroom learning environments is steadily diminishing.  With such advances in technology comes also the evolution of the format and style of reading text. The far-reaching effects of this 21st century technology is in its infancy as researchers and educators alike, seek to understand how effective and efficient the introduction of multimodalities are to the engagement, comprehension and achievement of readers. Schools and institutions are faced with evaluating the current issue as to whether or not the impending technology is beneficial to reading instruction and thus adapted accordingly or accept the current method of reading instruction as being sufficient. Before educators adapt new methods and distance themselves from decade long traditional reading orthodoxy, there must be evidence based research that exhibits improvement in comprehension (Grant, 2004). 
Such research is supported by the New Zealand Ministry of Education who in 2014 invested millions of dollars over three years to fund teacher-led research, some of which was spent on improving literacy learning outcomes for students. Detailed literacy projects recently published by the New Zealand Council for Educational Research (McDowall, 2015) outline the importance recent literature-related research has been in providing a foundation of cumulative body of knowledge, linking teaching and learning and in addressing themes of strategic importance to education in New Zealand.  
This small-scale experimental and exploratory mixed-methods research project documents the reading achievement of two groups of middle school students over a 5-week period, as well as the personal perceived learning and engagement experiences of the participants during this time. The study uses mixed methodology with quantitative data collected through quasi experimental testing and individual Likert scale survey. The quantitative data is supported by qualitative data, collected through four group interviews made up of three students- two groups from the treatment group and two from the control group. By focusing on the evolution of tablet computers into classroom environments and student learning, this research examines the extent of the influence iPads have on student’s reading achievement at a middle-school year level as well as their personal engagement and learning experiences.

text: The ‘iPadagogy’ of Reading: Exploring the influence iPads have on student achievement and perceived learning and engagement in middle school reading. The increase in accessibility and demand for portable computers and tablets has seen literacy in schools begin a metamorphic transformation. This change has, and still is, driven by the advances in modern digital technology and its growing acceptance, popularity and need, as the division between home use and that found in classroom learning environments is steadily diminishing.  With such advances in technology comes also the evolution of the format and style of reading text. The far-reaching effects of this 21st century technology is in its infancy as researchers and educators alike, seek to understand how effective and efficient the introduction of multimodalities are to the engagement, comprehension and achievement of readers. Schools and institutions are faced with evaluating the current issue as to whether or not the impending technology is beneficial to reading instruction and thus adapted accordingly or accept the current method of reading instruction as being sufficient. Before educators adapt new methods and distance themselves from decade long traditional reading orthodoxy, there must be evidence based research that exhibits improvement in comprehension (Grant, 2004). 
Such research is supported by the New Zealand Ministry of Education who in 2014 invested millions of dollars over three years to fund teacher-led research, some of which was spent on improving literacy learning outcomes for students. Detailed literacy projects recently published by the New Zealand Council for Educational Research (McDowall, 2015) outline the importance recent literature-related research has been in providing a foundation of cumulative body of knowledge, linking teaching and learning and in addressing themes of strategic importance to education in New Zealand.  
This small-scale experimental and exploratory mixed-methods research project documents the reading achievement of two groups of middle school students over a 5-week period, as well as the personal perceived learning and engagement experiences of the participants during this time. The study uses mixed methodology with quantitative data collected through quasi experimental testing and individual Likert scale survey. The quantitative data is supported by qualitative data, collected through four group interviews made up of three students- two groups from the treatment group and two from the control group. By focusing on the evolution of tablet computers into classroom environments and student learning, this research examines the extent of the influence iPads have on student’s reading achievement at a middle-school year level as well as their personal engagement and learning experiences.

year: 2016

title: A Mobile Augmented Memory Aid for people with Traumatic Brain Injury

authors: Chang, Su-Ping Carole

subjects: Brain Injury

abstract: Traumatic Brain Injury (TBI) occurs when an external mechanical force traumatically injures the brain. The 2010/2011 population-based study shows that the total incidence of TBI in New Zealand has increased to 790 per 100,000 population. Memory impairment is the most common symptom and affects most TBI survivors. Memory impairments resulting from TBI take many forms depending on the nature of the injury. Existing work to use technology to help with memory problems focuses predominantly on capturing all information digitally to enable ‘replaying’ of memories. Other software applications (like calendar that reminders) are designed to assist the average people tracking their schedules. Both are inadequate for supporting TBI survivors.
The aim of this research is to build an augmented autobiographical memory system for a mobile device for supporting TBI survivors with their memory problems. I address the lack of information about TBI survivors’ use of digital aids through user studies and interviews.
This research includes three studies. The first study is the interview user study, which aims to investigate TBI survivors’ use of their own memory aids/strategies to cope with difficulties caused by memory impairments. The results contribute to develop the conceptual design of the prototype.
The second study is the interface user study, which aims to examine the usability of the conceptual design. Findings from this study provide the data and feedback for structuring the implementation of the MyMemory prototype on a mobile device. MyMemory is an augmented autobiographical memory aid specialized for TBI survivors with memory impairments. According to the results from the interface user study, we develop the implementation of the MyMemory prototype.
The third study aims to evaluate the effectiveness of MyMemory for improving autobiographical memory for people with TBI. This evaluation study is based on the ABAB case study used in psychology which can provide more accurate outcomes about the evaluation of MyMemory.

text: A Mobile Augmented Memory Aid for people with Traumatic Brain Injury Traumatic Brain Injury (TBI) occurs when an external mechanical force traumatically injures the brain. The 2010/2011 population-based study shows that the total incidence of TBI in New Zealand has increased to 790 per 100,000 population. Memory impairment is the most common symptom and affects most TBI survivors. Memory impairments resulting from TBI take many forms depending on the nature of the injury. Existing work to use technology to help with memory problems focuses predominantly on capturing all information digitally to enable ‘replaying’ of memories. Other software applications (like calendar that reminders) are designed to assist the average people tracking their schedules. Both are inadequate for supporting TBI survivors.
The aim of this research is to build an augmented autobiographical memory system for a mobile device for supporting TBI survivors with their memory problems. I address the lack of information about TBI survivors’ use of digital aids through user studies and interviews.
This research includes three studies. The first study is the interview user study, which aims to investigate TBI survivors’ use of their own memory aids/strategies to cope with difficulties caused by memory impairments. The results contribute to develop the conceptual design of the prototype.
The second study is the interface user study, which aims to examine the usability of the conceptual design. Findings from this study provide the data and feedback for structuring the implementation of the MyMemory prototype on a mobile device. MyMemory is an augmented autobiographical memory aid specialized for TBI survivors with memory impairments. According to the results from the interface user study, we develop the implementation of the MyMemory prototype.
The third study aims to evaluate the effectiveness of MyMemory for improving autobiographical memory for people with TBI. This evaluation study is based on the ABAB case study used in psychology which can provide more accurate outcomes about the evaluation of MyMemory.

year: 2017

title: The Buried Village, New Zealand - an example of dark tourism?

authors: Ryan, Chris

subjects: dark tourism

abstract: In 1886, the explosion of Mount Tarawera resulted in the loss of 150 lives and the burial of the village of Te Wairoa, the base from which tourists had visited the Pink and White Terraces, a silicone-stained natural formation then advertised as one of the natural wonders of the world. Since 1931, the buried site has itself been a tourist attraction and Smith and Croy have argued that it serves as an example of “dark tourism”. This paper uses a different methodology to argue that Lennon and Foley's original definition of dark tourism is precise, that the buried village of Te Wairoa does not meet that specification, but does support the model suggested by Sharpley, that the site's characteristics are those of grey tourism supply. However, the findings derived from a sample of over 600 respondents indicate that sites are complex packages of potential experiences, and are potentially multi-faceted in terms of the experiences they offer. It is also suggested that cultural components might play a role in the experience of what is “dark” about a site.

text: The Buried Village, New Zealand - an example of dark tourism? In 1886, the explosion of Mount Tarawera resulted in the loss of 150 lives and the burial of the village of Te Wairoa, the base from which tourists had visited the Pink and White Terraces, a silicone-stained natural formation then advertised as one of the natural wonders of the world. Since 1931, the buried site has itself been a tourist attraction and Smith and Croy have argued that it serves as an example of “dark tourism”. This paper uses a different methodology to argue that Lennon and Foley's original definition of dark tourism is precise, that the buried village of Te Wairoa does not meet that specification, but does support the model suggested by Sharpley, that the site's characteristics are those of grey tourism supply. However, the findings derived from a sample of over 600 respondents indicate that sites are complex packages of potential experiences, and are potentially multi-faceted in terms of the experiences they offer. It is also suggested that cultural components might play a role in the experience of what is “dark” about a site.

year: 2006