title: Keeping up with the 'digital natives': Integrating Web 2.0 technologies into classroom practice.

authors: Cleary, Alison

subjects: self-study

abstract: This report describes a self-study using an action research spiral of problem analysis, intervention design, trial, reflection and analysis. The main purpose of the study was to investigate and evaluate whether Web 2.0 technologies and, in particular, social software could be effectively integrated into a senior secondary English classroom.

The methodology used in the study, while mainly qualitative, did include a degree of quantitative data-gathering. The study took place over two terms of the 2007 school year in a semi-rural school south of Auckland. 

My Year 12 English class of twenty-four students were participants in the study and I was the teacher-researcher. As part of the study the students responded to my 'blog' and created and maintained their own 'blogs'. These 'voices' are important threads in this narrative. Two of my colleagues acted as 'critical friends' in this process.

During the study my own beliefs regarding new technology and the descriptor 'digital natives' were challenged. While the data collected and the interpretative analysis of it created further questions that need to be addressed, the findings indicate that there is a place for Web 2.0 technology and social software in English classrooms. The findings also show that in order for these applications to be integrated effectively, a number of issues need to be addressed. My recommendations as teacher-researcher at the 'chalk-face' attempting to keep up with the rapidly changing lives of our students concludes this report.

text: Keeping up with the 'digital natives': Integrating Web 2.0 technologies into classroom practice. This report describes a self-study using an action research spiral of problem analysis, intervention design, trial, reflection and analysis. The main purpose of the study was to investigate and evaluate whether Web 2.0 technologies and, in particular, social software could be effectively integrated into a senior secondary English classroom.

The methodology used in the study, while mainly qualitative, did include a degree of quantitative data-gathering. The study took place over two terms of the 2007 school year in a semi-rural school south of Auckland. 

My Year 12 English class of twenty-four students were participants in the study and I was the teacher-researcher. As part of the study the students responded to my 'blog' and created and maintained their own 'blogs'. These 'voices' are important threads in this narrative. Two of my colleagues acted as 'critical friends' in this process.

During the study my own beliefs regarding new technology and the descriptor 'digital natives' were challenged. While the data collected and the interpretative analysis of it created further questions that need to be addressed, the findings indicate that there is a place for Web 2.0 technology and social software in English classrooms. The findings also show that in order for these applications to be integrated effectively, a number of issues need to be addressed. My recommendations as teacher-researcher at the 'chalk-face' attempting to keep up with the rapidly changing lives of our students concludes this report.

year: 2008

title: Transition metal carbonyl derivatives of the germanes: XIV. Studies of mixed cobalt carbonyl/manganese carbonyl substituted germanes including [(CO)₅MnGeCo₃(CO)₉], μ₃-(pentacarbonylmanganesegermylidyne)cyclotris(tricarbonylcobalt)(3Co---Co)

authors: Christie, Judy A.

subjects: chemistry

abstract: [Mn(CO)₅GeH₃] reacts smoothly with Co₂(CO)₈ to form the [(CO)₅MnGeCo₃(CO)₉], which is also produced by the reaction of Mn(CO)₅⁻ with [(CO)₄CoGeCo₃(CO)₉]. [Mn(CO)₅GeMeH₂] similarly reacts with Co₂(CO)₈ to give [{Mn(CO)₅} {Co₂(CO)₇}GeMe]. The products were characterised spectroscopically and the ESR spectrum of the radical ion of the title compound is presented.

text: Transition metal carbonyl derivatives of the germanes: XIV. Studies of mixed cobalt carbonyl/manganese carbonyl substituted germanes including [(CO)₅MnGeCo₃(CO)₉], μ₃-(pentacarbonylmanganesegermylidyne)cyclotris(tricarbonylcobalt)(3Co---Co) [Mn(CO)₅GeH₃] reacts smoothly with Co₂(CO)₈ to form the [(CO)₅MnGeCo₃(CO)₉], which is also produced by the reaction of Mn(CO)₅⁻ with [(CO)₄CoGeCo₃(CO)₉]. [Mn(CO)₅GeMeH₂] similarly reacts with Co₂(CO)₈ to give [{Mn(CO)₅} {Co₂(CO)₇}GeMe]. The products were characterised spectroscopically and the ESR spectrum of the radical ion of the title compound is presented.

year: 1982

title: Puna

authors: Apiata, Hāwea

abstract: Bilingual poem for issue 11 of Mayhem Literary Journal.

text: Puna Bilingual poem for issue 11 of Mayhem Literary Journal.

year: 2024-09-26