title: Comparison of Personal Video Technology for Teaching and Assessment of Surgical Skills.

authors: Sheahan, Guy

subjects: Clinical Competence

abstract: BACKGROUND: Improvements in personal technology have made video recording for teaching and assessment of surgical skills possible. 
OBJECTIVE: This study compared 5 personal video-recording devices based on their utility (image quality, hardware, mounting options, and accessibility) in recording open surgical procedures. 
METHODS: Open procedures in a simulated setting were recorded using smartphones and tablets (MOB), laptops (LAP), sports cameras such as GoPro (SC), single-lens reflex cameras (DSLR), and spy camera glasses (SPY). Utility was rated by consensus between 2 investigators trained in observation of technology using a 5-point Likert scale (1, poor, to 5, excellent). 
RESULTS: A total of 150 hours of muted video were reviewed with a minimum 1 hour for each device. Image quality was good (3.8) across all devices, although this was influenced by the device-mounting requirements (4.2) and its proximity to the area of interest. Device hardware (battery life and storage capacity) was problematic for long procedures (3.8). Availability of devices was high (4.2). 
CONCLUSIONS: Personal video-recording technology can be used for assessment and teaching of open surgical skills. DSLR and SC provide the best images. DSLR provides the best zoom capability from an offset position, while SC can be placed closer to the operative field without impairing sterility. Laptops provide best overall utility for long procedures due to video file size. All devices require stable recording platforms (eg, bench space, dedicated mounting accessories). Head harnesses (SC, SPY) provide opportunities for "point-of-view" recordings. MOB and LAP can be used for multiple concurrent recordings.

text: Comparison of Personal Video Technology for Teaching and Assessment of Surgical Skills. BACKGROUND: Improvements in personal technology have made video recording for teaching and assessment of surgical skills possible. 
OBJECTIVE: This study compared 5 personal video-recording devices based on their utility (image quality, hardware, mounting options, and accessibility) in recording open surgical procedures. 
METHODS: Open procedures in a simulated setting were recorded using smartphones and tablets (MOB), laptops (LAP), sports cameras such as GoPro (SC), single-lens reflex cameras (DSLR), and spy camera glasses (SPY). Utility was rated by consensus between 2 investigators trained in observation of technology using a 5-point Likert scale (1, poor, to 5, excellent). 
RESULTS: A total of 150 hours of muted video were reviewed with a minimum 1 hour for each device. Image quality was good (3.8) across all devices, although this was influenced by the device-mounting requirements (4.2) and its proximity to the area of interest. Device hardware (battery life and storage capacity) was problematic for long procedures (3.8). Availability of devices was high (4.2). 
CONCLUSIONS: Personal video-recording technology can be used for assessment and teaching of open surgical skills. DSLR and SC provide the best images. DSLR provides the best zoom capability from an offset position, while SC can be placed closer to the operative field without impairing sterility. Laptops provide best overall utility for long procedures due to video file size. All devices require stable recording platforms (eg, bench space, dedicated mounting accessories). Head harnesses (SC, SPY) provide opportunities for "point-of-view" recordings. MOB and LAP can be used for multiple concurrent recordings.

year: 2019-06

title: Number sense in a secondary school context

authors: McChesney, Jane

abstract: Current mathematics education research in New Zealand is directed at primary school or senior secondary school, in the areas of numeracy, technology innovations, student achievement and teacher professional development. This study investigated junior secondary mathematics lessons as contexts for distributed mathematical activity. Two Year 9 classes and one Year 10 class from the same school constituted case studies; two case studies were lower band and one was middle band. All three teachers continued with their normal mathematics programmes. Using an interpretivist methodology, participant observation was the main method used to collect data of sequential mathematics lessons over five weeks. The data was organised around three domains of classroom activity: classroom social norms, mathematical tools, and interaction. The data analysis focussed on aspects of these domains that afforded and constrained the negotiation of mathematical meaning. 
In each classroom context, social norms associated with lesson events were found to afford student participation. Student participation was afforded by interactional spaces; that is, regular opportunities for students to volunteer mathematical contributions and to adopt different roles in joint activity. Interactional spaces provided students with greater access to more diverse mathematical resources. Students activated interactional spaces in different ways with questions, suggestions, explanations, errors and, in one classroom, a discourse of primary school mathematics. 
Using a sociocultural perspective, school mathematical artefacts were conceptualised as cognitive mathematical tools. Cognitive tools were identified as representations, thinking devices and analogous models. Tools that were both representations and thinking devices afforded further resources for students, such as mathematical information, cues and other signifiers. The only technological tool in the case study classrooms was the scientific calculator. The roles of the calculator were as a recording device, calculating machine and exploratory object. In these roles, the calculator afforded further resources for students. 
The findings in the interaction domain challenge the assumption that traditional classroom mathematics programmes have limited discursive opportunities. Students initiated more focussed negotiations in both whole class and localised situations. In each case study, students and the teacher actively contributed mathematical resources. For these lower and middle ability students, access to mathematical resources was a significant affordance for further mathematical activity. In each classroom context, activity was found to be distributed over social norms, tools and interaction. Number sense activity was distributed according to the adapted 'environment' metaphor (Greeno, 1991 ). Students negotiated mathematical meanings by activating and using cognitive tools and discursive resources in the number sense 'environment'.

text: Number sense in a secondary school context Current mathematics education research in New Zealand is directed at primary school or senior secondary school, in the areas of numeracy, technology innovations, student achievement and teacher professional development. This study investigated junior secondary mathematics lessons as contexts for distributed mathematical activity. Two Year 9 classes and one Year 10 class from the same school constituted case studies; two case studies were lower band and one was middle band. All three teachers continued with their normal mathematics programmes. Using an interpretivist methodology, participant observation was the main method used to collect data of sequential mathematics lessons over five weeks. The data was organised around three domains of classroom activity: classroom social norms, mathematical tools, and interaction. The data analysis focussed on aspects of these domains that afforded and constrained the negotiation of mathematical meaning. 
In each classroom context, social norms associated with lesson events were found to afford student participation. Student participation was afforded by interactional spaces; that is, regular opportunities for students to volunteer mathematical contributions and to adopt different roles in joint activity. Interactional spaces provided students with greater access to more diverse mathematical resources. Students activated interactional spaces in different ways with questions, suggestions, explanations, errors and, in one classroom, a discourse of primary school mathematics. 
Using a sociocultural perspective, school mathematical artefacts were conceptualised as cognitive mathematical tools. Cognitive tools were identified as representations, thinking devices and analogous models. Tools that were both representations and thinking devices afforded further resources for students, such as mathematical information, cues and other signifiers. The only technological tool in the case study classrooms was the scientific calculator. The roles of the calculator were as a recording device, calculating machine and exploratory object. In these roles, the calculator afforded further resources for students. 
The findings in the interaction domain challenge the assumption that traditional classroom mathematics programmes have limited discursive opportunities. Students initiated more focussed negotiations in both whole class and localised situations. In each case study, students and the teacher actively contributed mathematical resources. For these lower and middle ability students, access to mathematical resources was a significant affordance for further mathematical activity. In each classroom context, activity was found to be distributed over social norms, tools and interaction. Number sense activity was distributed according to the adapted 'environment' metaphor (Greeno, 1991 ). Students negotiated mathematical meanings by activating and using cognitive tools and discursive resources in the number sense 'environment'.

year: 2004

title: Words on Walls: Te reo Māori (loan)words in Aotearoa New Zealand primary school classrooms

authors: Burnette, Jessie

abstract: The unique language contact situation within Aotearoa New Zealand has informed a range of studies of the defining and increasingly salient feature of New Zealand English (NZE): the integration of loanwords from the indigenous, donor language, te reo Māori, into the dominant recipient language, English (Hay et al. 2008). As NZE is experiencing a state of great lexical flux, it is important to establish which (loan)words children are regularly exposed to and what social meanings they may be acquiring in relation to these. One relevant domain that can be examined for this purpose is that of the classroom. The classroom is educational in the traditional sense, but also in the developmental sense, in the acquisition of broader social meaning. Previous schoolscape research has highlighted not only the pedagogical importance of these spaces, but their influence in the construction and transmission of language ideologies (Pzymus and Huddleston 2021; Brown 2012). The present study aims to answer two questions: RQ1) Which (loan)words are children regularly exposed to through schoolscapes in Aotearoa (and do these words align with the loanwords identified as frequently appearing in previously collected corpora)? RQ2) What implicit language ideologies does the presentation of loanwords display (e.g. are loanwords presented as ‘flagged’/foreign (Levendis and Calude 2019))? This study brings together quantitative and qualitative analysis methods in an in-depth investigation of nine classrooms within three separate primary schools, and aims to provide a broad and perationalizable framework for conducting LL.

text: Words on Walls: Te reo Māori (loan)words in Aotearoa New Zealand primary school classrooms The unique language contact situation within Aotearoa New Zealand has informed a range of studies of the defining and increasingly salient feature of New Zealand English (NZE): the integration of loanwords from the indigenous, donor language, te reo Māori, into the dominant recipient language, English (Hay et al. 2008). As NZE is experiencing a state of great lexical flux, it is important to establish which (loan)words children are regularly exposed to and what social meanings they may be acquiring in relation to these. One relevant domain that can be examined for this purpose is that of the classroom. The classroom is educational in the traditional sense, but also in the developmental sense, in the acquisition of broader social meaning. Previous schoolscape research has highlighted not only the pedagogical importance of these spaces, but their influence in the construction and transmission of language ideologies (Pzymus and Huddleston 2021; Brown 2012). The present study aims to answer two questions: RQ1) Which (loan)words are children regularly exposed to through schoolscapes in Aotearoa (and do these words align with the loanwords identified as frequently appearing in previously collected corpora)? RQ2) What implicit language ideologies does the presentation of loanwords display (e.g. are loanwords presented as ‘flagged’/foreign (Levendis and Calude 2019))? This study brings together quantitative and qualitative analysis methods in an in-depth investigation of nine classrooms within three separate primary schools, and aims to provide a broad and perationalizable framework for conducting LL.

year: 2024