title: Oral Interaction in Technology Education

authors: Fox-Turnbull, Wendy

abstract: This chapter explores perspective of a teacher educator in technology education. It identifies technology education as being very different from educational technology. Technology education is about the informed design and development of technological outcomes to meet identified needs. On the other hand educational technologies are the tools and related pedagogies of using technology to facilitate and enhance student learning. Oral interaction plays a special role in technology education. In technology there is no one right answer, with multiple solutions possible although some solutions will be more successful than others. Technology education draws on considered strategies to assist student learning. The Technology Observation and Conversation framework assist this process and facilitates teacher professional development to enhance the quality of classroom interaction. Understanding the nature of and facilitating intercognitive conversations assists this endeavour. The Technology and Observation Framework provides teachers with a bank of rich questions and observation points across key aspects of curriculum and desirable technology behaviours. Awareness of and understanding the role and values of students’ funds of knowledge, assist teachers in making connections with students and ensures the taking of specific steps to provide an inclusive safe classroom where students are comfortable to take risks and fail. Using strategies such as talking partners and ‘no-hands-up within this safe environment enables students the freedom to explore their thinking orally and learn in a non-judgmental manner thus enabling them to articulate and shift thinking if necessary thus sparking cognitive growth.

text: Oral Interaction in Technology Education This chapter explores perspective of a teacher educator in technology education. It identifies technology education as being very different from educational technology. Technology education is about the informed design and development of technological outcomes to meet identified needs. On the other hand educational technologies are the tools and related pedagogies of using technology to facilitate and enhance student learning. Oral interaction plays a special role in technology education. In technology there is no one right answer, with multiple solutions possible although some solutions will be more successful than others. Technology education draws on considered strategies to assist student learning. The Technology Observation and Conversation framework assist this process and facilitates teacher professional development to enhance the quality of classroom interaction. Understanding the nature of and facilitating intercognitive conversations assists this endeavour. The Technology and Observation Framework provides teachers with a bank of rich questions and observation points across key aspects of curriculum and desirable technology behaviours. Awareness of and understanding the role and values of students’ funds of knowledge, assist teachers in making connections with students and ensures the taking of specific steps to provide an inclusive safe classroom where students are comfortable to take risks and fail. Using strategies such as talking partners and ‘no-hands-up within this safe environment enables students the freedom to explore their thinking orally and learn in a non-judgmental manner thus enabling them to articulate and shift thinking if necessary thus sparking cognitive growth.

year: 2021

title: Dressing for battle in the new global economy: Putting power, identity, and discourse into public relations theory

authors: Weaver, C. Kay

subjects: public relations

abstract: This article argues that public relations theorists need to acknowledge their generally unspoken support for, and allegiance to, corporate capitalist power and to reconsider that allegiance in the context of the new economy. In my view, such a move would encourage more open consideration of whether public relations scholarship should be contributing uncritically to the development of a globalized capitalist economy and of where public relations theory should be positioned in relation to the development of that economy. If mainstream public relations theory were more open to theorizing structures of power, it would also be more open to consideration of how public relations practice could be appropriated by, and work to serve the interests of, those groups who perceive themselves as disempowered by globalization or who oppose the philosophies and/or economic effects of that globalization.

text: Dressing for battle in the new global economy: Putting power, identity, and discourse into public relations theory This article argues that public relations theorists need to acknowledge their generally unspoken support for, and allegiance to, corporate capitalist power and to reconsider that allegiance in the context of the new economy. In my view, such a move would encourage more open consideration of whether public relations scholarship should be contributing uncritically to the development of a globalized capitalist economy and of where public relations theory should be positioned in relation to the development of that economy. If mainstream public relations theory were more open to theorizing structures of power, it would also be more open to consideration of how public relations practice could be appropriated by, and work to serve the interests of, those groups who perceive themselves as disempowered by globalization or who oppose the philosophies and/or economic effects of that globalization.

year: 2001-11-01

title: Street health: Practitioner service provision for Māori homeless people in Auckland

authors: Nikora, Linda Waimarie

abstract: Homelessness is more than a transient crisis. While access to housing might solve the needs of some, research has shown that the needs of homeless people are much more complex and more a symptom of systematic structural inequalities than an unanticipated emergency (Hopper, 1998). As in other countries, the homeless population in New Zealand is made up of a diverse population of men, women and intersex groups of various ages, sexualities and ethnic backgrounds. Māori are over-represented among this population due to ongoing processes of colonisation and socioeconomic exclusion (Groot et al., 2011). When compared with domiciled citizens, homeless people are more likely to experience a raft of illnesses and unmet health needs, violence, a sense of insecurity, exclusion and fear, and are more likely to commit sui- cide (Hodgetts et al., 2007). Homeless people often experience diverse ill- nesses including asthma, heart disease, diabetes, hepatitis, renal disease, dermatological conditions, malnutrition, oral disease, depression, schizo- phrenia, substance misuse and broken bones (Ellison-Loschmann & Pearce, 2006; Joly et al., 2011; Moore et al., 2007).

text: Street health: Practitioner service provision for Māori homeless people in Auckland Homelessness is more than a transient crisis. While access to housing might solve the needs of some, research has shown that the needs of homeless people are much more complex and more a symptom of systematic structural inequalities than an unanticipated emergency (Hopper, 1998). As in other countries, the homeless population in New Zealand is made up of a diverse population of men, women and intersex groups of various ages, sexualities and ethnic backgrounds. Māori are over-represented among this population due to ongoing processes of colonisation and socioeconomic exclusion (Groot et al., 2011). When compared with domiciled citizens, homeless people are more likely to experience a raft of illnesses and unmet health needs, violence, a sense of insecurity, exclusion and fear, and are more likely to commit sui- cide (Hodgetts et al., 2007). Homeless people often experience diverse ill- nesses including asthma, heart disease, diabetes, hepatitis, renal disease, dermatological conditions, malnutrition, oral disease, depression, schizo- phrenia, substance misuse and broken bones (Ellison-Loschmann & Pearce, 2006; Joly et al., 2011; Moore et al., 2007).

year: 2016