title: Smart cards: State-of-the-art to future directions

authors: Akram, Raja Naeem

subjects: security of data

abstract: The evolution of smart card technology provides an interesting case study of the relationship and interactions between security and business requirements. This paper maps out the milestones for smart card technology, discussing at each step the opportunities and challenges. The paper reviews recently proposed innovative ownership/management models and the security challenges associated with them. The paper concludes with a discussion of possible future directions for the technology, and the challenges these present.

text: Smart cards: State-of-the-art to future directions The evolution of smart card technology provides an interesting case study of the relationship and interactions between security and business requirements. This paper maps out the milestones for smart card technology, discussing at each step the opportunities and challenges. The paper reviews recently proposed innovative ownership/management models and the security challenges associated with them. The paper concludes with a discussion of possible future directions for the technology, and the challenges these present.

year: 2013

title: Teaching children's literature online: Co-constructing stories in a Massive Open Online Course (MOOC)

authors: Daly, Nicola

abstract: Most scholarship on teaching children’s literature has focused on teaching fiction in university literature courses (Bedford & Albright, 2011; Butler, 2006). While there is a vast literature associated with online teaching dating back more than 20 years (e.g., Palloff & Pratt, 2005), and there is increasing use of online teaching in university contexts (Rapanta et al., 2020), there are very few published descriptions or analyses of the online teaching of children’s literature. In this article we document and discuss the development of a Massive Open Online Course (MOOC) to be delivered in mid-2021 focusing on picturebooks developed at a university, in partnership with a popular MOOC provider. The MOOC development is analysed with respect to supporting the presence of the educators, creating clarity in the delivery of the content, providing spaces for reflection and interaction, and generating human connections in an online environment. These features are linked to the notion of storytelling (Bietti, Tilston & Bangerter, 2019). The contribution of picturebooks to supporting these aspects of effective online teaching is also discussed.

text: Teaching children's literature online: Co-constructing stories in a Massive Open Online Course (MOOC) Most scholarship on teaching children’s literature has focused on teaching fiction in university literature courses (Bedford & Albright, 2011; Butler, 2006). While there is a vast literature associated with online teaching dating back more than 20 years (e.g., Palloff & Pratt, 2005), and there is increasing use of online teaching in university contexts (Rapanta et al., 2020), there are very few published descriptions or analyses of the online teaching of children’s literature. In this article we document and discuss the development of a Massive Open Online Course (MOOC) to be delivered in mid-2021 focusing on picturebooks developed at a university, in partnership with a popular MOOC provider. The MOOC development is analysed with respect to supporting the presence of the educators, creating clarity in the delivery of the content, providing spaces for reflection and interaction, and generating human connections in an online environment. These features are linked to the notion of storytelling (Bietti, Tilston & Bangerter, 2019). The contribution of picturebooks to supporting these aspects of effective online teaching is also discussed.

year: 2021

title: Teaching te reo Māori as a second language in primary schools: two case studies.

authors: Hill, Richard Kenneth

subjects: second languages

abstract: The provision of second language education in New Zealand primary schools has been, until recently, a rare addition to programmes. Its wider implementation in New Zealand primary schools has always been limited by low numbers of fluent bilingual teachers, and a perception that in a predominantly English speaking country such as New Zealand there is no need to teach additional languages in primary schools. The New Zealand Curriculum (Ministry of Education, 2007) provides the first opportunity to formally include second language education in primary schools, and to establish the learning of second languages as a worthwhile pursuit in New Zealand. However, the success of such a policy change will depend on the ability of the Ministry of Education and course providers to upskill teachers in their ability to speak additional languages and teach them. This article reports on the outcomes of a Ministry-funded project designed to strengthen the second language teaching approaches of upper primary school teachers who teach te reo Maori. It provides case studies of two of the teachers who completed this course, and finds that while there are clear benefits to be derived from such teacher professional development courses, these courses need to focus on long-term objectives and be channelled to those teachers and students who stand to benefit the most from professional development courses.

text: Teaching te reo Māori as a second language in primary schools: two case studies. The provision of second language education in New Zealand primary schools has been, until recently, a rare addition to programmes. Its wider implementation in New Zealand primary schools has always been limited by low numbers of fluent bilingual teachers, and a perception that in a predominantly English speaking country such as New Zealand there is no need to teach additional languages in primary schools. The New Zealand Curriculum (Ministry of Education, 2007) provides the first opportunity to formally include second language education in primary schools, and to establish the learning of second languages as a worthwhile pursuit in New Zealand. However, the success of such a policy change will depend on the ability of the Ministry of Education and course providers to upskill teachers in their ability to speak additional languages and teach them. This article reports on the outcomes of a Ministry-funded project designed to strengthen the second language teaching approaches of upper primary school teachers who teach te reo Maori. It provides case studies of two of the teachers who completed this course, and finds that while there are clear benefits to be derived from such teacher professional development courses, these courses need to focus on long-term objectives and be channelled to those teachers and students who stand to benefit the most from professional development courses.

year: 2010