title: Design and the fourth industrial revolution. Dangers and opportunities for a mutating discipline

authors: García Ferrari, Tomás

subjects: Design

abstract: The nature of design has always been related to socio-technological forces. In the twentieth century, the first and second orders of design were central in the establishment of graphic and industrial design. In the early years of the twenty-first century, the third and fourth orders of design were related to interactions and environments. This description can be associated with different phases of the Industrial Revolution: the first two phases allowed the transition from a farming and feudal society to an industrial and capitalist one, a third one was related to a post-industrial or services society. The Fourth Industrial Revolution presents the Internet, 3D printers and genetic algorithms as the main technical achievements and green energies as the energy source. It is related to computers, software, artificial intelligence, the Internet of Things and machine learning. These technological forces will create the space for the most important design jobs of the future.

text: Design and the fourth industrial revolution. Dangers and opportunities for a mutating discipline The nature of design has always been related to socio-technological forces. In the twentieth century, the first and second orders of design were central in the establishment of graphic and industrial design. In the early years of the twenty-first century, the third and fourth orders of design were related to interactions and environments. This description can be associated with different phases of the Industrial Revolution: the first two phases allowed the transition from a farming and feudal society to an industrial and capitalist one, a third one was related to a post-industrial or services society. The Fourth Industrial Revolution presents the Internet, 3D printers and genetic algorithms as the main technical achievements and green energies as the energy source. It is related to computers, software, artificial intelligence, the Internet of Things and machine learning. These technological forces will create the space for the most important design jobs of the future.

year: 2017

title: An Investigation into Secondary Science Teachers' Use of Research to Inform Their Science Teaching

authors: van der Merwe, Suskia

subjects: science teachers

abstract: The perceived irrelevance and lack of accessibility of academic research for science teachers has long been recognised as a significant problem in much educational literature. While interventions have been suggested to enhance applicability and accessibility to support teachers in their use of research findings, too little attention has been paid to how teachers’ access findings and how use of findings influences teachers’ learning. There is a need for investigating efficiency of access to research findings and use thereof for enriching science teachers’ subject content knowledge and pedagogy. 

This study explored ways in which science teachers access findings, how they reported these influence teacher pedagogy and practice and the factors that affect motivation of teachers to access research findings and develop as reflective practitioners. Exploration into teacher learning as a result of engaging with research findings that specifically results in the teacher changing teaching pedagogy is also undertaken.   

Guided by an interpretative inquiry, this study initially administered a questionnaire to a group of thirty five secondary science teachers and answers analysed to guide and inform further questioning. Subsequently, semi-structured interviews with nine science teachers provided data that was also analysed to explore teachers’ use of research findings. 

This study argues that a focus on making research findings accessible to science teachers is in the interest of teacher learning and should be considered priority for researchers, those publishing in educational research and for those planning professional development programmes for teacher learning.  In addition, both failing and successful strategies for disseminating findings and the ways access and use of findings by teachers can be enhanced.  This study also gives science teachers some insight into making use of research findings to inform their own teacher learning, pedagogy and practice by a deep engaging with research findings.

text: An Investigation into Secondary Science Teachers' Use of Research to Inform Their Science Teaching The perceived irrelevance and lack of accessibility of academic research for science teachers has long been recognised as a significant problem in much educational literature. While interventions have been suggested to enhance applicability and accessibility to support teachers in their use of research findings, too little attention has been paid to how teachers’ access findings and how use of findings influences teachers’ learning. There is a need for investigating efficiency of access to research findings and use thereof for enriching science teachers’ subject content knowledge and pedagogy. 

This study explored ways in which science teachers access findings, how they reported these influence teacher pedagogy and practice and the factors that affect motivation of teachers to access research findings and develop as reflective practitioners. Exploration into teacher learning as a result of engaging with research findings that specifically results in the teacher changing teaching pedagogy is also undertaken.   

Guided by an interpretative inquiry, this study initially administered a questionnaire to a group of thirty five secondary science teachers and answers analysed to guide and inform further questioning. Subsequently, semi-structured interviews with nine science teachers provided data that was also analysed to explore teachers’ use of research findings. 

This study argues that a focus on making research findings accessible to science teachers is in the interest of teacher learning and should be considered priority for researchers, those publishing in educational research and for those planning professional development programmes for teacher learning.  In addition, both failing and successful strategies for disseminating findings and the ways access and use of findings by teachers can be enhanced.  This study also gives science teachers some insight into making use of research findings to inform their own teacher learning, pedagogy and practice by a deep engaging with research findings.

year: 2012

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