title: Realistic electronic books

authors: Liesaputra, Veronica

subjects: Electronic book

abstract: People like books. They are convenient and can be accessed easily and enjoyably. In contrast, many view the experience of accessing and exploring electronic documents as dull, cumbersome and disorientating. This thesis claims that modelling digital documents as physical books can significantly improve reading performance. To investigate this claim, a realistic electronic book model was developed and evaluated. In this model, a range of properties associated with physical books---analogue page turning, bookmarks and annotations---are emulated. Advantage is also taken of the digital environment by supporting hyperlinks, multimedia, full-text search over terms and synonyms, automatically cross referencing documents with an online encyclopaedia, and producing a back-of-the-book index. The main technical challenge of simulating physical books is finding a suitable technique for page turning that is sufficiently realistic, yet lightweight, responsive, scalable and accessible. Several techniques were surveyed, implemented and evaluated. The chosen technique allows realistic books to be presented in the Adobe Flash Player, the most widely used browser plug-in on the Web. A series of usability studies were conducted to compare reading performance while performing various tasks with HTML, PDF, physical books, and simulated books. They revealed that participants not only preferred the new interface, but completed the tasks more efficiently, without any loss in accuracy.

text: Realistic electronic books People like books. They are convenient and can be accessed easily and enjoyably. In contrast, many view the experience of accessing and exploring electronic documents as dull, cumbersome and disorientating. This thesis claims that modelling digital documents as physical books can significantly improve reading performance. To investigate this claim, a realistic electronic book model was developed and evaluated. In this model, a range of properties associated with physical books---analogue page turning, bookmarks and annotations---are emulated. Advantage is also taken of the digital environment by supporting hyperlinks, multimedia, full-text search over terms and synonyms, automatically cross referencing documents with an online encyclopaedia, and producing a back-of-the-book index. The main technical challenge of simulating physical books is finding a suitable technique for page turning that is sufficiently realistic, yet lightweight, responsive, scalable and accessible. Several techniques were surveyed, implemented and evaluated. The chosen technique allows realistic books to be presented in the Adobe Flash Player, the most widely used browser plug-in on the Web. A series of usability studies were conducted to compare reading performance while performing various tasks with HTML, PDF, physical books, and simulated books. They revealed that participants not only preferred the new interface, but completed the tasks more efficiently, without any loss in accuracy.

year: 2010

title: Enhancing practicing primary school teachers' pedagogical content knowledge in technology

authors: Jones, Alister

abstract: This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers' pedagogical content knowledge in primary school technology education. The frameworks evolved from our research that firstly examined existing teaching practices, secondly enhanced formative interactions and thirdly enhanced summative assessment strategies. The evidence gained over the three years demonstrated how the effective use of frameworks could be utilised to enhance teacher pedagogical content knowledge (PCK). How we see learning is of prime importance in examining the development of teacher pedagogical content knowledge. A sociocultural view of learning is taken where human mental processes are situated within their historical, cultural and institutional setting. In the research project we strongly emphasised the need for teachers to build a knowledge base for teaching technology. Critical aspects identified as enhancing PCK included: negotiated intervention, planning frameworks, reflection on case studies, workshops and support in classrooms, appropriate resources, teacher agreement meetings, portfolios of student work and summative profiles. The increased PCK resulted in: enhanced teacher knowledge about technology including the nature of technology, areas of technology and specific technological knowledge, changed pedagogical approaches, enhanced teacher student interaction, refinement of appropriate learning outcomes, critical decision making, improved teacher confidence, and enhanced student learning. Seven characteristics or features of pedagogical content knowledge that we believe are important for effective teaching and learning in technology are presented.

text: Enhancing practicing primary school teachers' pedagogical content knowledge in technology This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers' pedagogical content knowledge in primary school technology education. The frameworks evolved from our research that firstly examined existing teaching practices, secondly enhanced formative interactions and thirdly enhanced summative assessment strategies. The evidence gained over the three years demonstrated how the effective use of frameworks could be utilised to enhance teacher pedagogical content knowledge (PCK). How we see learning is of prime importance in examining the development of teacher pedagogical content knowledge. A sociocultural view of learning is taken where human mental processes are situated within their historical, cultural and institutional setting. In the research project we strongly emphasised the need for teachers to build a knowledge base for teaching technology. Critical aspects identified as enhancing PCK included: negotiated intervention, planning frameworks, reflection on case studies, workshops and support in classrooms, appropriate resources, teacher agreement meetings, portfolios of student work and summative profiles. The increased PCK resulted in: enhanced teacher knowledge about technology including the nature of technology, areas of technology and specific technological knowledge, changed pedagogical approaches, enhanced teacher student interaction, refinement of appropriate learning outcomes, critical decision making, improved teacher confidence, and enhanced student learning. Seven characteristics or features of pedagogical content knowledge that we believe are important for effective teaching and learning in technology are presented.

year: 2001

title: Iwi case study report- Tarawera river: Tuwharetoa ki Kawerau, Te Arawa and Ngati Awa

authors: Dodd, Materoa

subjects: Iwi land rights

abstract: There is a deep sense of injustice and creeping despair that the cultural life of the Tarawera River has been destroyed. Cultural lore has been reduced to a perspective of the dominant cultures’ rule of law. The plea for the cultural voice of the Tarawera River to be heard echoes throughout this research, yet the silence of the response is deafening. This research informs on the cultural story of the Tarawera River, it examines the ways in which the relationship between Te Arawa, Tūwharetoa Ki Kawerau and Ngāti Awa and the Tarawera River changed since the discharge of effluent from pulp and paper mills into the river began nearly half a century ago. The research reported on here involves action research approached and informed by Māori epistemologies and what has come to be known as ‘kaupapa Māori research’, an approach that privileges indigenous values, attitudes and practices.

text: Iwi case study report- Tarawera river: Tuwharetoa ki Kawerau, Te Arawa and Ngati Awa There is a deep sense of injustice and creeping despair that the cultural life of the Tarawera River has been destroyed. Cultural lore has been reduced to a perspective of the dominant cultures’ rule of law. The plea for the cultural voice of the Tarawera River to be heard echoes throughout this research, yet the silence of the response is deafening. This research informs on the cultural story of the Tarawera River, it examines the ways in which the relationship between Te Arawa, Tūwharetoa Ki Kawerau and Ngāti Awa and the Tarawera River changed since the discharge of effluent from pulp and paper mills into the river began nearly half a century ago. The research reported on here involves action research approached and informed by Māori epistemologies and what has come to be known as ‘kaupapa Māori research’, an approach that privileges indigenous values, attitudes and practices.

year: 2002-02