title: Towards a pre-service technology teacher education resource for New Zealand

authors: Forret, Michael

subjects: technology education

abstract: The Pre-service Technology Teacher Education Resource (PTTER) was developed as a cross-institutional resource to support the development of initial technology teacher education programmes in New Zealand. The PTTER was developed through collaboration involving representatives from each of the six New Zealand university teacher education providers, Massey University, University of Auckland, University of Canterbury, University of Otago, Victoria University and University of Waikato, working with the National Technology Professional Development Manager. The framework for PTTER is built on four key elements considered to be essential to the education of technology teachers. The four elements are: philosophy of technology, rationale for technology education, technology in the New Zealand curriculum, and teaching technology. The PTTER is a web-based resource aimed at assisting technology teacher educators in the development of their teacher education programmes. The framework is a statement of shared philosophy, purpose and intent and is located on the Techlink website (www.techlink.org.nz). PTTER contains a range of teaching resources and strategies located within an overall framework for initial technology teacher education programmes. This paper describes the rationale for the PTTER framework, the process through which it was developed, explanation of each of the framework’s elements, and concludes with discussion of the framework’s implementation and future development.

text: Towards a pre-service technology teacher education resource for New Zealand The Pre-service Technology Teacher Education Resource (PTTER) was developed as a cross-institutional resource to support the development of initial technology teacher education programmes in New Zealand. The PTTER was developed through collaboration involving representatives from each of the six New Zealand university teacher education providers, Massey University, University of Auckland, University of Canterbury, University of Otago, Victoria University and University of Waikato, working with the National Technology Professional Development Manager. The framework for PTTER is built on four key elements considered to be essential to the education of technology teachers. The four elements are: philosophy of technology, rationale for technology education, technology in the New Zealand curriculum, and teaching technology. The PTTER is a web-based resource aimed at assisting technology teacher educators in the development of their teacher education programmes. The framework is a statement of shared philosophy, purpose and intent and is located on the Techlink website (www.techlink.org.nz). PTTER contains a range of teaching resources and strategies located within an overall framework for initial technology teacher education programmes. This paper describes the rationale for the PTTER framework, the process through which it was developed, explanation of each of the framework’s elements, and concludes with discussion of the framework’s implementation and future development.

year: 2013

title: Bibliomania: what can we learn from the research literature?

authors: Cunningham, Sally Jo

subjects: computer science

abstract: The field of bibliometrics provides a set of quantitative methods for understanding how scientific information is created and disseminated by examining the structure, rather than the content, of subject documents. Bibliographic information can be analyzed to give insights into the development of research fronts, methods of scientific communication, and characteristics of the scientific literature. This paper presents three case studies illustrating simple bibliometric techniques, as applied to management/computer science/information systems. These fields have been largely ignored by bibliometricians; an unfortunate omission, given the information on the nature and structure of these fields that bibliometric studies could provide.

text: Bibliomania: what can we learn from the research literature? The field of bibliometrics provides a set of quantitative methods for understanding how scientific information is created and disseminated by examining the structure, rather than the content, of subject documents. Bibliographic information can be analyzed to give insights into the development of research fronts, methods of scientific communication, and characteristics of the scientific literature. This paper presents three case studies illustrating simple bibliometric techniques, as applied to management/computer science/information systems. These fields have been largely ignored by bibliometricians; an unfortunate omission, given the information on the nature and structure of these fields that bibliometric studies could provide.

year: 1995-04

title: Efficacy of an incentive intervention on secondary prophylaxis for young people with rheumatic fever: a multiple baseline study

authors: Oetzel, John G.

subjects: Science & Technology

abstract: Background
Acute rheumatic fever in New Zealand persists and is a barometer of equity as its burden almost exclusively falls on Māori and Pacific Island populations. The primary objective of this study is to determine whether an incentive programme will result in increased secondary prophylaxis injections over a one-year period compared to a baseline period prior to the intervention.

Methods
The evaluation used a multiple baseline study to determine whether an incentive consisting of a mobile phone and monthly “top-up” (for data/calls) resulted in increased injections, increased texts/calls with nurses, reduced number of visits to get a successful injection, less medicine wasted, and increased nurse satisfaction. Participants were 77 young people (aged 14–21) on an acute rheumatic fever registry in Waikato region, New Zealand classified as either fully adherent (all injections received and no more than one late) or partially adherent based on injections at baseline.

Results
There was a sharp increase in injections for intermittent patients post-intervention and then a slight decrease overtime, while fully adherent patients maintained their high rate of injections (p = .003). A similar pattern for nurse satisfaction emerged (p = .001). The number of calls/texts increased for all patients (p = .003). The number of visits went down for partially adherent patients and up for fully adherent patients (p = .012). The overall incremental cost-effectiveness was $989 per extra successful injection although costs increased sharply toward the end of the intervention.

Conclusions
Incentivising secondary prophylaxis appears to have a strong impact for partially adherent patients, particularly during the early periods following the initiation of the intervention. Enhancing communication with patients who returned to care may result in more sustainable adherence.

Trial registration
Retrospectively registered: Australia New Zealand Clinical Trials Registry ACTRN12618001150235, 12 July 2018.

text: Efficacy of an incentive intervention on secondary prophylaxis for young people with rheumatic fever: a multiple baseline study Background
Acute rheumatic fever in New Zealand persists and is a barometer of equity as its burden almost exclusively falls on Māori and Pacific Island populations. The primary objective of this study is to determine whether an incentive programme will result in increased secondary prophylaxis injections over a one-year period compared to a baseline period prior to the intervention.

Methods
The evaluation used a multiple baseline study to determine whether an incentive consisting of a mobile phone and monthly “top-up” (for data/calls) resulted in increased injections, increased texts/calls with nurses, reduced number of visits to get a successful injection, less medicine wasted, and increased nurse satisfaction. Participants were 77 young people (aged 14–21) on an acute rheumatic fever registry in Waikato region, New Zealand classified as either fully adherent (all injections received and no more than one late) or partially adherent based on injections at baseline.

Results
There was a sharp increase in injections for intermittent patients post-intervention and then a slight decrease overtime, while fully adherent patients maintained their high rate of injections (p = .003). A similar pattern for nurse satisfaction emerged (p = .001). The number of calls/texts increased for all patients (p = .003). The number of visits went down for partially adherent patients and up for fully adherent patients (p = .012). The overall incremental cost-effectiveness was $989 per extra successful injection although costs increased sharply toward the end of the intervention.

Conclusions
Incentivising secondary prophylaxis appears to have a strong impact for partially adherent patients, particularly during the early periods following the initiation of the intervention. Enhancing communication with patients who returned to care may result in more sustainable adherence.

Trial registration
Retrospectively registered: Australia New Zealand Clinical Trials Registry ACTRN12618001150235, 12 July 2018.

year: 2019