title: Digital technologies and online learning in primary education (New Zealand)

authors: Forbes, Dianne Leslie

abstract: Two key sources of research on digital technologies and online learning come in the form of largescale surveys of schools. First, Research New Zealand’s survey (Johnson, Maguire, and Wood 2017) of more than 300 primary schools reports that schools use a mix of desktop devices, laptops, Chromebooks, and tablets. Findings indicate that most New Zealand schools have a strategic plan for the use of digital technologies in learning, incorporating consideration of safety, teacher professional development, and infrastructure. Increasingly, schools seek input from students on the use of digital technologies for learning. Most schools make use of Cloud platform resources for teaching and learning, with Google Classroom being the most popular. A majority of students access online learning resources, including online educational games.
Parallel to the work of Research New Zealand, Bolstad (2017), working for the New Zealand Council of Educational Research, surveyed parents and school leaders nationally, about the role and impact of digital technologies for learning. Teachers report that the use of digital technologies is often limited to practising skills, searching, and presenting documents and slideshows. Parents indicated that they valued opportunities for learning through digital technologies at school, alongside a balance of other learning activities and opportunities.
While the large surveys paint a broad picture of the use of digital technologies in New Zealand primary schools, there is a proliferation of small-scale research studies. A popular focus for these in recent years is mobile learning, particularly the use of iPads in primary school classrooms, learning with apps and mixed realities (virtual/augmented reality) (e.g., Calder and Murphy 2017; Cowie and Williams 2013).

text: Digital technologies and online learning in primary education (New Zealand) Two key sources of research on digital technologies and online learning come in the form of largescale surveys of schools. First, Research New Zealand’s survey (Johnson, Maguire, and Wood 2017) of more than 300 primary schools reports that schools use a mix of desktop devices, laptops, Chromebooks, and tablets. Findings indicate that most New Zealand schools have a strategic plan for the use of digital technologies in learning, incorporating consideration of safety, teacher professional development, and infrastructure. Increasingly, schools seek input from students on the use of digital technologies for learning. Most schools make use of Cloud platform resources for teaching and learning, with Google Classroom being the most popular. A majority of students access online learning resources, including online educational games.
Parallel to the work of Research New Zealand, Bolstad (2017), working for the New Zealand Council of Educational Research, surveyed parents and school leaders nationally, about the role and impact of digital technologies for learning. Teachers report that the use of digital technologies is often limited to practising skills, searching, and presenting documents and slideshows. Parents indicated that they valued opportunities for learning through digital technologies at school, alongside a balance of other learning activities and opportunities.
While the large surveys paint a broad picture of the use of digital technologies in New Zealand primary schools, there is a proliferation of small-scale research studies. A popular focus for these in recent years is mobile learning, particularly the use of iPads in primary school classrooms, learning with apps and mixed realities (virtual/augmented reality) (e.g., Calder and Murphy 2017; Cowie and Williams 2013).

year: 2019

title: Simulation of the powder forging process for titanium components using a porous metal plasticity model

authors: Velluvakkandi, Navaneeth

subjects: powder forging

abstract: Powder forging is a technique that has been used to produce fully dense near-net parts from metal powders.  Due to a “low cost titanium” product manufacturing initiative, targeting a reduction in the cost of titanium components, a titanium powder forging technique has gained significant interest.  In titanium powder forging, powder consolidation is a key factor that influences successful component manufacture.  Consolidation during titanium powder forging is dependent on the densification and deformation mechanisms involved.
In this study, a finite element method is used to model the densification and deformation behaviour of titanium powder compacts during powder forging.  The research focuses on developing a simulation capability and identifying a suitable constitutive model to simulate the powder forging process that can predict the relative density distribution.  The simulation is carried out in Abaqus software and the results are compared with experimental results.  A gamma particle radiography technique is used to compare the experimental density results with the simulated results.
The Gurson and Gurson-Tvergaard models are used to predict the relative density of porous titanium powder compacts during upset-powder forging and are used to include the effect of hydrostatic stresses and the extent of densification.  Three different modes of densification, related to powder forging were studied i.e. upset forging, hot-repressing and closed die forging.
The simulation results indicate that both models can be used to determine the relative density during powder forging.  By comparing the simulated results with the experimental results, it is found that the density prediction given by the Gurson-Tvergaard model showed closer agreement with the calculated parameters.

text: Simulation of the powder forging process for titanium components using a porous metal plasticity model Powder forging is a technique that has been used to produce fully dense near-net parts from metal powders.  Due to a “low cost titanium” product manufacturing initiative, targeting a reduction in the cost of titanium components, a titanium powder forging technique has gained significant interest.  In titanium powder forging, powder consolidation is a key factor that influences successful component manufacture.  Consolidation during titanium powder forging is dependent on the densification and deformation mechanisms involved.
In this study, a finite element method is used to model the densification and deformation behaviour of titanium powder compacts during powder forging.  The research focuses on developing a simulation capability and identifying a suitable constitutive model to simulate the powder forging process that can predict the relative density distribution.  The simulation is carried out in Abaqus software and the results are compared with experimental results.  A gamma particle radiography technique is used to compare the experimental density results with the simulated results.
The Gurson and Gurson-Tvergaard models are used to predict the relative density of porous titanium powder compacts during upset-powder forging and are used to include the effect of hydrostatic stresses and the extent of densification.  Three different modes of densification, related to powder forging were studied i.e. upset forging, hot-repressing and closed die forging.
The simulation results indicate that both models can be used to determine the relative density during powder forging.  By comparing the simulated results with the experimental results, it is found that the density prediction given by the Gurson-Tvergaard model showed closer agreement with the calculated parameters.

year: 2014

title: Exploring te ao Māori: The role of museums

authors: Clarkin-Phillips, Jeanette

subjects: museum

abstract: Museums offer many opportunities for developing knowledge of the bicultural heritage of Aotearoa New Zealand. This article reports on research involving a kindergarten located in a national museum. It discusses children’s growing understanding of te ao Māori (the world of Māori) through their regular visits to the collections and exhibits in the museum and suggests teachers in early childhood centres may find connecting with their local museum a valuable resource for enhancing bicultural practice.

text: Exploring te ao Māori: The role of museums Museums offer many opportunities for developing knowledge of the bicultural heritage of Aotearoa New Zealand. This article reports on research involving a kindergarten located in a national museum. It discusses children’s growing understanding of te ao Māori (the world of Māori) through their regular visits to the collections and exhibits in the museum and suggests teachers in early childhood centres may find connecting with their local museum a valuable resource for enhancing bicultural practice.

year: 2012