title: Initial teacher education students’ reasons for using digital learning objects when teaching mathematics

authors: Hawera, Ngārewa

abstract: A current issue in initial teacher education (ITE) in Aotearoa, New Zealand is how students can best be supported to use digital technologies for mathematics teaching. While many ITE students are familiar with digital technologies for personal use, they are less likely to know how to incorporate them into the mathematics learning process. Supporting ITE students to become more critical, knowledgeable, skilled, and confident about using digital technologies was the main aim of the study. Forty second-year ITE students were surveyed about the Digital Learning Objects promoted by the Ministry of Education that they would choose to use to teach area measurement. Several different reasons were reported.

text: Initial teacher education students’ reasons for using digital learning objects when teaching mathematics A current issue in initial teacher education (ITE) in Aotearoa, New Zealand is how students can best be supported to use digital technologies for mathematics teaching. While many ITE students are familiar with digital technologies for personal use, they are less likely to know how to incorporate them into the mathematics learning process. Supporting ITE students to become more critical, knowledgeable, skilled, and confident about using digital technologies was the main aim of the study. Forty second-year ITE students were surveyed about the Digital Learning Objects promoted by the Ministry of Education that they would choose to use to teach area measurement. Several different reasons were reported.

year: 2017

title: The Return Trip Effect: A car simulator study examining anticipation

authors: Visser, Rick

abstract: The Return Trip Effect is the sense that travelling back from a location feels shorter than the initial outgoing trip. This phenomenon directly involves our subjective perception of time, which turns out to be imprecise and easily misguided. Previous research has shown that numerous factors influence our time perception, and subsequently the Return Trip Effect; these factors include familiarity, violation of expectations, novelty, anticipation, workload and ambiguity. This study aimed to further investigate the influence of anticipation on the Return Trip Effect using a driving simulator. The study used a quantitative experimental research design to achieve this objective, questionnaires were used to obtain the estimated times and the various cognitive states of the drivers. Seventy-four people participated in a one-hour structured experiment. The participants were randomly assigned into one of three conditions: an outgoing, return, or non-anticipation group. Participants drove on a simulated road for about twelve minutes to a midway point, and then returned on that same road back to the starting point. The participants answered questions at the halfway point and at the end point, these questions included estimated driving times and included different measures of participants’ cognitive load, such as boredom, mind-wandering, and excitement levels. The manipulated variable was the positioning of the anticipation during the experiment, which was either after the first trip or the second trip, the control group had no anticipation. The findings showed a strong Return Trip Effect overall, however no significant difference in trip magnitude was found between the three conditions. The results revealed that several other factors that may affect the Return Trip Effect.

text: The Return Trip Effect: A car simulator study examining anticipation The Return Trip Effect is the sense that travelling back from a location feels shorter than the initial outgoing trip. This phenomenon directly involves our subjective perception of time, which turns out to be imprecise and easily misguided. Previous research has shown that numerous factors influence our time perception, and subsequently the Return Trip Effect; these factors include familiarity, violation of expectations, novelty, anticipation, workload and ambiguity. This study aimed to further investigate the influence of anticipation on the Return Trip Effect using a driving simulator. The study used a quantitative experimental research design to achieve this objective, questionnaires were used to obtain the estimated times and the various cognitive states of the drivers. Seventy-four people participated in a one-hour structured experiment. The participants were randomly assigned into one of three conditions: an outgoing, return, or non-anticipation group. Participants drove on a simulated road for about twelve minutes to a midway point, and then returned on that same road back to the starting point. The participants answered questions at the halfway point and at the end point, these questions included estimated driving times and included different measures of participants’ cognitive load, such as boredom, mind-wandering, and excitement levels. The manipulated variable was the positioning of the anticipation during the experiment, which was either after the first trip or the second trip, the control group had no anticipation. The findings showed a strong Return Trip Effect overall, however no significant difference in trip magnitude was found between the three conditions. The results revealed that several other factors that may affect the Return Trip Effect.

year: 2023

title: In service provision for teachers of Maori language and teachers who teach through the medium of Maori: A working model reviewed

authors: Johnson, Diane

subjects: te reo Māori

abstract: This paper reports on the design, administration and effectiveness of an in-service programme designed by the University of Waikato in partnership with the New Zealand Ministry of Education. The programme aims to: improve language proficiency; assist with the interpretation and implementation of Māori curriculum statements; address issues involved in teaching Māori and teaching through the medium of Māori; assist with lesson planning and lesson delivery, materials development and testing and assessment.

text: In service provision for teachers of Maori language and teachers who teach through the medium of Maori: A working model reviewed This paper reports on the design, administration and effectiveness of an in-service programme designed by the University of Waikato in partnership with the New Zealand Ministry of Education. The programme aims to: improve language proficiency; assist with the interpretation and implementation of Māori curriculum statements; address issues involved in teaching Māori and teaching through the medium of Māori; assist with lesson planning and lesson delivery, materials development and testing and assessment.

year: 2001-02