title: “It gave me a much more personal connection”: Student generated podcasting and assessment in teacher education

authors: Forbes, Dianne Leslie

subjects: teacher education

abstract: This paper reports on a qualitative case study of an online initial teacher education class in New Zealand, exploring the potential of student-generated podcasts as a form of interactive formative assessment. Findings from interviews with teaching staff indicate that podcasting was useful for supporting multimodal learning valuing student voice and reflections. Podcasting enhanced the affective and relational connections in the online class, and empowered students to develop technical skills and confidence relevant in their teaching careers. As such, this study positions educators as future makers and as leaders in a climate of change. We suggest implications for student-generated podcasts in similar contexts.

text: “It gave me a much more personal connection”: Student generated podcasting and assessment in teacher education This paper reports on a qualitative case study of an online initial teacher education class in New Zealand, exploring the potential of student-generated podcasts as a form of interactive formative assessment. Findings from interviews with teaching staff indicate that podcasting was useful for supporting multimodal learning valuing student voice and reflections. Podcasting enhanced the affective and relational connections in the online class, and empowered students to develop technical skills and confidence relevant in their teaching careers. As such, this study positions educators as future makers and as leaders in a climate of change. We suggest implications for student-generated podcasts in similar contexts.

year: 2012

title: Accidental immersion and unintentional drowning of rural children: An investigation for the Child Accident Prevention Foundation of New Zealand

authors: Mahony, Lisa

subjects: child safety

abstract: In New Zealand drowning amongst preschoolers is one of the leading causes of death. The monetary and emotional costs to society are devastating and cannot be underestimated . The need to reduce the high number of deaths and the monetary and emotional costs prompted this research. This research presents the possibility for proactive measures to be taken in this area. In addition, it provides insightful knowledge for parents and educators alike. Ultimately, it seeks to reduce the number of child drownings that occur in the rural environment.

text: Accidental immersion and unintentional drowning of rural children: An investigation for the Child Accident Prevention Foundation of New Zealand In New Zealand drowning amongst preschoolers is one of the leading causes of death. The monetary and emotional costs to society are devastating and cannot be underestimated . The need to reduce the high number of deaths and the monetary and emotional costs prompted this research. This research presents the possibility for proactive measures to be taken in this area. In addition, it provides insightful knowledge for parents and educators alike. Ultimately, it seeks to reduce the number of child drownings that occur in the rural environment.

year: 2002

title: Responsive socio-cultural contexts: Supporting five year olds to become literate in a second language.

authors: Berryman, Mere

subjects: bilingual learners

abstract: Learning one's own indigenous language and culture as a second language learner within formal mainstream education settings can pose many challenges, especially for students who have been raised in the dominant first language and who are just beginning school. This paper discusses a Māori language resource used by a Māori immersion teacher to respond to these challenges. This resource utilises community support to develop students' phonological awareness while simultaneously increasing their oral language. This study shows that within a relatively short period of time, students' phonological knowledge improved along with their confidence and ability to speak in Māori. With these skills they were then able to progress more successfully to becoming literate in Māori, their second language.

text: Responsive socio-cultural contexts: Supporting five year olds to become literate in a second language. Learning one's own indigenous language and culture as a second language learner within formal mainstream education settings can pose many challenges, especially for students who have been raised in the dominant first language and who are just beginning school. This paper discusses a Māori language resource used by a Māori immersion teacher to respond to these challenges. This resource utilises community support to develop students' phonological awareness while simultaneously increasing their oral language. This study shows that within a relatively short period of time, students' phonological knowledge improved along with their confidence and ability to speak in Māori. With these skills they were then able to progress more successfully to becoming literate in Māori, their second language.

year: 2012