title: A Shift from Traditional Pedagogy in Nepali Rural Primary Schools

authors: Rana, Karna

subjects: ICT

abstract: This article reports a study of primary teachers’ experiences of using digital technologies in rural primary schools in Nepal, particularly the training they received, the resources they can access, and the impact on their teaching approaches. Policy by the government of Nepal emphasises the need to develop ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. Teachers’ experiences indicated that to some extent the integration of digital technologies in instructional activities changed their role in the classroom, created a learner-friendly learning environment and improved aspects of their teaching. The study also found that there was often insufficient access to ICT in and outside the school premises, and that pre-service teacher education, as well as government-provided in-service training, does not cover the use of ICT in instructional activities. Rather provision of infrastructures and training in the use of digital devices is carried out by non-governmental organisations (NGOs). It is argued that for policy to be realised in practice, more sustainable and more comprehensive systems need to be developed to train teachers in ICT use and to provide them with necessary facilities.

text: A Shift from Traditional Pedagogy in Nepali Rural Primary Schools This article reports a study of primary teachers’ experiences of using digital technologies in rural primary schools in Nepal, particularly the training they received, the resources they can access, and the impact on their teaching approaches. Policy by the government of Nepal emphasises the need to develop ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. Teachers’ experiences indicated that to some extent the integration of digital technologies in instructional activities changed their role in the classroom, created a learner-friendly learning environment and improved aspects of their teaching. The study also found that there was often insufficient access to ICT in and outside the school premises, and that pre-service teacher education, as well as government-provided in-service training, does not cover the use of ICT in instructional activities. Rather provision of infrastructures and training in the use of digital devices is carried out by non-governmental organisations (NGOs). It is argued that for policy to be realised in practice, more sustainable and more comprehensive systems need to be developed to train teachers in ICT use and to provide them with necessary facilities.

year: 2018

title: Direct extrusion 3D printing for a softer PLA-based bio-polymer composite in pellet form

authors: Singamneni, Sarat

subjects: polymer composite

abstract: Fused deposition modelling is the most popular method of 3D printing with a variety of polymers, but the raw materials are commonly in the filament form. Research has demonstrated the ability to use pellets for this process, which are easier to produce than filaments. Apart from the savings on the pre-processing, the approach also combines the good attributes of both injection moulding and 3D printing and referred to as extrusion 3D printing. Direct printing of pellets is especially suited for thermosensitive polymers, with which, repeated or excessive heating may lead to degeneration. Also, polymers that are too soft do not qualify for filament-based extrusion. PLA is a popular choice for fused deposition modelling in the filament form but is often too brittle. A softer version of PLA composite based on PBAT and cellulose fibres is proposed here for 3D printing. Considering the lack of stiffness of the filaments, direct extrusion from pellet form is evaluated. Regardless of form, the polymer material system satisfied the stringent conditions of consolidation as dictated by the dynamic combination of extrusion and rasterised material deposition. Experimental evaluation based on meso-structural and mechanical property analyses indicate the new pellet-based material system to be suitable and to perform well. The novelty of the material and process combination is that the printed samples were actually comparable mechanically to the injection moulded counterparts, which is an extraordinary achievement, considering the shortcomings typical of material consolidation in additive manufacturing.

text: Direct extrusion 3D printing for a softer PLA-based bio-polymer composite in pellet form Fused deposition modelling is the most popular method of 3D printing with a variety of polymers, but the raw materials are commonly in the filament form. Research has demonstrated the ability to use pellets for this process, which are easier to produce than filaments. Apart from the savings on the pre-processing, the approach also combines the good attributes of both injection moulding and 3D printing and referred to as extrusion 3D printing. Direct printing of pellets is especially suited for thermosensitive polymers, with which, repeated or excessive heating may lead to degeneration. Also, polymers that are too soft do not qualify for filament-based extrusion. PLA is a popular choice for fused deposition modelling in the filament form but is often too brittle. A softer version of PLA composite based on PBAT and cellulose fibres is proposed here for 3D printing. Considering the lack of stiffness of the filaments, direct extrusion from pellet form is evaluated. Regardless of form, the polymer material system satisfied the stringent conditions of consolidation as dictated by the dynamic combination of extrusion and rasterised material deposition. Experimental evaluation based on meso-structural and mechanical property analyses indicate the new pellet-based material system to be suitable and to perform well. The novelty of the material and process combination is that the printed samples were actually comparable mechanically to the injection moulded counterparts, which is an extraordinary achievement, considering the shortcomings typical of material consolidation in additive manufacturing.

year: 2021

title: Equity, inclusivity and shared humanity:  Addressing intergenerational failure of schooling for Māori

authors: Egan, Margaret

subjects: Equity of Māori learners

abstract: Despite decades of education reform aimed at Māori students succeeding in schooling, the New Zealand education system’s failure to engage effectively with Māori is persistent with Māori underachievement remaining chronic and seemingly intractable.
This thesis examines the interface between leadership and professional learning in a single sex secondary school during their engagement with Te Kotahitanga (Unity of Purpose). The school’s leaders were focused on closing the achievement gap between Māori and non-Māori students and asserted that if students remained engaged at school into the senior year levels, they were more likely to “achieve success”. Te Kotahitanga’s initial focus on teaching and learning in the junior years 9 and 10 presented a potential solution. As this school began to engage with Te Kotahitanga, Ka Hikitia (to step up), a strategy aimed at Māori students achieving educational success as Māori, was launched. Thus, a mandate for school reform focused on Māori potential supported the professional learning provided by Te Kotahitanga.
The findings, presented as quantitative and qualitative evidence, show that school leaders focused on their teachers implementing a more culturally responsive and relational pedagogy at Years 9 and 10 in order to close the achievement gap between Māori and their non-Māori peers. They believed that this would prepare Māori students for the more formal and traditional learning experience required in the senior school, aimed at getting through important national qualifications. While teachers and leaders who were fully engaged in Te Kotahitanga transformed the classroom experiences for their junior and senior learners, not all teachers and leaders engaged, therefore not all learners experienced the change in pedagogy throughout their time at this school. The findings also uncover layers of bias within the school and its community which prevented Māori families from contributing to their children’s education on their own terms. The two key foci, closing the achievement gap between Māori and non-Māori and retaining Māori students into the senior school obfuscated a focus on shared humanity, equity, belonging and better engagement for all.
While this research took place in New Zealand with Māori students these findings can contribute to those involved with school reform especially those in other colonised countries where indigenous students and their families face similar issues.

text: Equity, inclusivity and shared humanity:  Addressing intergenerational failure of schooling for Māori Despite decades of education reform aimed at Māori students succeeding in schooling, the New Zealand education system’s failure to engage effectively with Māori is persistent with Māori underachievement remaining chronic and seemingly intractable.
This thesis examines the interface between leadership and professional learning in a single sex secondary school during their engagement with Te Kotahitanga (Unity of Purpose). The school’s leaders were focused on closing the achievement gap between Māori and non-Māori students and asserted that if students remained engaged at school into the senior year levels, they were more likely to “achieve success”. Te Kotahitanga’s initial focus on teaching and learning in the junior years 9 and 10 presented a potential solution. As this school began to engage with Te Kotahitanga, Ka Hikitia (to step up), a strategy aimed at Māori students achieving educational success as Māori, was launched. Thus, a mandate for school reform focused on Māori potential supported the professional learning provided by Te Kotahitanga.
The findings, presented as quantitative and qualitative evidence, show that school leaders focused on their teachers implementing a more culturally responsive and relational pedagogy at Years 9 and 10 in order to close the achievement gap between Māori and their non-Māori peers. They believed that this would prepare Māori students for the more formal and traditional learning experience required in the senior school, aimed at getting through important national qualifications. While teachers and leaders who were fully engaged in Te Kotahitanga transformed the classroom experiences for their junior and senior learners, not all teachers and leaders engaged, therefore not all learners experienced the change in pedagogy throughout their time at this school. The findings also uncover layers of bias within the school and its community which prevented Māori families from contributing to their children’s education on their own terms. The two key foci, closing the achievement gap between Māori and non-Māori and retaining Māori students into the senior school obfuscated a focus on shared humanity, equity, belonging and better engagement for all.
While this research took place in New Zealand with Māori students these findings can contribute to those involved with school reform especially those in other colonised countries where indigenous students and their families face similar issues.

year: 2022