title: Enhancing practicing primary school teachers' pedagogical content knowledge in technology

authors: Jones, Alister

abstract: This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers' pedagogical content knowledge in primary school technology education. The frameworks evolved from our research that firstly examined existing teaching practices, secondly enhanced formative interactions and thirdly enhanced summative assessment strategies. The evidence gained over the three years demonstrated how the effective use of frameworks could be utilised to enhance teacher pedagogical content knowledge (PCK). How we see learning is of prime importance in examining the development of teacher pedagogical content knowledge. A sociocultural view of learning is taken where human mental processes are situated within their historical, cultural and institutional setting. In the research project we strongly emphasised the need for teachers to build a knowledge base for teaching technology. Critical aspects identified as enhancing PCK included: negotiated intervention, planning frameworks, reflection on case studies, workshops and support in classrooms, appropriate resources, teacher agreement meetings, portfolios of student work and summative profiles. The increased PCK resulted in: enhanced teacher knowledge about technology including the nature of technology, areas of technology and specific technological knowledge, changed pedagogical approaches, enhanced teacher student interaction, refinement of appropriate learning outcomes, critical decision making, improved teacher confidence, and enhanced student learning. Seven characteristics or features of pedagogical content knowledge that we believe are important for effective teaching and learning in technology are presented.

text: Enhancing practicing primary school teachers' pedagogical content knowledge in technology This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers' pedagogical content knowledge in primary school technology education. The frameworks evolved from our research that firstly examined existing teaching practices, secondly enhanced formative interactions and thirdly enhanced summative assessment strategies. The evidence gained over the three years demonstrated how the effective use of frameworks could be utilised to enhance teacher pedagogical content knowledge (PCK). How we see learning is of prime importance in examining the development of teacher pedagogical content knowledge. A sociocultural view of learning is taken where human mental processes are situated within their historical, cultural and institutional setting. In the research project we strongly emphasised the need for teachers to build a knowledge base for teaching technology. Critical aspects identified as enhancing PCK included: negotiated intervention, planning frameworks, reflection on case studies, workshops and support in classrooms, appropriate resources, teacher agreement meetings, portfolios of student work and summative profiles. The increased PCK resulted in: enhanced teacher knowledge about technology including the nature of technology, areas of technology and specific technological knowledge, changed pedagogical approaches, enhanced teacher student interaction, refinement of appropriate learning outcomes, critical decision making, improved teacher confidence, and enhanced student learning. Seven characteristics or features of pedagogical content knowledge that we believe are important for effective teaching and learning in technology are presented.

year: 2001

title: Bayesian evaluation of the southern hemisphere radiocarbon offset during the holocene

authors: Hogg, Alan G.

subjects: radiocarbon

abstract: While an interhemispheric offset in atmospheric radiocarbon levels from AD 1950–950 is now well established, its existence earlier in the Holocene is less clear, with some studies reporting globally uniform 14C levels while others finding Southern Hemisphere samples older by a few decades. In this paper, we present a method for wiggle-matching Southern Hemisphere data sets against Northern Hemisphere curves, using the Bayesian calibration program OxCal 4.1 with the Reservoir Offset function accommodating a potential interhemispheric offset. The accuracy and robustness of this approach is confirmed by wiggle-matching known-calendar age sequences of the Southern Hemisphere calibration curve SHCal04 against the Northern Hemisphere curve IntCal04. We also show that 5 of 9 Holocene Southern Hemisphere data sets are capable of yielding reliable offset information. Those data sets that are accurate and precise show that interhemispheric offset levels in the Early Holocene are similar to modern levels, confirming SHCal04 as the curve of choice for calibrating Southern Hemisphere samples.

text: Bayesian evaluation of the southern hemisphere radiocarbon offset during the holocene While an interhemispheric offset in atmospheric radiocarbon levels from AD 1950–950 is now well established, its existence earlier in the Holocene is less clear, with some studies reporting globally uniform 14C levels while others finding Southern Hemisphere samples older by a few decades. In this paper, we present a method for wiggle-matching Southern Hemisphere data sets against Northern Hemisphere curves, using the Bayesian calibration program OxCal 4.1 with the Reservoir Offset function accommodating a potential interhemispheric offset. The accuracy and robustness of this approach is confirmed by wiggle-matching known-calendar age sequences of the Southern Hemisphere calibration curve SHCal04 against the Northern Hemisphere curve IntCal04. We also show that 5 of 9 Holocene Southern Hemisphere data sets are capable of yielding reliable offset information. Those data sets that are accurate and precise show that interhemispheric offset levels in the Early Holocene are similar to modern levels, confirming SHCal04 as the curve of choice for calibrating Southern Hemisphere samples.

year: 2009

title: On equality and colourblindness

authors: Robertson, Neville

subjects: Maori

abstract: "I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character." So said Martin Luther King, Jr, just over 40 years ago, in a speech that galvanised the US civil rights movement. King spoke of the United States but his dream is equally relevant in New Zealand. Has it been achieved? Some people would argue that not only has it been achieved but that the tables have been turned and now white folk are the ones who are oppressed. What is needed, they argue, is a level playing field. But how level is the playing field?

text: On equality and colourblindness "I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character." So said Martin Luther King, Jr, just over 40 years ago, in a speech that galvanised the US civil rights movement. King spoke of the United States but his dream is equally relevant in New Zealand. Has it been achieved? Some people would argue that not only has it been achieved but that the tables have been turned and now white folk are the ones who are oppressed. What is needed, they argue, is a level playing field. But how level is the playing field?

year: 2004