title: Professional development of ICT integration for secondary school teachers in Hong Kong: Towards a peer support enhanced model

authors: Lee, Theodore Tai Hoi

subjects: professional devleopment

abstract: Although information and communication technology (ICT) has gradually become a standard teaching technology in schools in many countries and regions like Hong Kong, the implementation of ICT in teaching and learning in schools still fails to meet high government and public expectations.  This study was an investigation into the potential of peer support to enhance professional development of ICT integration for secondary school teachers in Hong Kong.  

The study utilized peer support as a social approach to professional development and employed action research to examine the experiences of ten secondary school teachers who worked in five peer support groups for sixteen months.  A peer support model was introduced to the participants who then applied these principles in their own contexts.  Data on participants' reflections and evaluations of the peer support process was collected through individual interviews and peer-group conferences.  Each participant was interviewed at the beginning, middle and end of the research period and each peer group was interviewed at the end of the project.  By employing a grounded theory approach, themes related to the participants' experiences of peer support for ICT integration and the impact of peer support as a means of professional development were generated from the data. 
 
The study's findings indicate that the participants responded positively to peer support as a means of professional development.  Peer support was successful in: increasing professional interactions; broadening perspectives of ICT; increasing reflection; and providing personal and emotional support. 

From an analysis of the study's findings, in conjunction with a review of the appropriate literature, a teacher professional development model for ICT integration has been developed that may be helpful in furthering the goal of successful ICT integration.  This model focuses on the importance of intrinsic motivation rather than extrinsic incentives and is based on a developmental process in which individual teachers determine their own practice through peer support enhanced critical reflection that continually expands their personal context of ICT integration.

text: Professional development of ICT integration for secondary school teachers in Hong Kong: Towards a peer support enhanced model Although information and communication technology (ICT) has gradually become a standard teaching technology in schools in many countries and regions like Hong Kong, the implementation of ICT in teaching and learning in schools still fails to meet high government and public expectations.  This study was an investigation into the potential of peer support to enhance professional development of ICT integration for secondary school teachers in Hong Kong.  

The study utilized peer support as a social approach to professional development and employed action research to examine the experiences of ten secondary school teachers who worked in five peer support groups for sixteen months.  A peer support model was introduced to the participants who then applied these principles in their own contexts.  Data on participants' reflections and evaluations of the peer support process was collected through individual interviews and peer-group conferences.  Each participant was interviewed at the beginning, middle and end of the research period and each peer group was interviewed at the end of the project.  By employing a grounded theory approach, themes related to the participants' experiences of peer support for ICT integration and the impact of peer support as a means of professional development were generated from the data. 
 
The study's findings indicate that the participants responded positively to peer support as a means of professional development.  Peer support was successful in: increasing professional interactions; broadening perspectives of ICT; increasing reflection; and providing personal and emotional support. 

From an analysis of the study's findings, in conjunction with a review of the appropriate literature, a teacher professional development model for ICT integration has been developed that may be helpful in furthering the goal of successful ICT integration.  This model focuses on the importance of intrinsic motivation rather than extrinsic incentives and is based on a developmental process in which individual teachers determine their own practice through peer support enhanced critical reflection that continually expands their personal context of ICT integration.

year: 2007

title: Melody transcription for interactive applications

authors: McNab, Rodger J.

subjects: computer science

abstract: A melody transcription system has been developed to support interactive music applications. The system accepts monophonic voice input ranging from F2 (87 HZ) to G5 (784 HZ) and tracks the frequency, displaying the result in common music notation. Notes are segmented using adaptive thresholds operating on the signal's amplitude; users are required to separate notes using a stop consonant. The frequency resolution of the system is ±4 cents. Frequencies are internally represented by their distance in cents above MIDI note 0 (8.176 Hz); this allows accurate musical pitch labeling when a note is slightly sharp or flat, and supports a simple method of dynamically adapting the system's tuning to the user's singing. The system was evaluated by transcribing 100 recorded melodies-10 tunes, each sung by 5 male and 5 female singers-comprising approximately 5000 notes. The test data was transcribed in 2.8% of recorded time. Transcription error was 11.4%, with incorrect note segmentation accounting for virtually all errors. Error rate was highly dependent on the singer, with one group of four singers having error rates ranging from 3% to 5%, error over the remaining 6 singers ranged from 11% to 23%.

text: Melody transcription for interactive applications A melody transcription system has been developed to support interactive music applications. The system accepts monophonic voice input ranging from F2 (87 HZ) to G5 (784 HZ) and tracks the frequency, displaying the result in common music notation. Notes are segmented using adaptive thresholds operating on the signal's amplitude; users are required to separate notes using a stop consonant. The frequency resolution of the system is ±4 cents. Frequencies are internally represented by their distance in cents above MIDI note 0 (8.176 Hz); this allows accurate musical pitch labeling when a note is slightly sharp or flat, and supports a simple method of dynamically adapting the system's tuning to the user's singing. The system was evaluated by transcribing 100 recorded melodies-10 tunes, each sung by 5 male and 5 female singers-comprising approximately 5000 notes. The test data was transcribed in 2.8% of recorded time. Transcription error was 11.4%, with incorrect note segmentation accounting for virtually all errors. Error rate was highly dependent on the singer, with one group of four singers having error rates ranging from 3% to 5%, error over the remaining 6 singers ranged from 11% to 23%.

year: 1996-12

title: Claiming space and restoring harmony within hui whakatika

authors: Berryman, Mere

subjects: Maori

abstract: The time has come for indigenous, specifically Māori psychologies, to move from the margins, and claim legitimate space within the discipline of psychology (MPRU, 2007). Phinney and Rotheram (1987) argue that there are ethnicallylinked ways of thinking, feeling and acting that are acquired through socialisation. The message implicit in this statement has profound implications for a discipline that seeks to understand and respond to the intricacies of human behaviour. Although the epistemological paradigms emerging from the experiences of indigenous minorities such as Māori may offer a challenge to mainstream knowledge and perspectives (Gordon, 1997), it is clear that disregarding such alternatives may well leave the discipline of psychology impoverished. On the other hand, paying attention to alternative paradigms may well serve to enrich this discipline. This paper presents two successful Hui Whakatika that were led by Māori in mainstream settings. Particular dimensions of, and congruencies between both are explored. The first highlights the vital role of a kaumatua in facilitating and guiding the entire process; the second focuses on the role and experiences of a kaitakawaenga as he works collaboratively with whānau members to find resolution and restore harmony.

text: Claiming space and restoring harmony within hui whakatika The time has come for indigenous, specifically Māori psychologies, to move from the margins, and claim legitimate space within the discipline of psychology (MPRU, 2007). Phinney and Rotheram (1987) argue that there are ethnicallylinked ways of thinking, feeling and acting that are acquired through socialisation. The message implicit in this statement has profound implications for a discipline that seeks to understand and respond to the intricacies of human behaviour. Although the epistemological paradigms emerging from the experiences of indigenous minorities such as Māori may offer a challenge to mainstream knowledge and perspectives (Gordon, 1997), it is clear that disregarding such alternatives may well leave the discipline of psychology impoverished. On the other hand, paying attention to alternative paradigms may well serve to enrich this discipline. This paper presents two successful Hui Whakatika that were led by Māori in mainstream settings. Particular dimensions of, and congruencies between both are explored. The first highlights the vital role of a kaumatua in facilitating and guiding the entire process; the second focuses on the role and experiences of a kaitakawaenga as he works collaboratively with whānau members to find resolution and restore harmony.

year: 2008