title: Impact of classroom design on interactive whiteboard use in a special needs classroom

authors: Shannon, Grant

subjects: computer science

abstract: The physical environment of a classroom—how space is organized and controlled—impacts the use of technology within that setting. This paper presents the initial rationale for choosing an interactive whiteboard (IWB) as the platform for software designed to encourage play in primary students with Autism Spectrum Disorders. An observational study of normal classroom practice and of an installed version of the software uncovered factors in the physical installation of the IWB and its pedagogical use that negatively affect its potential use.

text: Impact of classroom design on interactive whiteboard use in a special needs classroom The physical environment of a classroom—how space is organized and controlled—impacts the use of technology within that setting. This paper presents the initial rationale for choosing an interactive whiteboard (IWB) as the platform for software designed to encourage play in primary students with Autism Spectrum Disorders. An observational study of normal classroom practice and of an installed version of the software uncovered factors in the physical installation of the IWB and its pedagogical use that negatively affect its potential use.

year: 2009

title: Assessment for learning and fostering student agency and autonomy in technology

authors: Moreland, Judy

subjects: assessment for learning

abstract: In this paper we focus on how assessment for learning (AFL) practices can provide opportunities for students to develop identities as capable and independent learners who are aware of and able to employ a variation of and/or something similar to the accountability systems for knowledge generation and legitimation that are used by technologists. Sadler (1989) argued that the indispensible conditions for improvement are that students move from being consumers to active participants in their own learning and assessment. Carr (2001) adds that learner agency of this kind involves students being ready, willing and able to monitor and progress their own learning. As autonomous and agentic learners, students are attuned to opportunities to learn, to making deeper sense of their own learning and knowing when and how to take strategic action to progress their learning. They have ‘a nose for quality’ and the inclination and means to pursue this (Claxton, 1995). Using examples derived from a three-year research project undertaken with 12 teachers in New Zealand Year 1-8 schools we illustrate how teachers fostered student learning and learning autonomy through patterns of participation that construed learning as a social practice and collective responsibility. We detail the ways the teachers sought to ensure students had access to a range of opportunities for feedback and supported student affiliation with technology. We conclude that the ‘spirit’ of AfL (Marshall & Drummond, 2006) is evoked when teachers have a pedagogical mindset that foregrounds the sharing of responsibility with students as the norm, and when they provide students with opportunities, and the means, to exercise responsibility for their learning and learning progress.

text: Assessment for learning and fostering student agency and autonomy in technology In this paper we focus on how assessment for learning (AFL) practices can provide opportunities for students to develop identities as capable and independent learners who are aware of and able to employ a variation of and/or something similar to the accountability systems for knowledge generation and legitimation that are used by technologists. Sadler (1989) argued that the indispensible conditions for improvement are that students move from being consumers to active participants in their own learning and assessment. Carr (2001) adds that learner agency of this kind involves students being ready, willing and able to monitor and progress their own learning. As autonomous and agentic learners, students are attuned to opportunities to learn, to making deeper sense of their own learning and knowing when and how to take strategic action to progress their learning. They have ‘a nose for quality’ and the inclination and means to pursue this (Claxton, 1995). Using examples derived from a three-year research project undertaken with 12 teachers in New Zealand Year 1-8 schools we illustrate how teachers fostered student learning and learning autonomy through patterns of participation that construed learning as a social practice and collective responsibility. We detail the ways the teachers sought to ensure students had access to a range of opportunities for feedback and supported student affiliation with technology. We conclude that the ‘spirit’ of AfL (Marshall & Drummond, 2006) is evoked when teachers have a pedagogical mindset that foregrounds the sharing of responsibility with students as the norm, and when they provide students with opportunities, and the means, to exercise responsibility for their learning and learning progress.

year: 2013

title: Exploring inequity in access to medications for Type 2 Diabetes in primary care in the Waikato region: Final report

authors: Lawrenson, Ross

abstract: Type 2 diabetes (T2D) is a growing health issue in New Zealand (NZ) that disproportionately affects twice as many Māori as non-Māori and an increasing number of younger people. T2D is associated with a range of microvascular and macrovascular complications, chronic kidney disease and cardiovascular disease (CVD), the latter being the greatest cause of morbidity and mortality in this patient group. However, complications are reduced in patients that have improved glycaemic control. To achieve optimal outcomes and reduce the chance of diabetes-related complications, patients should aim to have their glycated haemoglobin (HbA1c) measurement less than 53 mmol/mol if possible.

Diabetes is primarily managed in primary care, and a number of recent publications suggest that there is considerable inequity in the management of diabetes in New Zealand, particularly for Māori. In an earlier piece of work we have shown that Maori are significantly less likely than non-Maori to be prescribed metformin, but that once prescribed it they are equally likely to have the medication dispensed. This suggests that there may be issues that can be addressed within primary care that are influencing the use of diabetes medications.
Thus, the aim of this small piece of work was to characterise diabetes medication use in a Waikato primary care population, and to report on medication adherence and association with HbA1c levels.

text: Exploring inequity in access to medications for Type 2 Diabetes in primary care in the Waikato region: Final report Type 2 diabetes (T2D) is a growing health issue in New Zealand (NZ) that disproportionately affects twice as many Māori as non-Māori and an increasing number of younger people. T2D is associated with a range of microvascular and macrovascular complications, chronic kidney disease and cardiovascular disease (CVD), the latter being the greatest cause of morbidity and mortality in this patient group. However, complications are reduced in patients that have improved glycaemic control. To achieve optimal outcomes and reduce the chance of diabetes-related complications, patients should aim to have their glycated haemoglobin (HbA1c) measurement less than 53 mmol/mol if possible.

Diabetes is primarily managed in primary care, and a number of recent publications suggest that there is considerable inequity in the management of diabetes in New Zealand, particularly for Māori. In an earlier piece of work we have shown that Maori are significantly less likely than non-Maori to be prescribed metformin, but that once prescribed it they are equally likely to have the medication dispensed. This suggests that there may be issues that can be addressed within primary care that are influencing the use of diabetes medications.
Thus, the aim of this small piece of work was to characterise diabetes medication use in a Waikato primary care population, and to report on medication adherence and association with HbA1c levels.

year: 2021-08-17