title: Devices, distractions and digital literacy: ‘Bring your own device’ to polytech

authors: Drew, Leoni

subjects: BYOD

abstract: The purpose of this study is to investigate the ways polytechnic students use personal mobile devices to support their learning. This study used purposive sampling and mixed methods to generate data about student ownership and use of mobile digital devices within a single institution. Findings reveal patterns of device ownership, insights into how students use devices in class, and a comparison between student and tutor perceptions, including both conflicting assumptions and shared concerns. Implications are suggested for managing devices and distractions, enhancing digital literacy for both students and teachers, and pedagogical development.

text: Devices, distractions and digital literacy: ‘Bring your own device’ to polytech The purpose of this study is to investigate the ways polytechnic students use personal mobile devices to support their learning. This study used purposive sampling and mixed methods to generate data about student ownership and use of mobile digital devices within a single institution. Findings reveal patterns of device ownership, insights into how students use devices in class, and a comparison between student and tutor perceptions, including both conflicting assumptions and shared concerns. Implications are suggested for managing devices and distractions, enhancing digital literacy for both students and teachers, and pedagogical development.

year: 2017

title: Considering pedagogical content knowledge in the context of research on teaching: An example from technology.

authors: Jones, Alister

subjects: teaching

abstract: When thinking about teaching, the pedagogical content knowledge of teachers cannot be ignored. We argue that pedagogical content knowledge is a major determiner of teaching practice and is central to teachers' curriculum decision-making at the classroom level. This paper takes a sociocultural perspective on the importance of developing teachers' pedagogical content knowledge. From our classroom-based research in technology education and the past research on pedagogical content knowledge we propose a model of pedagogical content knowledge with seven characteristics that we believe are important for effective teaching.

text: Considering pedagogical content knowledge in the context of research on teaching: An example from technology. When thinking about teaching, the pedagogical content knowledge of teachers cannot be ignored. We argue that pedagogical content knowledge is a major determiner of teaching practice and is central to teachers' curriculum decision-making at the classroom level. This paper takes a sociocultural perspective on the importance of developing teachers' pedagogical content knowledge. From our classroom-based research in technology education and the past research on pedagogical content knowledge we propose a model of pedagogical content knowledge with seven characteristics that we believe are important for effective teaching.

year: 2003

title: Alice Grey Nicholls, daughter of William, and her husband, Charles John Dearle

authors: Hart, Philip

abstract: Alice Grey Nicholls was the ‘half-caste’ daughter of a Pakeha Maori, William Nicholls. She would marry a Pakeha and have several children, losing her only son but bringing up a family of daughters, who all received a Pakeha education. Having a moko emphasized her Maori heritage, and she was on good terms with many Maori.
Charles John Dearle, a Londoner, after some involvement in gold mining spent most of his life working for the government. At the request of Maori landowners, from 1883 until 1895 he allocated goldfields revenue amongst them, a challenging task. He was also involved in land purchases both on behalf of the government and for personal gain. 
They farmed her land at Mangaiti, near Te Aroha, Alice continuing to farm it profitably after his early death, assisted for a time by her daughters. She purchased more land, and to enable her to sell some portions of it she had it declared European land, an illustration of her astuteness in business; her family obtained a good financial position from her farming and land dealings. When she died, aged 81, her Pakeha friends fondly remembered her.

text: Alice Grey Nicholls, daughter of William, and her husband, Charles John Dearle Alice Grey Nicholls was the ‘half-caste’ daughter of a Pakeha Maori, William Nicholls. She would marry a Pakeha and have several children, losing her only son but bringing up a family of daughters, who all received a Pakeha education. Having a moko emphasized her Maori heritage, and she was on good terms with many Maori.
Charles John Dearle, a Londoner, after some involvement in gold mining spent most of his life working for the government. At the request of Maori landowners, from 1883 until 1895 he allocated goldfields revenue amongst them, a challenging task. He was also involved in land purchases both on behalf of the government and for personal gain. 
They farmed her land at Mangaiti, near Te Aroha, Alice continuing to farm it profitably after his early death, assisted for a time by her daughters. She purchased more land, and to enable her to sell some portions of it she had it declared European land, an illustration of her astuteness in business; her family obtained a good financial position from her farming and land dealings. When she died, aged 81, her Pakeha friends fondly remembered her.

year: 2016