title: Young students using iPads: App design and content influences on their learning pathways

authors: Falloon, Garry

subjects: iPads

abstract: The past few years have seen an array of new technological gadgets arrive on the education scene, perhaps the best known of these being Apple's i-Device range, particularly the iPad. Such devices have been described by some as ‘game changers’, and promoted as a key component to stimulating much-needed educational reform. However, history suggests the hype and rhetoric surrounding these technological innovations has failed to match the reality of their performance, in action. Some have attributed this failure to a lack of alignment by teachers of pedagogical models with the potential of technologies, while others argue that claims made are simply unrealistic sales hype. Regardless, schools continue to be seduced by these new technologies, purchasing ever increasing amounts based on the alleged learning promises they offer their students.
This study presents an innovative approach to exploring student interaction with iPad apps, and is an attempt to begin to unpack factors that affect their learning pathways, in an effort to improve the educational potential of these popular devices. It focuses specifically on design and content features of apps selected by an experienced teacher to enhance literacy, numeracy and problem-solving capabilities of her 5 year old students. Findings reveal a complex matrix of influencing factors. These include the effect of embedded pedagogical scaffolds (eg., modelling, reflection time), corrective and formative feedback, text-to-speech functionality, imposed interaction parameters, impediments (eg., web links, advertisements, buying content) and the entertainment/education balance. Arguments are made for researchers, teachers and developers to work together and adopt methodologies such as that introduced in this article, to gather data to radically improve the design of apps used by young students for learning.

text: Young students using iPads: App design and content influences on their learning pathways The past few years have seen an array of new technological gadgets arrive on the education scene, perhaps the best known of these being Apple's i-Device range, particularly the iPad. Such devices have been described by some as ‘game changers’, and promoted as a key component to stimulating much-needed educational reform. However, history suggests the hype and rhetoric surrounding these technological innovations has failed to match the reality of their performance, in action. Some have attributed this failure to a lack of alignment by teachers of pedagogical models with the potential of technologies, while others argue that claims made are simply unrealistic sales hype. Regardless, schools continue to be seduced by these new technologies, purchasing ever increasing amounts based on the alleged learning promises they offer their students.
This study presents an innovative approach to exploring student interaction with iPad apps, and is an attempt to begin to unpack factors that affect their learning pathways, in an effort to improve the educational potential of these popular devices. It focuses specifically on design and content features of apps selected by an experienced teacher to enhance literacy, numeracy and problem-solving capabilities of her 5 year old students. Findings reveal a complex matrix of influencing factors. These include the effect of embedded pedagogical scaffolds (eg., modelling, reflection time), corrective and formative feedback, text-to-speech functionality, imposed interaction parameters, impediments (eg., web links, advertisements, buying content) and the entertainment/education balance. Arguments are made for researchers, teachers and developers to work together and adopt methodologies such as that introduced in this article, to gather data to radically improve the design of apps used by young students for learning.

year: 2013

title: Myostatin signals through Pax7 to regulate satellite cell self-renewal

authors: McFarlane, Craig Desmond

subjects: Myostatin

abstract: Myostatin, a Transforming Growth Factor-beta (TGF-β) super-family member, has previously been shown to negatively regulate satellite cell activation and self-renewal. However, to date the mechanism behind Myostatin function in satellite cell biology is not known. Here we show that Myostatin signals via a Pax7-dependent mechanism to regulate satellite cell self-renewal. While excess Myostatin inhibited Pax7 expression via ERK1/2 signaling, an increase in Pax7 expression was observed following both genetic inactivation and functional antagonism of Myostatin. As a result, we show that either blocking or inactivating Myostatin enhances the partitioning of the fusion-incompetent self-renewed satellite cell lineage (high Pax7 expression, low MyoD expression) from the pool of actively proliferating myogenic precursor cells. Consistent with this result, over-expression of Pax7 in C2C12 myogenic cells resulted in increased self-renewal through a mechanism which slowed both myogenic proliferation and differentiation. Taken together, these results suggest that increased expression of Pax7 promotes satellite cell self-renewal, and furthermore Myostatin may control the process of satellite cell self-renewal through regulation of Pax7. Thus we speculate that, in addition to the intrinsic factors (such as Pax7), extrinsic factors both positive and negative in nature, will play a major role in determining the stemness of skeletal muscle satellite cells.

text: Myostatin signals through Pax7 to regulate satellite cell self-renewal Myostatin, a Transforming Growth Factor-beta (TGF-β) super-family member, has previously been shown to negatively regulate satellite cell activation and self-renewal. However, to date the mechanism behind Myostatin function in satellite cell biology is not known. Here we show that Myostatin signals via a Pax7-dependent mechanism to regulate satellite cell self-renewal. While excess Myostatin inhibited Pax7 expression via ERK1/2 signaling, an increase in Pax7 expression was observed following both genetic inactivation and functional antagonism of Myostatin. As a result, we show that either blocking or inactivating Myostatin enhances the partitioning of the fusion-incompetent self-renewed satellite cell lineage (high Pax7 expression, low MyoD expression) from the pool of actively proliferating myogenic precursor cells. Consistent with this result, over-expression of Pax7 in C2C12 myogenic cells resulted in increased self-renewal through a mechanism which slowed both myogenic proliferation and differentiation. Taken together, these results suggest that increased expression of Pax7 promotes satellite cell self-renewal, and furthermore Myostatin may control the process of satellite cell self-renewal through regulation of Pax7. Thus we speculate that, in addition to the intrinsic factors (such as Pax7), extrinsic factors both positive and negative in nature, will play a major role in determining the stemness of skeletal muscle satellite cells.

year: 2008

title: Supervision and culture: Meetings at thresholds

authors: Crocket, Kathie

subjects: supervision

abstract: Counsellors are required to engage in supervision in order to reflect on, reflexively review, and extend their practice. Supervision, then, might be understood as a partnership in which the focus of practitioners and supervisors is on ethical and effective practice with all clients. In Aotearoa/New Zealand, there has recently been interest in the implications for supervision of cultural difference, particularly in terms of the Treaty of Waitangi as a practice metaphor, and when non-Māori practitioners counsel Māori clients. This article offers an account of a qualitative investigation by a group of counsellors/supervisors into their experiences of supervision as cultural partnership. Based on interviews and then using writing-as-research, the article explores the playing out of supervision’s contribution to practitioners’ effective and ethical practice in the context of Aotearoa/New Zealand, showing a range of possible accounts and strategies and discussing their effects. Employing the metaphor of threshold, the article includes a series of reflections and considerations for supervision practice when attention is drawn to difference.

text: Supervision and culture: Meetings at thresholds Counsellors are required to engage in supervision in order to reflect on, reflexively review, and extend their practice. Supervision, then, might be understood as a partnership in which the focus of practitioners and supervisors is on ethical and effective practice with all clients. In Aotearoa/New Zealand, there has recently been interest in the implications for supervision of cultural difference, particularly in terms of the Treaty of Waitangi as a practice metaphor, and when non-Māori practitioners counsel Māori clients. This article offers an account of a qualitative investigation by a group of counsellors/supervisors into their experiences of supervision as cultural partnership. Based on interviews and then using writing-as-research, the article explores the playing out of supervision’s contribution to practitioners’ effective and ethical practice in the context of Aotearoa/New Zealand, showing a range of possible accounts and strategies and discussing their effects. Employing the metaphor of threshold, the article includes a series of reflections and considerations for supervision practice when attention is drawn to difference.

year: 2013