title: Exploring the tension and synergies between science and technology in science education

authors: Jones, Alister

abstract: This chapter explores the way in which technology has been introduced through and by science educators in Australasia in the last 25 years. A number of themes have arisen in this time from using technology to engage students in science, exploring the impact of science on society through technology, considerations of the nature of technology in relation to science, and the exploration and development of technology as a subject in its own right. In this process student and teacher perceptions of technology were explored, as well as teacher change and the influence of teacher/ subject culture through to sustained classroom research and school change and the way in which the introduction of a new subject like technology can influence our thinking around science.

text: Exploring the tension and synergies between science and technology in science education This chapter explores the way in which technology has been introduced through and by science educators in Australasia in the last 25 years. A number of themes have arisen in this time from using technology to engage students in science, exploring the impact of science on society through technology, considerations of the nature of technology in relation to science, and the exploration and development of technology as a subject in its own right. In this process student and teacher perceptions of technology were explored, as well as teacher change and the influence of teacher/ subject culture through to sustained classroom research and school change and the way in which the introduction of a new subject like technology can influence our thinking around science.

year: 2009

title: Strangers in their own land: friendship issues when children have cancer

authors: Fraser, Deborah

subjects: child cancer

abstract: More children than ever before are surviving childhood cancer. While treatment protocols have improved, there is little consideration given to their ongoing educational needs, including their social needs for positive peer relationships and friendships. This qualitative study of 12 families included children from four to 15 years of age. Most of the children were attending primary school and half were still undergoing treatment. Interviews in family homes were undertaken with parents, children with cancer and their siblings. The results show that most of these children with cancer have special social relationship needs beyond the impact of absence from school. This article focuses specifically upon friendships and peer relationships which often change dramatically when a child has cancer. Such changes can place children with cancer at risk both academically and emotionally. Some suggestions for addressing this issue are explored.

text: Strangers in their own land: friendship issues when children have cancer More children than ever before are surviving childhood cancer. While treatment protocols have improved, there is little consideration given to their ongoing educational needs, including their social needs for positive peer relationships and friendships. This qualitative study of 12 families included children from four to 15 years of age. Most of the children were attending primary school and half were still undergoing treatment. Interviews in family homes were undertaken with parents, children with cancer and their siblings. The results show that most of these children with cancer have special social relationship needs beyond the impact of absence from school. This article focuses specifically upon friendships and peer relationships which often change dramatically when a child has cancer. Such changes can place children with cancer at risk both academically and emotionally. Some suggestions for addressing this issue are explored.

year: 2003

title: The Māori language revitalisation agenda and Te Whakapiki Reo and Te Whakapiki i te Reo: Meeting the needs of teachers

authors: Kahukura, Hine

subjects: Te reo Māori

abstract: Since 1994, and under contract to the New Zealand Ministry of Education, the University of Waikato has provided teacher professional development programmes in the context of kaupapa matauranga Māori. Because these programmes are designed to play a role in the Māori language revitalisation agenda as it relates to the teaching and learning of te reo Māori in school contexts, we believe that it is important to share our experiences with others. In this article, we discuss the context in which these programmes are delivered, some of the ways in which they have changed over time, and what we have learned from them.

text: The Māori language revitalisation agenda and Te Whakapiki Reo and Te Whakapiki i te Reo: Meeting the needs of teachers Since 1994, and under contract to the New Zealand Ministry of Education, the University of Waikato has provided teacher professional development programmes in the context of kaupapa matauranga Māori. Because these programmes are designed to play a role in the Māori language revitalisation agenda as it relates to the teaching and learning of te reo Māori in school contexts, we believe that it is important to share our experiences with others. In this article, we discuss the context in which these programmes are delivered, some of the ways in which they have changed over time, and what we have learned from them.

year: 2005