title: The uncertainty of a future-focused curriculum in New Zealand: The perceptions and practice of six secondary school technology teachers.

authors: Reinsfield, Elizabeth

subjects: Future focused curriculum

abstract: New Zealand education is unique because it has had a technology curriculum since the mid-1990's. In response to the way that technology is evolving, however, the curriculum is currently under revision, to be inclusive of a need to develop students' digital literacy. It appears that for some teachers, there are persisting barriers to their enactment of the curriculum, which is likely to inhibit any further transformation in practice. This article reports findings from research, which sought to explore six teachers understandings of technology education, in two New Zealand secondary schools. The research highlighted constraints upon teachers' practice, which will require transformation to support a future-focused curriculum, and students' developing academic and social learning needs.

text: The uncertainty of a future-focused curriculum in New Zealand: The perceptions and practice of six secondary school technology teachers. New Zealand education is unique because it has had a technology curriculum since the mid-1990's. In response to the way that technology is evolving, however, the curriculum is currently under revision, to be inclusive of a need to develop students' digital literacy. It appears that for some teachers, there are persisting barriers to their enactment of the curriculum, which is likely to inhibit any further transformation in practice. This article reports findings from research, which sought to explore six teachers understandings of technology education, in two New Zealand secondary schools. The research highlighted constraints upon teachers' practice, which will require transformation to support a future-focused curriculum, and students' developing academic and social learning needs.

year: 2018

title: Simulation with real world network stacks

authors: Jansen, Sam

subjects: computer science

abstract: Network simulation is used widely in network research to test new protocols, modifications to existing protocols and new ideas. The tool used in many cases is ns-2. The nature of the ns-2 protocols means that they are often based on theoretical models that might not behave in the same way as real networks. This paper presents the Network Simulation Cradle which allows real world network stacks to be used in a wrapper that allows the stacks protocols to be used in the ns-2 network simulator. The network stacks from the open source operating systems Linux, FreeBSD and OpenBSD are included in the simulation cradle as well as a stack designed for embedded systems, lwIP. Our results show that ns-2's TCP implementations do not match observed behaviour from real machines in some respects and using the Network Simulation Cradle produces results closer to real world network stacks.

text: Simulation with real world network stacks Network simulation is used widely in network research to test new protocols, modifications to existing protocols and new ideas. The tool used in many cases is ns-2. The nature of the ns-2 protocols means that they are often based on theoretical models that might not behave in the same way as real networks. This paper presents the Network Simulation Cradle which allows real world network stacks to be used in a wrapper that allows the stacks protocols to be used in the ns-2 network simulator. The network stacks from the open source operating systems Linux, FreeBSD and OpenBSD are included in the simulation cradle as well as a stack designed for embedded systems, lwIP. Our results show that ns-2's TCP implementations do not match observed behaviour from real machines in some respects and using the Network Simulation Cradle produces results closer to real world network stacks.

year: 2005

title: Teaching Māori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for te reo Māori in English-medium school settings

authors: Takurua, Nātana

subjects: New Zealand

abstract: Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Māori in English-medium schools. We also report on the responses of a sample of teachers of Māori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

text: Teaching Māori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for te reo Māori in English-medium school settings Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Māori in English-medium schools. We also report on the responses of a sample of teachers of Māori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

year: 2009-09