Pupil authors and teacher innovators

This article explores three aspects regarding the supporting of teaching and learning through ICT. First, the use and value of storyboarding as a preferable technique prior to the creation of a pupil‐authored CD‐ROM by children aged 9 and 14. Second, responses to the innovation by practising teachers. Third, lessons learned from trying to incorporate the CD‐ROM within UK teacher training. The article ends with suggestions regarding future ICT training approaches. The content of the CD‐ROM was centred on environmental education and the use of local wildlife sites in the UK. In summary, the paper suggests that there are considerable learning gains to be had from enabling children to create their own multimedia sequences but that institutional constraints make these difficult to achieve. School‐based teacher education in the UK currently restricts the opportunity for experimentation and innovation, which, in turn, impacts on the full potential of teaching and learning through ICT.

Cet article explore trois facettes de la question du soutien que les technologies de l'information et de la communication apportent à l'enseignement et à l'apprentissage. Premièrement, l'utilisation et la contribution des scénarimages comme technique préalable préférable à la réalisation d'un CD ROM par des élèves âgés de 9 à 14 ans. Deuxièmement, les réactions des professeurs en exercice vis‐à‐vis de cette innovation. Troisièmement, les leçons tirées des tentatives d'incorporation des CD ROMS dans la formation des profs au Royaume‐Uni. L'article se termine par des suggestions concernant l'approche future de la formation aux technologies de la communication et de l'information. Le contenu du CD ROM était centré sur l'éducation environnementale et l'utilisation des sites de la vie sauvage locale au Royaume –Uni. En résumé, l'article suggère qu'il existe de véritables bénéfices pour l'apprentissage, à donner la possibilité aux enfants de créer leurs propres séquences multimédia mais que les contraintes institutionnelles rendent cela difficile à réaliser. Le système anglais de la formation des professeurs, basée sur les stages en école, réduit la possibilité d'innover. En retour, cela a un impact sur le potentiel total de l'enseignement et l'apprentissage à travers les technologies de l'information et de la communication.

Este artículo explora tres aspectos referentes a la contribución de la tecnología de comunicación e información a la enseñanza y el aprendizaje. En primer lugar, el uso y valor de la invención de historias como técnica previa a la creación de un CD‐ROM cuyos autores son alumnos de 9 a 14 años. En segundo lugar, las respuestas que algunos profesores en ejercicio dieron a tal innovación. Por último, las conclusiones extraídas tras intentar incorporar el CD‐ROM a la formación del profesorado en el Reino Unido. El artículo termina con sugerencias relativas al posible enfoque para el aprendizaje de la tecnología de comunicación e información en el futuro. El contenido del CD‐ROM estaba basado en la educación medioambiental y el uso de las reservas naturales en el Reino Unido. En resumen, el trabajo sugiere que existen ventajas educativas importantes para los alumnos al poder crear sus propias secuencias multimedia, pero las restricciones institucionales dificultan su obtención. La formación del profesorado en el Reino Unido, basado en la experiencia escolar, limita en la actualidad las oportunidades de éste para experimentar e innovar, lo que, a su vez, repercute en el pleno potencial de la enseñanza y el aprendizaje a través de la tecnología de comunicación e información.

Dieser Artikel befasst sich mit drei Aspekten des Lehrens und Lernens bzgl. deren Erweiterung durch Einbeziehung von Informationstechnologie (Informatik). Erstens: Anwendung und Wert eines ‘Drehplans’ als bevorzugte Methode. Der ‘Drehplan’ gilt als Vorbereitung für eine CD‐ROM, welche von den Autoren, Schülern im Alter von 9 und 14 Jahren, selbst gestaltet wird. Zweitens: Reaktionen auf die Innovation seitens praktizierender Lehrer. Drittens: Erfahrungen aus Versuchen, die CD‐ROM in der britischen Lehrerausbildung einzusetzen. Der Artikel schließt mit Vorschlägen, wie man in Zukunft das Training in Informationstechnologie einführen könnte. Inhaltlich konzentriert sich die CD‐ROM einerseits auf Umwelterziehung (im allgemeinen und im globalen Sinn), andererseits auf Nutzung und Benutzung von Naturschutzgebieten in britischen Orten. In der Zusammenfassung wird dargelegt, dass Kinder zwar beträchtlich profitieren, wenn sie zur Erstellung selbst kreierter multimedialer Sequenzen angeregt werden, dies jedoch im beschränkten schulischen Rahmen nur schwer zu erreichen ist. Die britische, in der Schule stattfindende Lehrerausbildung schränkt gegenwärtig Chancen zum Experimentieren und Innovieren ein, was sich, umgekehrt, auf das gesamte Lehr‐ und Lernpotential im Bereich der Informationstechnologie auswirkt.     

Boffin and geek identities: abject or privileged?

High achievement, and in particular, the role of the academically diligent and successful ‘boffin’ or ‘geek’, are notably under-researched areas in the sociology of education. Issues around gender and other aspects of identity in relation to such pupils are particularly under-researched. In this Viewpoint article we draw on evidence from our recent research projects including young people interpolated to, or identifying with, the subject position of ‘boffin/geek’ and media representations of such positions. We debate some tensions between our work, drawing out shared findings. The article considers issues around capital, experience, and the extent of exclusion/inclusion for boffins/geeks, discussing to what extent such young people can be considered marginalised and abjected or agentic and privileged. We argue that structural factors such as gender, social class, ‘race’, age, and institutional location impact on these constructions and outcomes.     

Making connections and making friends: social interactions between two children labelled with special educational needs and their peers in a nursery setting

This paper reports on a pilot study of the social interactions between two children labelled with special educational needs and their peers in an early years setting. Data from play observations and staff interviews are used to examine the dynamics of friendship groups that the two children have developed and the way that they attempt to make new connections with other children. Comparisons between the two children’s interactions with their recurrent playmates and less familiar peers are drawn and the significance of their agency in making decisions about developing relationships is highlighted. A theme that also emerges is that staff facilitating rather than directing interactions between the two children and their peers has the most positive impact. Areas for further investigation are suggested including the range of relationships that children identified with special educational needs establish with their peers and the nature of adult support that most effectively supports friendships between all children.     

The submergence and re-emergence of gender in undergraduate accounts of university experience

Gender distinction has been shown to characterise both undergraduate experiences and outcomes. Yet research recounted in this article supports work that shows that young people are often unaware of such trends, subscribing instead to individualist perspectives that foreground equality of opportunity and agency. This article examines the gender continuities and divergences in 64 undergraduate students' accounts of their experiences, and constructions of peers and lecturers, in higher education. Concepts of heteroglossia and monoglossia are applied to gender to explain how students submerged ‘structure’ and inequality in their accounts, but how discourses that presented the genders as distinct (and in which the masculine is elevated over the feminine) nevertheless ‘bubbled up’ in their articulations. The students tended to reject the notion that gender and other structural differences impact their experiences and outcomes; yet their broader discussions frequently reflected (often stereotypical) monoglossic constructions of gender difference. The article concludes with a discussion of the implications of these findings for the sociology of education and for higher-education pedagogy.     

Photography

Pamela Jeffcott Parry's Photography Index: A Guide to Reproductions (Westport, Conn.: Greenwood Press, 1979–$25.00)

Hilary Evans' The Art of Picture Research: A Guide to Current Practice, Procedure, Techniques and Resources (Newton Abbot, Y.K.; and North Pomfret, Vt.: David & Charles, 1979—$28.00)

Melissa Milar, ed. 1980 Photographer's Market: Where to Sell Your Photographs (Cincinnati, Ohio: Writer's Digest Rooks, 1979—$12.95)

Photographis '79 (New York: Hastings House, 1979–$49.50)

John Sander's Photography Year Book 1979 (New York: Fountain Press/Hastings House, 1979—$24.95)

Harold E. Edgerton and James R. Killian, Jr.'s Moments of Vision: The Stroboscopic Revolution in Photography (Cambridge, Ma.: MIT Press, 1979—$20.00)

Deborah Turbeville's Wallflower (New York: Congreve Publishing Co, 1978—$27.50)

Robert L. Kerns' Photojournalism: Photography with a Purpose (Englewood Cliffs, N.J.: Prentice-Hall, 1980—$14.95)

Focalguide to Slides by Graham Saxby (New York: Focal/Hastings House, 1979- 46.95, Paper)

Focalguide to Close-Ups by Sidney F. Ray (1978--$6.95, paper)     

Assessment of an iPad Loan Program in an Academic Medical Library: A Case Study

An academic medical library expanded its iPad loan service to multiple campus libraries and conducted an assessment of the service. iPads loaded with medical and educational apps were loaned for two-week checkouts from five library campus locations. Device circulation statistics were tracked and users were invited to complete an online survey about their experience. Data were gathered and analyzed for 11 months. The assessment informed the library on how best to adapt the service, including what resources to add to the iPads, and the decision to move devices to campuses with more frequent usage.     

Local education authorities’ approaches to provision for children with specific speech and language difficulties in England and Wales

Children with specific speech and language difficulties (SSLD) pose a challenge to the education system as a result of their language needs and associated educational and social‐behavioural difficulties. Local education authorities (LEAs) in England and Wales have developed language units to meet their needs but previous research has indicated this provision was inadequate. The development of inclusion raises questions regarding this type of provision, compared with full inclusion into mainstream schools. The present study reports on a national survey of LEAs in England and Wales (97 respondents, 49.5% response rate) and interviews with 37 LEA special educational needs managers. Provision varied by age group with designated specialist provision more prevalent at key stages 1 and 2 (age 5–11 years), and relatively little at key stages 3 and 4 (11–16). LEAs’ decision‐making regarding provision varied, influenced by the lack of common criteria, which was highlighted by the difficulties in distinguishing children with SSLD from those with autistic spectrum disorder. There were also difficulties translating policies into practice, including the shortage of speech and language therapists. The implications of the study are discussed with reference to inclusion.     

From small group to public view: Mainstreaming the women's movement

The public attention given to the contemporary women's movement in the past decade is due in part to rhetorical developments within the movement. A fantasy theme analysis of the women's movement of the early 1970's in a large Midwestern metropolitan area reveals an early but incomplete rhetoric, labelled here the pro‐woman line. This was followed by adaptations of the early concerns in a comprehensive social reality, labelled here the “mainstreaming” rhetorical vision. Alterations in key elements of the rhetoric, including the hero/ine, villain, plot, and underpinnings are examined to illustrate how the earlier movement issues were “mainstreamed” into prevailing social views.     

Radiant Flux Through Apertures— III

This paper completes our treatment of radiant flux through pairs of apertures. In Part II, we obtained approximate equations for rectangular apertures in parallel planes, with the restriction that two apertures be identical and that one be directly above the other. Here we generalize to the case of any apertures that fit into a rectangular grid. The idea for this generalization originated with Ondracek but it is here expressed in matrix notation, which allows coefficients F_ij to be obtained rather simply.