Digital natives: Where is the evidence?

Generational differences are seen as the cause of wide shifts in our ability to engage with technologies and the concept of the digital native has gained popularity in certain areas of policy and practice. This paper provides evidence, through the analysis of a nationally representative survey in the UK, that generation is only one of the predictors of advanced interaction with the Internet. Breadth of use, experience, gender and educational levels are also important, indeed in some cases more important than generational differences, in explaining the extent to which people can be defined as a digital native. The evidence provided suggests that it is possible for adults to become digital natives, especially in the area of learning, by acquiring skills and experience in interacting with information and communication technologies. This paper argues that we often erroneously presume a gap between educators and students and that if such a gap does exist, it is definitely possible to close it.     

Foreword

Tertiary Education and Management -     

Three-dimensional kinematic analysis and power output of elite flat-water kayakers

The purpose was to examine power output and three-dimensional (3D) kinematic variables in the upper limbs, lower limbs and trunk in elite flat-water kayakers during kayak ergometer paddling. An additional purpose was to analyse possible changes in kinematics with increased intensity and differences between body sides. Six male and four female international level flat-water kayakers participated. Kinematic and kinetic data were collected during three tasks; low (Int_L), high (Int_H) and maximal (Int_M) intensities. No differences were observed in any joint angles between body sides, except for shoulder abduction. Significantly greater range of motion (RoM) values were observed for Int_H compared to Int_L and for Int_M compared to Int_L in trunk and pelvis rotation, and in hip, knee and ankle flexion. The mean maximal power output was 610 ± 65 and 359 ± 33 W for the male and female athletes, respectively. The stroke frequencies were significantly different between all intensities (Int_L 59.3 ± 6.3; Int_H 108.0 ± 6.8; Int_M 141.7 ± 18.4 strokes/min). The results showed that after a certain intensity level, the power output must be increased by other factors than increasing the joint angular RoM. This information may assist coaches and athletes to understand the relationship between the movement of the kayaker and the paddling power output.     

Body dissatisfaction in normal weight children – sports activities and motives for engaging in sports

Body dissatisfaction is a phenomenon that may already occur in childhood and is linked to a variety of psychosocial risks. As the role of physical activity in the context of body dissatisfaction is still ambivalent, a cross-sectional study with 602 normal weight children (50.2% girls; M_age?=?9.23 years; SD?=?0.79) was conducted. The children filled in the MoMo-Questionnaire, including items about their physical activities and motives for being physically active, as well as Bender’s Body Esteem and Muscularity Concern Scale with the three subscales “body satisfaction”, “weight and shape concerns”, and “muscularity concerns”. Independent t-tests revealed that girls were less worried about muscularity than boys (M_girls?=?1.94, SD_girls?=?1.11 vs. M_boys?=?3.12, SD_boys?=?1.43; t(560)?=?11.33, p?d?=?0.92), whereas girls showed greater weight and shape concerns than boys (M_girls?=?2.24, SD_girls?=?0.97 vs. M_boys?=?2.05, SD_boys?=?0.92; t(549)?=?2.32, p?=?.02, d?=?0.20). In boys, physical activity is associated with less muscularity, weight, and shape concerns. Body satisfaction increases with health and fitness motives. In girls, the role of physical activity is ambivalent: girls who engage in sports do not differ in body dissatisfaction from non-active girls. In sportive girls, weight and shape concerns increased with more health and fitness motives. Finally, the study provides first insights into body dissatisfaction and the different role of physical activity in boys and girls in childhood.     

Advancing autism technology

The purpose of this review is to broadly identify technological advances in supports and evaluation for individuals on the autism spectrum. Literature review with commentary on the evolving technologies supporting and/or evaluating social-emotional, behavioral, academic, and cognitive domains. There has been an increasing synthesis of technology within the education domain. A growing body of research has investigated the potentiality and efficacy of technological interventions, specifically in the area of support for individuals on the autism spectrum. This growth must also factor in sustainability and feasibility to be practical within the school setting. Continued research is also necessary to ensure the equity of technology supporting individuals on the autism spectrum.     

The influence of biological maturity on motor performance among habitually barefoot versus habitually shod adolescents

Biological maturation is associated with physiological changes which in turn affect motor performance. No study has assessed the association between growing up habitually shod versus habitually barefoot and motor performance in the context of maturation, so this approach is unique. The purpose of this study was to examine the influence of biological maturity on motor performance dependent on the participants’ footwear habits. Sixty-five German habitually shod (mean age 13.28?±?0.83 years) and fifty-five South African habitually barefoot (mean age 13.38?±?0.87 years) participants were included. Dynamic postural control was determined via backward balancing, explosive strength by standing long jump and sprinting performance based on a 20-m sprinting test. All tests were performed barefoot and shod. Biological maturation was calculated by using the maturity offset value. Linear mixed models were used to analyse interactions between the maturity offset value, footwear habits and motor performance. Throughout maturation, there was a significant difference between habitually barefoot and habitually shod balance performance (P?=?0.001). Maturation led to balance improvements in habitually barefoot adolescents, but not in habitually shod adolescents. No such differences could be observed for standing long jump and 20-m sprint performance. Maturity offset was a significant predictor for jumping and sprinting performances (P?相似文献   

The SENCO role in post-primary schools in Ireland: victims or agents of change?

This paper considers the role of Special Educational Needs Coordinators (SENCOs) in mainstream post-primary schools (12–18 years) in Ireland. Little is known of the role in the Irish context and it is hoped that this research will inform policy. The Irish educational landscape has witnessed seismic change recently with further transformation imminent. The SENCO role is a recent phenomenon in Irish schools and while much is known of the role internationally, Irish SENCOs tend to operate in a policy vacuum. This paper draws on research with a purposive sample of twenty-seven SENCOs. A lengthy postal questionnaire served as the method of data collection, where both quantitative and qualitative data were collected. Findings reveal the complexity of the role in an evolving education system. SENCOs continue to fulfil largely operational roles and are limited in their capacity to effect change in inclusive practice from a whole-school perspective. Lack of formal recognition of the SENCO role has led to its ad-hoc development. This research makes the case for the formalisation of the role at policy level and recognition of the need to develop the SENCO as strategic leader, firmly situated within school management. Otherwise, Irish SENCOs risk being victims rather than agents of change.