Investigating the learning challenges presented by digital technologies to the College of Education in Kuwait University

There is now widespread recognition that digital technologies, particularly portable hand held devices capable of Internet connection, present opportunities and challenges to the way in which student learning is organized in schools, colleges and institutions of higher education in the 21st Century. Traxler, Journal of the Research Centre for Educational Technology, 6(1), 3–15 (2010) suggests such devices are pervasive and ubiquitous, conspicuous and unobtrusive, noteworthy and taken-for-granted with everyone typically owning one, using one and often having more than one. As a consequence it has been argued that the availability of such devices, controlled mainly by the student and not the teacher, has the potential to change the traditional dynamics and pedagogical patterns of the learning environment (Burden et al. 2012). Education institutions, however, typically remain organized around spatial and temporal considerations such as buildings, timetables, calendars and internal structures which are designed to classify and manage students. In the case study reported here students and faculty teaching staff from the College of Education in the Kuwait University were surveyed in order to assess their access to such technologies, their capability to use them effectively in support of achieving planned learning outcomes and the implications for change that could emanate from such findings.     

Reduction rate of dragload and downdrag of piles by taper angles

Taper angle is one of the effective methods to reduce the dragload and downdrag of piles under the surcharge load. The model tests on the tapered pile and uniform cross-section pile embedded in sand were carried out under the surcharge load. The values of dragload and downdrag of piles versus the surcharge loads were measured. Based on the concentric cylinder shearing theory, a simplified theoretical model for calculating the dragload and downdrag of tapered piles with small taper angles under the surcharge load was proposed considering the angle effect. The correctness of the developed theoretical model was validated through comparing with the model test results obtained in this study and previous literature. Then the parametric studies of the taper angle, surcharge, strength and modulus of soil were discussed. It is shown that the tapered pile with the taper angle of 3° can reduce approximately 65% of the maximum dragload value and 30% of the downdrag value compared with a uniform cross-section pile. The value of downdrag can be decreased by approximately 50% compared with a uniform crosssection pile in the same average pile diameter.     

THE CELTIC LANGUAGES AND TELEVISION

The article proposes the subtitling of English television programmes in the Celtic languages and of Celtic language programmes in English in order to serve the Celtic speaking minorities in Britain and to produce an appreciation of the Celtic languages among English speaking viewers. Parallels are drawn between the proposed British bilingual project and those in other countries for deaf viewers and for speakers of minority languages. Results of a survey of English and Welsh viewers are reported, and difficulties such as viewer resistance, cost, etc., of implementing a bilingual subtitling program in Britain are discussed.     

THE LURE OF STATISTICS FOR EDUCATIONAL RESEARCHERS

In this essay David Labaree explores the historical and sociological elements that have made educational researchers dependent on statistics. He shows that educational research as a domain, with its focus on a radically soft and thoroughly applied form of knowledge and with its low academic standing, fits the pattern in which weak professions have been most likely to adopt quantification. One problem with educational researchers' seduction by the quantitative turn is that it deflects attention away from many of the most important issues in the field, which are not easily reduced to standardized quanta. Another is that by adopting this rationalized, quantified, abstracted, statist, and reductionist vision of education, educational policymakers risk imposing reforms that will destroy the local practical knowledge that makes the ecology of the classroom function effectively. Quantification, Labaree suggests, may be useful for the professional interests of educational researchers, but it can be devastating for school and society.