Can tablet computers enhance learning in further education?

Interest in the potential benefits of providing tablet computers to students has grown in recent years, both in UK institutions, and across the world. Limited research studies have been reported in higher education (HE), and primary and secondary school settings, tentatively suggesting a range of positive impacts on learners, but little conclusive research has been published on the introduction of tablets in further education (FE). This article presents a case study of a single, mid-size English FE college, which piloted the provision of tablets to bounded groups of students and teachers in four diverse curriculum areas. The author was invited to help design the college’s evaluation of the pilot, which would inform a potential business case to extend the pilot to all students. One element was a qualitative research project, with data captured through a series of focus group interviews with all 64 students who received tablets, and separate interviews with their ten teachers. Findings are reported here, exploring the extent to which students and teachers perceived learning benefits from the tablets: for some learners, this was reported as enhancing the organisation of learning; supporting greater independence of learning and enabling more purposive learning. Barriers to learning enhancement were also identified, including institutional issues (frustration with technical infrastructure), and individual learner disengagement (distraction and surface engagement with mere ‘novelty’). Concluding that the tablets’ clear benefits were not automatically transformative, and engagement was not uniform, findings are relevant to FE managers and leaders of other institutions considering tablets as a possible learning panacea.     

Influence of sex and limb dominance on lower extremity joint mechanics during unilateral land-and-cut manoeuvres

Limb dominance theory suggests that females tend to be more one-leg dominant and exhibit greater kinematic and kinetic leg asymmetries than their male counterparts, contributing to the increased risk of anterior cruciate ligament injury among female athletes. Thus, the purpose of this study was to examine the influences of sex and limb dominance on lower extremity joint mechanics during unilateral land-and-cut manoeuvres. Twenty-one women and 21 men completed land-and-cut manoeuvres on their dominant limb as well as their nondominant limb. Three-dimensional kinematics and kinetics were calculated bilaterally for the entire stance phase of the manoeuvre. Women performed land-and-cut manoeuvres with altered hip motions and loads as well as greater knee abduction at touchdown compared to men. Dominant limb land-and-cut manoeuvres where characterised by decreased hip flexion at touchdown as well as decreased hip flexion and adduction range of motion compared to nondominant land-and-cuts regardless of sex. The observed sex differences are consistent with previous research regarding mechanisms underlying the sex disparity in anterior cruciate ligament injury rates. However, observed differences regarding limb dominances appear somewhat arbitrary and did not suggest that the dominant or nondominant limb would be at increased risk of anterior cruciate ligament injury.     

A Case for Mentor Challenge? The Problem of Learning to Teach Post-16

This article investigates a tension in mentoring in secondary Initial Teacher Training (ITT) in England and Wales. Neither the ITT Standards nor the literature clarify which mentor strategies can be effective in the particular domain of the post-16 classroom. A case study was conducted on a sample of distance learning Postgraduate Certificate in Education (PGCE) students and their mentors as the former learned to teach post-16. Five research instruments were developed and used iteratively to generate qualitative data. This revealed that ITT mentoring is inconsistent in relation to post-16 teaching. While some mentor support was given, opportunities presented for challenge were not taken up. The results illuminate the need for more effective models of post-16 mentoring in ITT, including the use of challenge alongside support. The conclusions have implications for mentors in secondary ITT, and will be a source of help for student teachers.     

Jump Distance Increases While Carrying Handheld Weights: Impulse, History, and Jump Performance in a Simple Lab Exercise

This laboratory exercise is designed to provide an understanding of the mechanical concept of impulse as it applies to human movement and athletic performance. Students compare jumps performed with and without handheld weights. Contrary to initial expectation, jump distance is increased with moderate additional weights. This was familiar to Ancient Greek athletes where halteres were a part of the original Olympic jumping sports. The effectiveness of this laboratory was assessed with a prelab questionnaire evaluating understanding of the concepts relevant to jumping mechanics and a postlab questionnaire assessing understanding of the same principles in the context of a different but mechanically analogous circumstance, that of throwing. Results indicate that understanding improved significantly as a result of participation in the laboratory exercise.     

School-age passwords: C.I.A.

CIA does not stand for what you ordinarily would think, The Central Intelligence Agency! These initials can be quite meaningful to caregivers and definitely beneficial to school-agers who are involved in before and after school care. CIA—Creativity, Imagination and Anticipation! These are key words and functions which can enhance a school-age program.