Complexities of digital technology use and the teaching and learning of function

Many argue that digital technologies have the potential to enhance the teaching and learning of mathematics. However, the availability of technology is not sufficient to realise this potential. The study reported takes a detailed approach to investigate the utility of the particular offerings of the available technologies in the teaching and learning of a specific area of mathematics, functions. Sixteen affordances identified in the data are described. The complexity of the process involved in resolving a situation where particular affordances would be useful so as they are perceived and enacted is detailed. Finally, a grounded theory framework arising from the data analysis from this study that can be used to explain, predict and guide action in other digital environments is presented.     

The impact of presentation graphics on students’ experience in the classroom

To investigate the benefits and perceived effectiveness of instructional technology, students enrolled in several courses were compared on student evaluations of instruction, grades and an attitudinal questionnaire. The instructors of the courses taught the same course across two successive semesters, using traditional “chalk-and-talk” methods the first semester, and PowerPoint the next; all other techniques (e.g., exams, lecture material) were held constant. Results suggest that organization and clarity, entertainment and interest, professor likeability, and good professor behaviors were enhanced with PowerPoint although final grades were not.     

Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system

This paper describes how SWoRD (scaffolded writing and rewriting in the discipline), a web-based reciprocal peer review system, supports writing practice, particularly for large content courses in which writing is considered critical but not feasibly included. To help students gain content knowledge as well as writing and reviewing skills, SWoRD supports the whole cycle of writing, reviews, back-reviews, and rewriting by scaffolding the journal publication process as its authentic practice model. In addition, SWoRD includes algorithms that compute individual reviewer’s review accuracy, which is in turn used to support the various drawbacks of reciprocal peer reviews (e.g., variation in motivation or ability of reviewers). Finally, this paper describes an empirical evaluation showing that the SWoRD approach is effective in improving writing quality in content classes.     

NBR／EPDM的增容共混研究

本文采用第三组份增容途径,改善了NBR/EPDM并用胶的相容性、加工性和力学性能。通过对不同增容体系的研究对比,发现不同增容剂的增容效果差异很大,其巾以EVA-14增容效果最为显著,加入该增容剂的并用胶,在适当的工艺条件及硫化体系下,可获得最佳力学性能。本文还研究了不同增容剂对并用炭黑胶各种性能的影响,可以做到在不降低并用胶的力学性能的同时,提高并用胶的耐热空气老化、耐大气老化和耐臭氧老化性能.透射电镜实验和动态力学谱图证明了加与未加增容剂时,NBR/EPDM并用胶均为两相结构,增容剂起表面活性剂的作用,加强了两相界面间的相互作用,使分散相EPDM细微化和均匀化。     

八面河油田近年注水开发工作的实践与认识

八面河油田油藏类型多样,开发方式多样,其中注水开发储量占全油田动用储量的61%。近年来,为改善注水开发油藏开采效果,保持产量稳定,油田针对各区块注水开发中存在的问题,在面4区面5块、广北8块、面14区沙三上采取了完善注采井网,注水井注氮调剖,水井动态调水以及改善水质等方面的工作,初步取得了较好的效果。     

实施ERP提升油田企业物资管理水平

物料是油田企业各项生产经营活动正常运行的物资基础和保证。对原有物资管理模式滞后性进行了剖析,ERP物资管理信息系统改变了油田原有的物资管理模式,管理效率和经济效益得到显著提高。为进一步提升油田企业物资管理水平,提出了相应措施。     

改装简易脉冲TIG焊机

介绍一种用普通直流氩弧焊机改装脉冲焊的装置,论述了各组成部分的基本原理。     

A case study of developing ICT-supported pedagogy through a collegial practice transfer process

A collegial practice transfer process between more- and less-experienced teachers was examined in two cases that sought to encourage teachers to use information and communication technology (ICT) in a pedagogically meaningful way. Collegial practice transfer aims to offer new models for in-service teacher training. The process included guiding sessions, training materials presenting authentic pedagogical examples, and try-outs in the classroom. The success of practice transfer was examined through comparing the classroom practices of more- and less-experienced teachers applying the Pedagogical Infrastructure Framework, and through analyzing the tutored teachers' self-reported experiences in interviews. The process provided flexible support and gave self-confidence to the less-experienced teachers. Technology use was successful, but the tutored teachers designed less coherent tasks and weaker support for pupils' collaboration, knowledge construction and metacognition than their more-experienced colleagues. When tutoring, underlying educational ideologies and reasons should be explicated in addition to practical issues of classroom orchestration and technology use.     

Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation,social comparison,satisfaction, effort,and academic performance

Gamification, the application of game elements to non-game settings, continues to grow in popularity as a method to increase student engagement in the classroom. We tested students across two courses, measuring their motivation, social comparison, effort, satisfaction, learner empowerment, and academic performance at four points during a 16-week semester. One course received a gamified curriculum, featuring a leaderboard and badges, whereas the other course received the same curriculum without the gamified elements. Our results found that students in the gamified course showed less motivation, satisfaction, and empowerment over time than those in the non-gamified class. The effect of course type on students' final exam scores was mediated by students' levels of intrinsic motivation, with students in the gamified course showing less motivation and lower final exam scores than the non-gamified class. This suggests that some care should be taken when applying certain gamification mechanics to educational settings.