Nowadays, digital tools for mathematics education are sophisticated and widely available. These tools offer important opportunities, but also come with constraints. Some tools are hard to tailor by teachers, educational designers and researchers; their functionality has to be taken for granted. Other tools offer many possible educational applications, which require didactical choices. In both cases, one may experience a tension between a teacher’s didactical goals and the tool’s affordances. From the perspective of Realistic Mathematics Education (RME), this challenge concerns both guided reinvention and didactical phenomenology. In this chapter, this dialectic relationship will be addressed through the description of two particular cases of using digital tools in Dutch mathematics education: the introduction of the graphing calculator (GC), and the evolution of the online Digital Mathematics Environment (DME). From these two case descriptions, my conclusion is that students need to develop new techniques for using digital tools; techniques that interact with conceptual understanding. For teachers, it is important to be able to tailor the digital tool to their didactical intentions. From the perspective of RME, I conclude that its match with using digital technology is not self-evident. Guided reinvention may be challenged by the rigid character of the tools, and the phenomena that form the point of departure of the learning of mathematics may change in a technology-rich classroom.
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Expectations are high for digital technologies to address sustainability related challenges. While research into such applications and the twin transformation is growing rapidly, insights in the actual daily practices of digital sustainability within organizations is lacking. This is problematic as the contributions of digital tools to sustainability goals gain shape in organizational practices. To bridge this gap, we develop a theoretical perspective on digital sustainability practices based on practice theory, with an emphasis on the concept of sociomateriality. We argue that connecting meanings related to sustainability with digital technologies is essential to establish beneficial practices. Next, we contend that the meaning of sustainability is contextspecific, which calls for a local meaning making process. Based on our theoretical exploration we develop an empirical research agenda.
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Throughout the last three decades, mathematics educators have expressed high expectations of the benefits of using digital technology in mathematics education. In retrospect, however, we admit that this integration has not always been as successful and as smooth as we hoped for. What were the main phases in this period of drastic changes with respect to tool development and availability, theoretical foci and frameworks, and classroom implementation? To answer this question, I will attempt to summarize relevant publications in the field over the past decades, with a bias towards publications by the main person in this book. I will try to identify main trends, and to synthesize what we have learnt so far, both from an academic “head-in-the-clouds” perspective and from a “feet-on-the-ground” classroom teaching perspective. As an overall conclusion, the claim is that a successful integration of digital tools in mathematics education is a still promising, but subtle matter. Tool use in mathematics education is still waiting for its full exploitation, which will require close collaboration between teachers and researchers.
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1e alinea column: Hoe ziet innovatie in de digital age eruit? Anders dan daarvoor? Is succes van innovatie in de digital age wel voorspelbaar? Bestaat er zoiets als een business logica voor innovatie? Voor echt nieuwe business is dat maar heel beperkt zo. Er zijn geen marktvoorbeelden waar je naar kunt kijken. Concurrenten of collega’s zijn je niet voorgegaan en hoe de klant zal reageren is ook al een verrassing.
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Parents who grew up without digital monitoring have a plethora of parental monitoring opportunities at their disposal. While they can engage in surveillance practices to safeguard their children, they also have to balance freedom against control. This research is based on in-depth interviews with eleven early adolescents and eleven parents to investigate everyday negotiations of parental monitoring. Parental monitoring is presented as a form of lateral surveillance because it entails parents engaging in surveillance practices to monitor their children. The results indicate that some parents are motivated to use digital monitoring tools to safeguard and guide their children, while others refrain from surveillance practices to prioritise freedom and trust. The most common forms of surveillance are location tracking and the monitoring of digital behaviour and screen time. Moreover, we provide unique insights into the use of student tracking systems as an impactful form of control. Early adolescents negotiate these parental monitoring practices, with responses ranging from acceptance to active forms of resistance. Some children also monitor their parents, showcasing a reciprocal form of lateral surveillance. In all families, monitoring practices are negotiated in open conversations that also foster digital resilience. This study shows that the concepts of parental monitoring and lateral surveillance fall short in grasping the reciprocal character of monitoring and the power dynamics in parent-child relations. We therefore propose that monitoring practices in families can best be understood as family surveillance, providing a novel concept to understand how surveillance is embedded in contemporary media practices among interconnected family members.
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The Internet and computers increasingly determine our daily lives. This goes for almost everyone in the Netherlands. Still, it is mostly teenagers who are well informed on how to use all the possibilities of new technologies. They are building a digital world of their own that parents usually know very little about. This booklet intends to inform teachers, parents and other interested parties on what teenagers are actually doing online and how important it is to keep abreast of the new developments that the Internet and computers bring into their world. On the basis of research into these issues in the Netherlands and abroad we attempt to indicate what the digital world of teenagers looks like and how it differs from that of grown-ups. What do they do, exactly, and why? We also look into teenagers’ ICT behaviour and into dangers and abuse of the Internet. Moreover we provide tips for parents and teachers on how to handle certain phenomena. This book does not pretend to provide an exhaustive overview of the digital world of teenagers. It is focused on some important characteristics and parts of that world. It reports on research of the INHOLLAND Centre for eLearning into various aspects of ICT behaviour among teenagers. The research was undertaken in the spring of 2006, focusing mainly on texting, networking, gaming, dangers and abuse on the Internet and the digital relation between school and the home. Ultimately we are especially concerned with the question of what teenagers really learn in their digital world, and how education can profit. This book also addresses that issue.
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Eating healthier at work can substantially promote health and well-being among knowledge workers. However, little has been investigated on designing digital tools and interventions specialized in improving workday eating routines. This paper presents a user-centered contextual inquiry based on mixed-methods with an online questionnaire and a semi-structured interview. This study aimed to understand knowledge workers’ eating experiences and identify design opportunities and application strategies of digital tools to improve current practices. The questionnaire feedback from 54 Dutch knowledge workers revealed that their concerns over productivity, health and nutrition, energy support, and well-being could be decisive in shaping their eating routines at work. Furthermore, the results of 12 interview sessions suggested a set of expected digital features to encourage healthy eating at work, including health knowledge access, goal setting and self-tracking, technology-assisted health programs, and social support. Additionally, our findings also indicated that these digital features should be integrated into the office setting to offer personalized feedback and contextualized health interventions. Based on these findings, we derive design opportunities for workplace digital tools to promote healthy eating and discuss their potential contributions and future work to improved office vitality.
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Medical imaging practice changed dramatically with the introduction of digital imaging. Although digital imaging has many advantages, it also has made it easier to delete images that are not of diagnostic quality. Mistakes in imaging—from improper patient positioning, patient movement during the examination, and selecting improper equipment—could go undetected when images are deleted. Such an approach would preclude a reject analysis from which valuable lessons could be learned. In the analog days of radiography, saving the rejected films and then analyzing them was common practice among radiographers. In principle, reject analysis can be carried out easier and with better tools (ie, software) in the digital era, provided that rejected images are stored for analysis. Reject analysis and the subsequent lessons learned could reduce the number of repeat images, thus reducing imaging costs and decreasing patient exposure to radiation. The purpose of this study, which was conducted by order of the Dutch Healthcare Inspectorate, was to investigate whether hospitals in the Netherlands store and analyze failed imaging and, if so, to identify the tools used to analyze those images.
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Dit is een overzicht van methodieken, tools en handvatten om seksualiteit bespreekbaar te maken met jongeren.
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Technological developments go fast and are interrelated and multi-interpretable. As consumer needs change, the technological possibilities to meet those needs are constantly evolving and new technology providers introduce new disruptive business models. This makes it difficult to predict what the world of tomorrow will look like for an organization and that makes the risks for organizations substantial. In this context, it is difficult for organizations to determine what constitutes a good strategy to adopt digital developments. This paper describes a first step of a study with the objective to design a method for organizations to formulate a future-proof strategy in a rapidly changing, complex and ambiguous context. More specifically, this paper describes the results of a sequence of three focus groups that were held with a group of eight experts, with extensive experience as members of the decision making unit in organizations. The objectives of these sessions were to determine possible solutions for the outlined challenge in order to provide direction for continuation and scoping of the following research phases.
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