The main idea is to make a short film about mobile technologies and the changing relationships between us and the public space under the age of these technologies. Some people might blame those mobile technologies like smart phones for separating us from each other. In my view, however, we cannot ask those technologies to take all the responsibilities, because new technologies will not be put into the market unless the society needs them. These technologies do change our perceptions on the public space in some ways, but there must be some deeper reasons behind. Based on the analogy of mobile technologies to "interfaces" to the environment like our skins, bodies and clothes, we are able to rethink the role of these technologies and our relationships with them and the public space. In big cities full of stimulations and strangers, we are always looking for different types of "filters" to help us control our experiences in order not to be too overwhelmed by the endless information. Living without these "filters" is like being naked in the wild field, which means we cannot control what we see, what we hear and what we touch. In the film, there are two story lines in parallel: one is about the overwhelming stimulations and anonymous individuals using mobiles technologies in public spaces; the other is about one person walking in the wood, stripping down clothes until being naked. By asking the question in the beginning and the end "what does it mean to be naked", I wish eachaudience could rethink the interrelationships between us, mobile technologies and public spaces.

Laws and legislation related to early childhood and special education have shaped the field and impacted the need for early intervention services, but the outcomes of those services both academically and socially at the forefront. Children with developmental delays today are eligible for school services beginning at birth across the country, the new challenging is determining the impact of services on the social and academic outcomes. Many children with developmental delays are served in inclusive early intervention classrooms. A need for developmentally appropriate quality mathematics instruction exists to prepare students to meet the demands of a global economy; students must demonstrate mastery of core subjects, such as mathematics, along with skills in information and communication technology (Partnership for 21st Century Skills, 2009). To promote mathematics achievement technology should be infused in instruction. Data were collected through a variety of sources including: student records review, TEMA-3 test scores, researcher‘s observation field notes, transcripts from student exit interviews, teacher interviews pre and post data collection, and parent questionnaires. The data were analyzed using Atlas-ti and was triangulated from the various data sources. Inter-observer agreement was obtained for all the results. Researcher observations occurred for 19 days in a pre-kindergarten inclusive classroom. The data were analyzed to identify themes for the four individual cases as well as two overarching themes as it related to the investigation of utilizing handheld technology for mathematics instruction in an early childhood education setting.

Descriptive mixed-methods were employed to investigate the experiences and perceptions of English as a Foreign Language (EFL) Thai students in higher education in integrating Augmented Reality technology (AR) in their reading classroom. Participants were queried on their habitual use of computers and the Internet, their perceptions of the advantages and disadvantages of AR, their experiences in using AR, and their reflective reports of self-efficacy in using AR in creating English vocabulary flashcards as supplemental learning resources. A questionnaire on their use of computers and the Internet was employed with 48 EFL, English-major undergraduates. Subsequently, the participants underwent the Classroom Activity Treatment which comprised 1) the Teacher Showcase, 2) the AR Computer Tutorial, and 3) the Student Showcase, respectively. Classroom observation notes were taken during the three phases. Besides, at the end of each of these three phases, a questionnaire on the acceptance and self-efficacy of AR was administered. Subsequently, 24 students participated in semi-structured interviews to elicit further insights into their perceptions of the effectiveness of AR in EFL instruction and learning. The Technology Acceptance Model 3 (Vankatesh & Bala, 2008) was employed for theoretical perspective on the data. Findings revealed most participants had no prior knowledge or understanding about AR before the study. Participants reported AR as advantageous for stimulating student engagement and motivation, and for enhancing memory and memorization. AR was reported to promote learning and practicing digital literacy skills. Participants reported relatively high levels of self-efficacy in using AR, which were primarily driven by their self-satisfaction, creativity and enthusiasm, peer and teacher assistance, as well as technological training and infrastructure. Participants also reported that they would continue using AR in the future when necessary resources, time, and access were secured, for the purposes of professional productivity and development. Analysis suggested that English education curricula be improved and re-designed to integrate the implementation of AR technology to tailor the learning experiences to the students’ needs and learning styles. Professional development and training should also be provided for teachers and students to educate them in using AR in language education teaching and learning.

There is a lack of technology that facilitates knowledge sharing in the medical sector. In several countries there is a shortage of medical staff with the proper education to take care of patients suffering from dementia. However, modern mobile and web technology pave the way for new online knowledge sharing platforms which could help remedy this problem. This study investigates how an interface of a mobile e-library, aimed at sharing dementia-related knowledge, could be created. It also examines how care workers perceive it and if they could be willing to adopt the technology in the future. This thesis project was carried out at Svenskt Demenscentrum, a non-profit organization with the purpose of disseminating and collecting knowledge concerning dementia. The prototype was designed using the double diamond process. This included an initial literature study and state-of-the-art analysis, which was followed by two workshops with professional care workers. The final design was created iteratively with feedback from a focus group. A total of four sessions with the focus group were organized. The final prototype was evaluated using the Technology Acceptance Model (TAM) model. 12 participants took part in the user tests, all had previously taken care of patients suffering from dementia. The findings of the user tests suggest that the users perceived the interface as both useful and easy to use. This finding also indicates that the users, according to the TAM model, would be willing to adopt the technology if fully developed. All of the participants found the application fitting for smartphone devices. Some suggestions regarding further implementations of the interface included the addition of an onboarding process for those less familiar with modern design conventions and the inclusion of a social forum or discussion page that would allow for a direct knowledge exchange between the users. / Det finns en brist på teknologier som förenklar kunskapsdelning inom den medicinska sektorn. I flera länder har det dokumenterats en tilltagande brist vårdpersonal med tillräcklig utbildning för att ta hand om patienter som lider av demens. Kunskapsdelning kan underlättas med mobila onlineplattformar, utvecklade for att användare ska kunna dela expertis med varandra. Den här studien undersöker hur gränssnittet till ett mobilt e-bibliotek, med mal att dela demensrelaterade kunskaper, skulle kunna utvecklas. Den undersöker även om vårdpersonal och släktingar till demenssjuka kan förväntas anamma teknologin i framtiden. Detta masterarbete utfördes i samarbete med Svenskt Demenscentrum, en stiftelse som arbetar för att samla, strukturera och sprida kunskap om demens.  En prototyp for gränssnittet designades efter 'double Diamond'-modellen. Detta inkluderade genomförandet av en litteraturstudie, en 'state-of-the-art'-analys samt två workshops med professionell vårdpersonal. Den slutgiltiga designen togs fram iterativt med feedback från en fokusgrupp. Totalt organiserades fyra sessioner med fokusgruppen.  Den slutgiltiga prototypen utvärderades sedan efter 'Technology Acceptance'-modellen (TAM). Tolv deltagare rekryterades till användartesterna, alla med tidigare erfarenhet av demensvård, som vårdarbete eller släktingar. Resultatet från testerna antydde att användarna uppfattade prototypgranssnittet som både användbart och lättanvänt. I enlighet men TAM-modellen, implicerar detta att målgruppen är mottaglig för att använda en full implementation av teknologin. Alla deltagare uppfattade även prototypen som lämplig för 'smartphone'-enheter. Testdeltagarna lyfte även fram ett antal rekommendationer gällande vidareutvecklingen av gränssnittet. Bland annat föreslogs det att en 'onboarding'-process skulle kunna implementeras samt en diskussionssida; eller dylikt som skulle tillåta användarna att delta i ett direkt kunskapsutbyte med varandra.

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Mobile electronic devices such as smartphones are playing an increasingly pervasive role in our daily activities. A growing body of literature is beginning to investigate how mobile technology habits might relate to individual differences in cognitive traits. The present study is an investigation into how individual differences in intertemporal preference, impulse control, and reward sensitivity, are predictive of the degree to which people engage with their smartphones, in two separate experiments. Experiment 1 utilized behavioral and self-reported measures for each of the aforementioned cognitive traits to examine their relationships with Mobile Technology Engagement (MTE) as defined in Wilmer & Chein (2016). The results replicated earlier work demonstrating that mobile technology engagement is positively correlated with a tendency to discount delayed rewards. A positive relationship was also observed between MTE and reward sensitivity. In an attempt to investigate the neural origins of the relationship observed in Experiment 1, Experiment 2 examined the association between mobile technology usage and white matter connectivity from the ventral striatum (vSTR) to the ventromedial prefrontal cortex (vmPFC) and dorsolateral prefrontal cortex (dlPFC), pathways that have been previously implicated as biological markers for individual differences in intertemporal preference. Regression analyses revealed that both pathways predicted delay discounting performance, but only vSTR-vmPFC predicted mobile technology engagement. Taken together, the results of these two experiments provide important foundational evidence for both neural and cognitive factors that predict how individuals engage with mobile technology. / Psychology

Résumé: INTRODUCTION Si les cliniciens enseignants détectent aisément les difficultés des apprenants, ils sont souvent peu outillés pour les étapes subséquentes, du diagnostic à la remédiation. Quoique des outils aient été développés pour les guider face aux difficultés de raisonnement clinique de leurs apprenants, ces outils peuvent être moins familiers des cliniciens et moins adaptés à des contextes de supervision ponctuelle et de soins aigus comme l’urgence. Nous avons donc développé une application algorithmique, à partir de la taxonomie d’Audétat et al. (2010), pour guider les cliniciens enseignants juste-à-temps face aux difficultés de raisonnement clinique. MÉTHODOLOGIE Une étude descriptive interprétative a été réalisée afin d’évaluer l’utilité, l’acceptabilité et la faisabilité d’utiliser cette application à l’urgence. Des entrevues semi-dirigées ont été menées auprès d’un échantillon de convenance de douze urgentistes, avant et après une période d’essai de l’outil de trois mois. RÉSULTATS L’application a été perçue comme particulièrement utile pour préciser les difficultés de raisonnement clinique des apprenants. Utiliser l’outil a été considérée acceptable et faisable en contexte d’urgence, en particulier grâce au format mobile. DISCUSSION Ces résultats suggèrent que l’outil peut être considéré utile pour faciliter l’identification des difficultés des apprenants, mais aussi pour offrir un soutien professoral accessible. Le format mobile et algorithmique semble avoir été un facteur facilitant, ce format étant déjà utilisé par les cliniciens pour consulter ponctuellement de l’information lors de la résolution de problèmes cliniques. CONCLUSION L’étude a démontré globalement une bonne utilité, acceptabilité et faisabilité de l’outil dans un contexte de supervision ponctuelle en soins aigus, ce qui soutient son utilisation par les cliniciens enseignants dans ce contexte. L’étude corrobore également l’intérêt d’un format mobile et algorithmique pour favoriser le transfert de connaissances en pédagogie médicale. / Abstract: INTRODUCTION While clinical teachers generally identify problem learners readily, they often find themselves ill-equipped for the following steps, from diagnosis to remediation. Although various tools have been developed to guide them when dealing with problem learners whose difficulties are based in their clinical reasoning, theses tools might be less familiar for clinicians and less well adapted for certain supervision contexts, like the emergency ward, which is characterized by occasional supervision and acute care. Thus we have developed an algorithmic mobile application, based on Audetat et al.’s taxonomy (2010), in order to guide clinicians just-in-time when supervising learners with clinical reasoning difficulties. METHODOLOGY We conducted an interpretive description study with the aim of evaluating the perceived utility, acceptability and feasibility of using this application in the emergency. Semi-structured interviews took place before and after a three-month trial with the tool, with twelve emergency physicians recruited through voluntary sampling. RESULTS The application was considered to be particularly useful to better identify learners’ clinical reasoning difficulties. Consulting this tool in an emergency context was deemed acceptable and feasible by participants, largely due to the mobile format. DISCUSSION These findings suggest that the tool may be considered useful to better identify learners’ difficulties, but also as an accessible reference for clinical teachers. The mobile and algorithmic format seemed instrumental promoting its use, since such formats are already used frequently by clinicians to access information when solving clinical problems. CONCLUSION This study has shown promising results in terms of utility, acceptability and feasibility in a context of occasional supervision and acute care, which support use of the application by clinical teachers in such contexts. This study also suggests that mobile and algorithmic formats may be of value for knowledge transfer in medical education.