The teacher’s central role in technology integration and the challenges of that integration emphasise the need for a deeper understanding about the teacher’s knowledge required to teach with technology. Based on previous work and a systematic literature review, we identified three knowledge models often used: TPACK, KTMT and
PTK. The goal of this paper is to discuss the similarities and differences between these knowledge models and present a Global Model. This Global Model is not a new model. On the contrary, it is a model developed based on the existing models and intending to integrate in a single model the knowledge domains considered in the different existing models. The Global Model highlights the common domains considered and the common roots for the three models, but it also makes explicit the differences, mostly related to the understanding of the domains or even to the domains considered, and also to the way how the knowledge’s development is conceived.

In this work, we present K- and L- shell fluorescence yield values of the full isonuclear sequence of Fe ions, using a state-of-the-art multiconfiguration Dirac–Fock approach. These results may be of importance for spectral fitting and plasma modeling, both in laboratory and astrophysical studies, where Fe is an important benchmark element. The K-shell fluorescence yields were found to be very similar up to the removal of 14 electrons.

The usual difficulties of students regarding the choice of an appropriate window when using the graphing calculator in the study of functions and the importance of the teachers’ knowledge to overcoming them, led to this study. The main goal was to characterize the way teachers address the viewing window in the classroom, trying to infer aspects of the Knowledge for Teaching Mathematics with Technology that can justify that practice. The conclusions reached point to the importance of a set of specific knowledge where I highlight the knowledge of the students’ difficulties, the knowledge of mathematical content necessary to understand the impact of the viewing window on the graphic, and the knowledge of teaching strategies that address both the students’ difficulties and the relevant mathematical knowledge.

Sign language is the hearing impaired form of communicating with other people, including listeners. Most cases, impaired people have learned sign language form childhood. The problem arises when a listener comes in contact with an impaired person. For instances, if a couple has a child which is impaired, the parents find a challenge to learn the sign language. In this article, a new playful approach to assist the listeners to learn sign language is proposed. This proposal is a serious game composed of two modes: School-mode and Competition-mode. The first offers a virtual school where the user learns to sign letters and the second offers an environment towards applying the learned letters. Behind the scenes, the proposal contains a sign language recognition system, based on three modules: 1 – the standardization of the Kinect depth camera data; 2 – a gesture library relying on the standardized data; and 3 – the real-time recognition of gestures. A prototype was developed – Kinect-Sign – and tested in a Portuguese Sign-Language school and on eNTERFACE’13 resulting in a joyful acceptance of the approach.

The sign language is widely used by deaf people around the globe. As the spoken languages, several sign languages do exist. The way sign language is learned by deaf people may have some details to be improved, but one can state that the existing learning mechanisms are effective when we talk about a deaf child, for example. The problem arises for the non-deaf persons that communicate with the deaf persons – the so-called listeners. If, for example, one couple has a new child that turns to be deaf, these two persons find a challenge to learn the sign language. In one hand, they cannot stop their working life, especially because of this sad news turns to be more costly, on the other hand, the existing mechanisms target the deaf-persons and are not prepared for the listeners. This paper proposes a new playful approach to help these listeners to learn the sign language. The proposal is a serious game composed of two modes: School-mode and Competition-mode. The first provides a school-like environment where the user learns the letter-signs and the second provides the user an environment used towards testing the learned skills. Behind the scenes, the proposal is based on two phases: 1 – the creation of a gestures library, relying on the Kinect depth camera; and 2 – the real-time recognition of gestures, by comparing what the depth camera information to the existing gestures previously stored in the library. A prototype system, supporting only the Portuguese sign language alphabet, was developed – the Kinect-Sign – and tested in a Portuguese Sign-Language school resulting in a joyful acceptance of the approach.

Knowledge for Teaching Mathematics with Technology (KTMT) is a theoretical model that seeks to articulate previously existing models on professional knowledge and the conclusions that the investigation around the integration of technology has achieved. KTMT is a dynamic knowledge, informed by the practice, that develops from the knowledge on the base domains (Mathematics, Teaching and Learning, Technology and Curriculum), evolving as knowledge in the base domains interacts and as this promotes the development of inter-domain knowledge, which continue to interact, strengthening relations and leading to the development of an integrated knowledge, where knowledge on the base domains and on the two sets of inter-domains appears deeply integrated into a global knowledge.

Theoretical transition energies and probabilities for He-, Li and Be-like Praseodymium ions are calcu- lated in the framework of the multi-configuration Dirac-Fock method (MCDF), including QED corrections. These calculated values are compared to recent experimental data obtained in the Livermore SuperEBIT electron beam ion trap facility [1].

Theoretical transition energies and probabilities for He-, Li and Be-like Praseodymium ions are calcu- lated in the framework of the multi-configuration Dirac-Fock method (MCDF), including QED corrections. These calculated values are compared to recent experimental data obtained in the Livermore SuperEBIT electron beam ion trap facility [1].

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In this work we present a kinetic study of the superoxide-mediated electron transfer reactions between rubredoxin-type proteins and members of the three different classes of superoxide reductases (SORs). SORs from the sulfate-reducing bacteria Desulfovibrio vulgaris (Dv) and D. gigas (Dg) were chosen as prototypes of classes I and II, respectively, while SOR from the syphilis spyrochete Treponema pallidum (Tp) was representative of class III. Our results show evidence for different behaviors of SORs toward electron acceptance, with a trend to specificity for the electron donor and acceptor from the same organism. Comparison of the different k (app) values, 176.9 +/- 25.0 min(-1) in the case of the Tp/Tp electron transfer, 31.8 +/- 3.6 min(-1) for the Dg/Dg electron transfer, and 6.9 +/- 1.3 min(-1) for Dv/Dv, could suggest an adaptation of the superoxide-mediated electron transfer efficiency to various environmental conditions. We also demonstrate that, in Dg, another iron-sulfur protein, a desulforedoxin, is able to transfer electrons to SOR more efficiently than rubredoxin, with a k (app) value of 108.8 +/- 12.0 min(-1), and was then assigned as the potential physiological electron donor in this organism.