title: A Case Study of a Learning Management System in a New Zealand Secondary School

authors: Stevens, Nicole

subjects: Learning management system

abstract: This project was a case study of the use of a learning management system (LMS) within a New Zealand secondary school. The interpretive study aimed to find out why the LMS was purchased, to examine the extent and patterns of its use within the school, and to identify factors that may be impeding or enabling its use. Data on user perceptions of the use of the LMS were gathered from students, teachers and administration staff through questionnaire, individual interviews and focus group interviews. User login data from LMS records were also used. The study findings indicate that KnowledgeNet is currently being used predominantly as a content management system rather than a genuine LMS. Usage of the system within the school is moderate to high, especially with student users, but students perceive they are not using the system adequately. The findings reveal a number of impediments to the effective use of the system within the school and make several recommendations as to how these issues might be addressed. The study also makes recommendations to address the shortage of research on LMS implementations in NZ to help guide schools in the choice and implementation of LMS.

text: A Case Study of a Learning Management System in a New Zealand Secondary School This project was a case study of the use of a learning management system (LMS) within a New Zealand secondary school. The interpretive study aimed to find out why the LMS was purchased, to examine the extent and patterns of its use within the school, and to identify factors that may be impeding or enabling its use. Data on user perceptions of the use of the LMS were gathered from students, teachers and administration staff through questionnaire, individual interviews and focus group interviews. User login data from LMS records were also used. The study findings indicate that KnowledgeNet is currently being used predominantly as a content management system rather than a genuine LMS. Usage of the system within the school is moderate to high, especially with student users, but students perceive they are not using the system adequately. The findings reveal a number of impediments to the effective use of the system within the school and make several recommendations as to how these issues might be addressed. The study also makes recommendations to address the shortage of research on LMS implementations in NZ to help guide schools in the choice and implementation of LMS.

year: 2011

title: English teaching in New Zealand: The current play of the state

authors: Locke, Terry

subjects: curriculum

abstract: Curriculum, assessment and qualifications reforms in New Zealand have wrought significant changes in the construction of English as a subject and in the practices of English teachers. While the content of the new English curriculum suggests continuities with past syllabuses, its structural parameters indicate a different discursive agenda. Reforms in senior secondary school qualifications have also acted to construct English in ways that need to be contested and which may be making the subject less responsive to changes in textual practice resulting from the rise in digital technologisation. In a variety of ways, the reforms are also serving to reshape the everyday classroom practices of English teachers, both overtly and covertly through a process of discursive colonisation. Because the reforms have been highly centralised, state initiated and state managed, they have posed a huge challenge to teacher professionalism and identity. Through all of this, the hegemonic status of English as the vehicle through which literature is studied remains unchallenged. The article concludes by listing five challenges to English teachers.

text: English teaching in New Zealand: The current play of the state Curriculum, assessment and qualifications reforms in New Zealand have wrought significant changes in the construction of English as a subject and in the practices of English teachers. While the content of the new English curriculum suggests continuities with past syllabuses, its structural parameters indicate a different discursive agenda. Reforms in senior secondary school qualifications have also acted to construct English in ways that need to be contested and which may be making the subject less responsive to changes in textual practice resulting from the rise in digital technologisation. In a variety of ways, the reforms are also serving to reshape the everyday classroom practices of English teachers, both overtly and covertly through a process of discursive colonisation. Because the reforms have been highly centralised, state initiated and state managed, they have posed a huge challenge to teacher professionalism and identity. Through all of this, the hegemonic status of English as the vehicle through which literature is studied remains unchallenged. The article concludes by listing five challenges to English teachers.

year: 2002

title: Māori outcome evaluation: A kaupapa Māori, outcomes and indictors, framework and methodology

authors: Jefferies, Richard

subjects: New Zealand

abstract: Territorial local authorities (i.e. regional and district councils) are by law required to provide for Māori values and interests, and to undertake plan evaluation and environmental monitoring, to ensure that the provisions they have in place for these purposes are effective. Councils have not, however, had methods available that would enable them to meet these statutory obligations. This gap is filled by the framework and methods that we have developed and trialled over the past 5 years. The development and use of our Kaupapa Māori Environmental Outcomes and Indicators Framework and Methodology is the focus of this report.

text: Māori outcome evaluation: A kaupapa Māori, outcomes and indictors, framework and methodology Territorial local authorities (i.e. regional and district councils) are by law required to provide for Māori values and interests, and to undertake plan evaluation and environmental monitoring, to ensure that the provisions they have in place for these purposes are effective. Councils have not, however, had methods available that would enable them to meet these statutory obligations. This gap is filled by the framework and methods that we have developed and trialled over the past 5 years. The development and use of our Kaupapa Māori Environmental Outcomes and Indicators Framework and Methodology is the focus of this report.

year: 2009-06-30