title: Adults and children engaging with ePortfolios in an early childhood education setting

authors: Hooker, Tracey Ann

subjects: early childhood education

abstract: While common across the primary, secondary and tertiary sectors of education, ePortfolios are relatively new in the early childhood education sector, nationally and internationally.  They are, however, becoming more widespread in Aotearoa New Zealand as a platform to present children’s formative assessment documentation.  There is very little documented evidence of the use of ePortfolios in early childhood education (ECE) and as such little is known about how they could impact on parent and whānau  engagement with their children’s learning; teachers’ formative assessment practices; how they contribute to children’s learning journeys and indeed how children could use ePortfolios.  This study located in Aotearoa New Zealand investigated the use of ePortfolios in an early childhood education setting and how teachers, parents, whānau and children engaged with them, in comparison to their engagement with paper-based portfolios.

	The ECE setting involved in this research was using paper-based portfolios as artefacts to document children’s development and learning over time, and had been doing so for several years prior to the research being undertaken.  The setting had a history of robust documentation but struggled to find ways that enabled parents and whānau to contribute to this documentation in a written form.  After a period of investigation into the use of paper-based portfolios, and their effectiveness in encouraging parents and whānau to contribute, ePortfolios were introduced.  Accordingly this research presents a comparative study of paper-based portfolios and ePortfolios.  

	After the introduction of ePortfolios, significant changes were evident in the ways that parents, whānau and teachers engaged with the learning documentation contained in the ePortfolios.  Changes were also evident in the teachers’ formative assessment practices and in the ECE setting’s community of practice, which at the onset of the research was just developing.  

Consequently the research underlined the importance of portfolios, in whatever format, as artefacts which encourage children, their families and teachers to revisit their learning – allowing for support and extension of the learning.  This thesis presents these findings and discusses the implications for practice and policy.

text: Adults and children engaging with ePortfolios in an early childhood education setting While common across the primary, secondary and tertiary sectors of education, ePortfolios are relatively new in the early childhood education sector, nationally and internationally.  They are, however, becoming more widespread in Aotearoa New Zealand as a platform to present children’s formative assessment documentation.  There is very little documented evidence of the use of ePortfolios in early childhood education (ECE) and as such little is known about how they could impact on parent and whānau  engagement with their children’s learning; teachers’ formative assessment practices; how they contribute to children’s learning journeys and indeed how children could use ePortfolios.  This study located in Aotearoa New Zealand investigated the use of ePortfolios in an early childhood education setting and how teachers, parents, whānau and children engaged with them, in comparison to their engagement with paper-based portfolios.

	The ECE setting involved in this research was using paper-based portfolios as artefacts to document children’s development and learning over time, and had been doing so for several years prior to the research being undertaken.  The setting had a history of robust documentation but struggled to find ways that enabled parents and whānau to contribute to this documentation in a written form.  After a period of investigation into the use of paper-based portfolios, and their effectiveness in encouraging parents and whānau to contribute, ePortfolios were introduced.  Accordingly this research presents a comparative study of paper-based portfolios and ePortfolios.  

	After the introduction of ePortfolios, significant changes were evident in the ways that parents, whānau and teachers engaged with the learning documentation contained in the ePortfolios.  Changes were also evident in the teachers’ formative assessment practices and in the ECE setting’s community of practice, which at the onset of the research was just developing.  

Consequently the research underlined the importance of portfolios, in whatever format, as artefacts which encourage children, their families and teachers to revisit their learning – allowing for support and extension of the learning.  This thesis presents these findings and discusses the implications for practice and policy.

year: 2016

title: Footprints: Participant perspectives informing pedagogy for asynchronous online discussion in initial teacher education

authors: Forbes, Dianne Leslie

subjects: online learning

abstract: This study looks at how students and staff experience asynchronous online discussion (AOD) within initial teacher education. The aim is to explore participant perspectives, including expectations of fellow participants, with a view to informing pedagogy, defined as the relationship between teaching and learning (Loughran, 2006). 

The underpinning argument is essentially that learning and teaching can be enhanced by awareness of how participants experience the situation. Understanding the complexities of AOD entails a better understanding of participants’ tacit reasoning, expectations, misunderstandings, and responses to tasks and behaviours (Brookfield & Preskill, 2005; Loughran, 2006). It is the situation as it is perceived which is central to the quality of teaching and learning, and this puts participants and their experiences at the centre of efforts to improve pedagogy and to enhance deep learning.

This study is framed by sociocultural theory and phenomenography to explore AOD through the eyes of teacher educators and teacher education students in a specific teacher education context. Participants engaged in focus groups (face-to-face and online) and a series of semi-structured interviews, generating data about experiences and perspectives of AOD. 

Key findings show the need for participants in AOD to: establish expectations for purposeful communication; to maintain a presence for learning premised on formative interaction; and to work together in ways conducive to community and student leadership in pursuit of deep learning. 

This thesis adds to the limited research literature on teacher perceptions about online teaching (Spector, 2007), and makes a contribution to addressing the neglect of student approaches to study in higher education using eLearning technologies for discussion (Ellis et al, 2008; Jackson et al, 2010; Sharpe et al, 2010). The results contribute to knowledge in the field of online learning in initial teacher education by giving rise to specific pedagogical strategies for teachers and students in given situations, and by providing conceptual tools for participants when thinking about teaching and learning through AOD. 

Participant experiences function as footprints, picking out pathways as others make their way through AOD (Salmon, 2002).

text: Footprints: Participant perspectives informing pedagogy for asynchronous online discussion in initial teacher education This study looks at how students and staff experience asynchronous online discussion (AOD) within initial teacher education. The aim is to explore participant perspectives, including expectations of fellow participants, with a view to informing pedagogy, defined as the relationship between teaching and learning (Loughran, 2006). 

The underpinning argument is essentially that learning and teaching can be enhanced by awareness of how participants experience the situation. Understanding the complexities of AOD entails a better understanding of participants’ tacit reasoning, expectations, misunderstandings, and responses to tasks and behaviours (Brookfield & Preskill, 2005; Loughran, 2006). It is the situation as it is perceived which is central to the quality of teaching and learning, and this puts participants and their experiences at the centre of efforts to improve pedagogy and to enhance deep learning.

This study is framed by sociocultural theory and phenomenography to explore AOD through the eyes of teacher educators and teacher education students in a specific teacher education context. Participants engaged in focus groups (face-to-face and online) and a series of semi-structured interviews, generating data about experiences and perspectives of AOD. 

Key findings show the need for participants in AOD to: establish expectations for purposeful communication; to maintain a presence for learning premised on formative interaction; and to work together in ways conducive to community and student leadership in pursuit of deep learning. 

This thesis adds to the limited research literature on teacher perceptions about online teaching (Spector, 2007), and makes a contribution to addressing the neglect of student approaches to study in higher education using eLearning technologies for discussion (Ellis et al, 2008; Jackson et al, 2010; Sharpe et al, 2010). The results contribute to knowledge in the field of online learning in initial teacher education by giving rise to specific pedagogical strategies for teachers and students in given situations, and by providing conceptual tools for participants when thinking about teaching and learning through AOD. 

Participant experiences function as footprints, picking out pathways as others make their way through AOD (Salmon, 2002).

year: 2012

title: Journeys of Māori women in engineering and engineering trades: Navigating challenges and embracing identity

authors: Moridnejad, Maryam

subjects: engineering

abstract: CONTEXT 
This paper reports a study that explores the lived experiences of five Māori women in New Zealand who are engaged in engineering and engineering trades, aiming to inspire more Māori women to join these fields. Through in-depth interviews, three key phases of their lives are examined: upbringing, educational experiences, and professional encounters. The research identifies barriers and strategies these women employed, revealing themes such as identity development, stereotyping, cultural identity, determination, and support.  

PURPOSE OR GOAL
Diversity remains a persistent concern within traditionally male-dominated fields such as engineering and trades. Literature underscores the invaluable contributions of a diverse workforce, including fresh perspectives, insights, and innovative problem-solving approaches. Efforts to enhance diversity in engineering education must address systemic barriers across all levels of education. The aim of this study is to give voice to Māori women in engineers and engineering trades. The study explores participants' career choices, childhood, schooling, tertiary education, and workplace experiences.

APPROACH OR METHODOLOGY/METHODS
The study is underpinned by a feminist poststructuralist conceptual framework, emphasizing that knowledge is constructed rather than discovered, and power relations are shaped within cultural and societal contexts. Data collection involved an initial short questionnaire and two semi-structured interviews. Qualitative inductive analysis was used. Early thematic coding occurred during the analysis of initial questionnaires to identify key themes for the interviews. Interview data were coded inductively by research assistants and cross-checked by the main researchers to find common themes. In a further analysis phase, interview transcripts were loaded into ChatGPT to identify key commonalities, which were compared with researchers’ codes to finalize the themes. These themes framed the discussion and provided a basis for understanding the lived experiences of Māori women in engineering and engineering trades.

ACTUAL OR ANTICIPATED OUTCOMES
The lives and experiences the five Māori women in this study illuminate the unique experiences and challenges faced by indigenous women pursuing careers in engineering and engineering trades. By amplifying their voices, this research highlights their perspectives, celebrates their agency and resilience, and showcases how they assert themselves, overcome challenges, and advocate for gender equality in their professions. Common themes such as identity development, others’ beliefs and attitudes, cultural identity, determination, and support and encouragement frame the discussion, assisting in demystifying societal realities and gaining insight into their social realities. This research aims to empower and make these women visible. The findings highlight the need for timely career guidance in schools, dismantling gender stereotypes early, and integrating Māori culture into workplaces to foster equity and inclusion.

CONCLUSIONS/RECOMMENDATIONS/SUMMARY
Collaborative efforts from educators, researchers, and policymakers are needed to address systemic barriers and create inclusive pathways for indigenous women and other underrepresented groups into engineering. Flexible support services tailored to the diverse needs are essential for facilitating success in these fields. The researchers suggest further research should focus on longitudinal studies tracking the career trajectories of minority groups, exploring how cultural and gender identities influence educational experiences, evaluating the effectiveness of existing support programmes, and examining the role of mentorship and support networks in empowering minority students to succeed in engineering and trades careers.

text: Journeys of Māori women in engineering and engineering trades: Navigating challenges and embracing identity CONTEXT 
This paper reports a study that explores the lived experiences of five Māori women in New Zealand who are engaged in engineering and engineering trades, aiming to inspire more Māori women to join these fields. Through in-depth interviews, three key phases of their lives are examined: upbringing, educational experiences, and professional encounters. The research identifies barriers and strategies these women employed, revealing themes such as identity development, stereotyping, cultural identity, determination, and support.  

PURPOSE OR GOAL
Diversity remains a persistent concern within traditionally male-dominated fields such as engineering and trades. Literature underscores the invaluable contributions of a diverse workforce, including fresh perspectives, insights, and innovative problem-solving approaches. Efforts to enhance diversity in engineering education must address systemic barriers across all levels of education. The aim of this study is to give voice to Māori women in engineers and engineering trades. The study explores participants' career choices, childhood, schooling, tertiary education, and workplace experiences.

APPROACH OR METHODOLOGY/METHODS
The study is underpinned by a feminist poststructuralist conceptual framework, emphasizing that knowledge is constructed rather than discovered, and power relations are shaped within cultural and societal contexts. Data collection involved an initial short questionnaire and two semi-structured interviews. Qualitative inductive analysis was used. Early thematic coding occurred during the analysis of initial questionnaires to identify key themes for the interviews. Interview data were coded inductively by research assistants and cross-checked by the main researchers to find common themes. In a further analysis phase, interview transcripts were loaded into ChatGPT to identify key commonalities, which were compared with researchers’ codes to finalize the themes. These themes framed the discussion and provided a basis for understanding the lived experiences of Māori women in engineering and engineering trades.

ACTUAL OR ANTICIPATED OUTCOMES
The lives and experiences the five Māori women in this study illuminate the unique experiences and challenges faced by indigenous women pursuing careers in engineering and engineering trades. By amplifying their voices, this research highlights their perspectives, celebrates their agency and resilience, and showcases how they assert themselves, overcome challenges, and advocate for gender equality in their professions. Common themes such as identity development, others’ beliefs and attitudes, cultural identity, determination, and support and encouragement frame the discussion, assisting in demystifying societal realities and gaining insight into their social realities. This research aims to empower and make these women visible. The findings highlight the need for timely career guidance in schools, dismantling gender stereotypes early, and integrating Māori culture into workplaces to foster equity and inclusion.

CONCLUSIONS/RECOMMENDATIONS/SUMMARY
Collaborative efforts from educators, researchers, and policymakers are needed to address systemic barriers and create inclusive pathways for indigenous women and other underrepresented groups into engineering. Flexible support services tailored to the diverse needs are essential for facilitating success in these fields. The researchers suggest further research should focus on longitudinal studies tracking the career trajectories of minority groups, exploring how cultural and gender identities influence educational experiences, evaluating the effectiveness of existing support programmes, and examining the role of mentorship and support networks in empowering minority students to succeed in engineering and trades careers.

year: 2024