title: An Investigation of the Integration of Science, Mathematics and Technology within a Technological Design Context

authors: Mathew Thomas, Tiju

abstract: This research focused on studying the integration of science, mathematics and technology in a technological design context. The daily classroom practices of a teacher and 19 of his students (aged 15-16) in a technology class were analysed with a focus on the knowledge and skills used while designing individualised projects (street luge gravity-powered vehicle) with a view to identifying the integration of cross-disciplinary knowledge. This research is aligned with the elements of both interpretive and critical theory paradigms. The focus of the interpretive paradigm rests on how students construct meaning from their personal experiences and their world view. Critical theory is used to create a platform for integration by understanding the current practices and phenomena in a technology classroom to develop strategies that could be implemented in other classrooms to create an integrative learning environment.

text: An Investigation of the Integration of Science, Mathematics and Technology within a Technological Design Context This research focused on studying the integration of science, mathematics and technology in a technological design context. The daily classroom practices of a teacher and 19 of his students (aged 15-16) in a technology class were analysed with a focus on the knowledge and skills used while designing individualised projects (street luge gravity-powered vehicle) with a view to identifying the integration of cross-disciplinary knowledge. This research is aligned with the elements of both interpretive and critical theory paradigms. The focus of the interpretive paradigm rests on how students construct meaning from their personal experiences and their world view. Critical theory is used to create a platform for integration by understanding the current practices and phenomena in a technology classroom to develop strategies that could be implemented in other classrooms to create an integrative learning environment.

year: 2017

title: Understanding Game Actions: The Development of a Post-Processing Method for Audio-Visual Scene Analysis

authors: Schott, Gareth R.

subjects: Science & Technology

abstract: This paper introduces a video processing method designed specifically to give researchers access to players' behaviors within any commercially available off-the-shelf PC game. Insights into players' experiences with videogame violence are achieved from automatically processing significant elements of the audio-visual communication/feedback (i.e. moving image and sound) over long periods of uninhibited game play. The method exploits a wealth of significant and (behaviorally) influential information that is conveyed to the player as they progress through a game. Such information can relate to virtual progress (e.g. maps, mission logs), player reserves (e.g. acquisitions) or vitality (e.g. health or stamina levels), to name but a few. By analyzing what is transmitted to the player during play, feedback-based game metrics are produced that utilize the same content that the player perceives and processes during their gameplay, thus, tying the method directly to individual 'player experiences.' This method was developed for a project that addressed the persistent concerns over the impact of game violence and its translation into societal violence. The method provided the project with an alternative approach to understanding the use and function of violence within game systems, taking research in a new direction from the approach and research-designs employed by experimental psychological over the last few decades.

text: Understanding Game Actions: The Development of a Post-Processing Method for Audio-Visual Scene Analysis This paper introduces a video processing method designed specifically to give researchers access to players' behaviors within any commercially available off-the-shelf PC game. Insights into players' experiences with videogame violence are achieved from automatically processing significant elements of the audio-visual communication/feedback (i.e. moving image and sound) over long periods of uninhibited game play. The method exploits a wealth of significant and (behaviorally) influential information that is conveyed to the player as they progress through a game. Such information can relate to virtual progress (e.g. maps, mission logs), player reserves (e.g. acquisitions) or vitality (e.g. health or stamina levels), to name but a few. By analyzing what is transmitted to the player during play, feedback-based game metrics are produced that utilize the same content that the player perceives and processes during their gameplay, thus, tying the method directly to individual 'player experiences.' This method was developed for a project that addressed the persistent concerns over the impact of game violence and its translation into societal violence. The method provided the project with an alternative approach to understanding the use and function of violence within game systems, taking research in a new direction from the approach and research-designs employed by experimental psychological over the last few decades.

year: 2016-01-01

title: Tū Te Turuturu Nō Hineteiwaiwa - Maintaining Cultural Integrity in the Teaching of Māori Weaving

authors: Turi-Tiakitai, John Reid

subjects: Māori

abstract: “He whatu kōrero mō te whatu
He whiriwhiri kōrero mō te whiri
He rangaranga kōrero mō te raranga”

Despite the development and teaching of an increasing number of Māori focused tertiary programmes, many kaumatua remain concerned that tikanga is being lost. The research reviews the developments that have impacted on the teaching of Māori weaving (raranga, whiri, and whatu) and appraises the current status from the perspective of the oral narratives of Edna Pahewa, Christina (Tina) Hurihia Wirihana and Matekino Lawless. Whilst they would not describe them as such, all three are expert weavers who teach this taonga.
These weavers concur that despite the increased numbers learning these arts and acquiring high capability in the technical skills, many often lack the wairua, tikanga and values and remain apprehensive for the state of the art. Therefore, they believe that mātauranga Māori, spiritual knowledge and Māori tikanga cultural practices must remain central, at the very core of the art form itself and not exist as an academic study or peripheral addendum.
As a result of this study, a model framework, ‘Te Kāwhatuwhatu’ is proposed that advocates for the incorporating of Māori tikanga cultural practices into classes and teaching pedagogy and thereby foster the wellbeing of this cultural legacy and the mana and integrity of Hineteiwaiwa, kia ea ai te kupu

“ka tū tonu te turuturu nō Hineteiwaiwa!”¹

text: Tū Te Turuturu Nō Hineteiwaiwa - Maintaining Cultural Integrity in the Teaching of Māori Weaving “He whatu kōrero mō te whatu
He whiriwhiri kōrero mō te whiri
He rangaranga kōrero mō te raranga”

Despite the development and teaching of an increasing number of Māori focused tertiary programmes, many kaumatua remain concerned that tikanga is being lost. The research reviews the developments that have impacted on the teaching of Māori weaving (raranga, whiri, and whatu) and appraises the current status from the perspective of the oral narratives of Edna Pahewa, Christina (Tina) Hurihia Wirihana and Matekino Lawless. Whilst they would not describe them as such, all three are expert weavers who teach this taonga.
These weavers concur that despite the increased numbers learning these arts and acquiring high capability in the technical skills, many often lack the wairua, tikanga and values and remain apprehensive for the state of the art. Therefore, they believe that mātauranga Māori, spiritual knowledge and Māori tikanga cultural practices must remain central, at the very core of the art form itself and not exist as an academic study or peripheral addendum.
As a result of this study, a model framework, ‘Te Kāwhatuwhatu’ is proposed that advocates for the incorporating of Māori tikanga cultural practices into classes and teaching pedagogy and thereby foster the wellbeing of this cultural legacy and the mana and integrity of Hineteiwaiwa, kia ea ai te kupu

“ka tū tonu te turuturu nō Hineteiwaiwa!”¹

year: 2015