title: Building Connections: Professional online presence and learning networks.

authors: Forbes, Dianne Leslie

abstract: The focus of this paper is on social media in teacher education in relation to the use of social media for building a professional online presence and learning network. This paper relates experience and insights drawn from my own work as a teacher educator experimenting with social media, and presents a discussion of tertiary teaching practice, ethnographic research in progress and innovation in action. In the context of teacher education, the question posed is: How might social media support professional learning? Recent reports suggest that social media is used in teacher education for sharing content, discussing and collaborating. There are, however, challenges and risks with social media in an academic context. These are explored, along with implications for student learning, professional expectations, policy, research and practice in teacher education. Specific practical illustrations are provided, drawing upon work across several blended teacher education programmes in New Zealand, relating experiences when starting out with social media, integrating coursework challenges for student teachers, and considering feedback and future planning. Finally, issues and challenges are summed up, highlighting attitudes, learning orientations and safety.

text: Building Connections: Professional online presence and learning networks. The focus of this paper is on social media in teacher education in relation to the use of social media for building a professional online presence and learning network. This paper relates experience and insights drawn from my own work as a teacher educator experimenting with social media, and presents a discussion of tertiary teaching practice, ethnographic research in progress and innovation in action. In the context of teacher education, the question posed is: How might social media support professional learning? Recent reports suggest that social media is used in teacher education for sharing content, discussing and collaborating. There are, however, challenges and risks with social media in an academic context. These are explored, along with implications for student learning, professional expectations, policy, research and practice in teacher education. Specific practical illustrations are provided, drawing upon work across several blended teacher education programmes in New Zealand, relating experiences when starting out with social media, integrating coursework challenges for student teachers, and considering feedback and future planning. Finally, issues and challenges are summed up, highlighting attitudes, learning orientations and safety.

year: 2015

title: a Bakhtinian homecoming: operationalizing dialogism in the context of an early childhood education centre in Wellington, New Zealand

authors: White, Elizabeth Jayne

subjects: assessment

abstract: Dialogic research, building on the dialogic philosophy of Mikhail Bakhtin, is fundamentally concerned with the social, discursive nature of language. This article describes an application of dialogic research methods in a pilot study conducted in an Education and Care setting in Wellington, New Zealand focusing on an 18-month-old toddler and his teacher. The purpose of this exploratory study was to ‘operationalize’ dialogic research within this early childhood education context, in preparation for a larger investigation. Approaching the field through this dialogic research method offered an alternative means of investigating the acts of a toddler through genre (as the framework of analysis) and utterance (as the unit of analysis). This article argues for dialogic research as a method which enables toddler and teacher ‘voices’ to authentically inter-animate and contribute accordingly to the research process, thus promoting hermeneutic complexity rather than scientific truth.

text: a Bakhtinian homecoming: operationalizing dialogism in the context of an early childhood education centre in Wellington, New Zealand Dialogic research, building on the dialogic philosophy of Mikhail Bakhtin, is fundamentally concerned with the social, discursive nature of language. This article describes an application of dialogic research methods in a pilot study conducted in an Education and Care setting in Wellington, New Zealand focusing on an 18-month-old toddler and his teacher. The purpose of this exploratory study was to ‘operationalize’ dialogic research within this early childhood education context, in preparation for a larger investigation. Approaching the field through this dialogic research method offered an alternative means of investigating the acts of a toddler through genre (as the framework of analysis) and utterance (as the unit of analysis). This article argues for dialogic research as a method which enables toddler and teacher ‘voices’ to authentically inter-animate and contribute accordingly to the research process, thus promoting hermeneutic complexity rather than scientific truth.

year: 2009-10

title: Māori loanwords: a corpus of New Zealand English tweets

authors: Trye, David

abstract: Māori loanwords are widely used in New Zealand English for various social functions by New Zealanders within and outside of the Māori community. Motivated by the lack of linguistic resources for studying how Māori loanwords are used in social media, we present a new corpus of New Zealand English tweets. We collected tweets containing selected Māori words that are likely to be known by New Zealanders who do not speak Māori. Since over 30% of these words turned out to be irrelevant (e.g., mana is a popular gaming term, Moana is a character from a Disney movie), we manually annotated a sample of our tweets into relevant and irrelevant categories. This data was used to train machine learning models to automatically filter out irrelevant tweets.

text: Māori loanwords: a corpus of New Zealand English tweets Māori loanwords are widely used in New Zealand English for various social functions by New Zealanders within and outside of the Māori community. Motivated by the lack of linguistic resources for studying how Māori loanwords are used in social media, we present a new corpus of New Zealand English tweets. We collected tweets containing selected Māori words that are likely to be known by New Zealanders who do not speak Māori. Since over 30% of these words turned out to be irrelevant (e.g., mana is a popular gaming term, Moana is a character from a Disney movie), we manually annotated a sample of our tweets into relevant and irrelevant categories. This data was used to train machine learning models to automatically filter out irrelevant tweets.

year: 2019