title: Computational thinking for young indigenous learners in New Zealand

authors: Fox-Turnbull, Wendy

subjects: authentic technological practice

abstract: This article presents the findings from a study aimed to investigate how the computational thinking aspect of digital technologies can be embedded authentically into students’ technological practice. The project explored teaching and learning computational thinking in context and particularly focus on technological needs and practice for young Māori learners.
There is recognition internationally about the need for digital technologies within the curriculum. Computational thinking is a critical component of this and is defined as an approach to problem-solving, designing computer systems, and understanding related human behaviours, while drawing on fundamental ideas of computing. Therefore, it is critical that all students acquire computational thinking skills. Technology practice is most successful when embedded within authentic contexts, thus this paper presents a study that facilitated the learning of two concepts of computational thinking: sequencing and orientation within culturally embedded technology practice. The study’s vision is to assist mainstream Māori learners from low socio-economic backgrounds to develop an understanding of related concepts of computational thinking. The research design drew on Māori values and practice that situates learning within authentic Māori contexts. Kaupapa Māori pedagogies were used in our design-based intervention programme to achieve the research goal. The focus of the project was to improve digital technologies learning outcomes to ensure Māori tamariki (children) see themselves as comfortably situated in a digital world.

text: Computational thinking for young indigenous learners in New Zealand This article presents the findings from a study aimed to investigate how the computational thinking aspect of digital technologies can be embedded authentically into students’ technological practice. The project explored teaching and learning computational thinking in context and particularly focus on technological needs and practice for young Māori learners.
There is recognition internationally about the need for digital technologies within the curriculum. Computational thinking is a critical component of this and is defined as an approach to problem-solving, designing computer systems, and understanding related human behaviours, while drawing on fundamental ideas of computing. Therefore, it is critical that all students acquire computational thinking skills. Technology practice is most successful when embedded within authentic contexts, thus this paper presents a study that facilitated the learning of two concepts of computational thinking: sequencing and orientation within culturally embedded technology practice. The study’s vision is to assist mainstream Māori learners from low socio-economic backgrounds to develop an understanding of related concepts of computational thinking. The research design drew on Māori values and practice that situates learning within authentic Māori contexts. Kaupapa Māori pedagogies were used in our design-based intervention programme to achieve the research goal. The focus of the project was to improve digital technologies learning outcomes to ensure Māori tamariki (children) see themselves as comfortably situated in a digital world.

year: 2024

title: Kaumtua Mana Motuhake: A study protocol for a peer education intervention to help Māori elders work through later-stage life transitions

authors: Oetzel, John G.

subjects: Science & Technology

abstract: Background
The Aotearoa/New Zealand population is ageing and numerous studies demonstrate with this phenomenon comes increases in non-communicable diseases, injuries and healthcare costs among other issues. Further, significant inequities exist between Māori (Indigenous peoples of Aotearoa/New Zealand) and non-Māori around poor ageing and health. Most research addressing these issues is deficit oriented; however, the current research project takes a strengths-based approach that highlights the potential of kaumātua (elders) by asserting mana motuhake (autonomy, identity and self-actualisation). We believe that the esteem of elders in Māori culture signals transformative potential. Specifically, this project utilises a ‘tuakana-teina’ (older sibling/younger sibling) peer-educator model, where kaumātua work with other kaumātua in relation to health and wellbeing. The objectives of the project are (a) to develop the capacity of kaumātua as peer educators, whilst having positive impacts on their sense of purpose, health and wellbeing; and (b) to enhance the social and health outcomes for kaumātua receiving the intervention.

Methods
The research is grounded in principles of Kaupapa Māori and community-based participatory research, and brings together an Indigenous community of kaumātua, community health researchers, and academic researchers working with two advisory boards. The project intervention involves an orientation programme for tuakana peer educators for other kaumātua (teina). The research design is a pre- and post-test, clustered staggered design. All participants will complete a baseline assessment of health and wellbeing consistent with Māori worldviews (i.e., holistic model). The tuakana and teina participants will be divided into two groups with the first group completing the intervention during the first half of the project and the second group during the second half of the project. All participants will complete post-test assessments following both interventions allowing comparison of the two groups along with repeated measures over time.

Discussion
The findings will provide an evidence base for the importance and relevancy of kaumātua knowledge to create contextually based and culturally safe age-friendly environments that facilitate engagement and participation by kaumātua for kaumātua. If the model is effective, we will seek to facilitate the dissemination and scalability of the intervention.

Trial registration
Australia New Zealand Clinical Trial Registry (ACTRN12617001396314); Date Registered: 3 October 2017 (retrospectively registered).

text: Kaumtua Mana Motuhake: A study protocol for a peer education intervention to help Māori elders work through later-stage life transitions Background
The Aotearoa/New Zealand population is ageing and numerous studies demonstrate with this phenomenon comes increases in non-communicable diseases, injuries and healthcare costs among other issues. Further, significant inequities exist between Māori (Indigenous peoples of Aotearoa/New Zealand) and non-Māori around poor ageing and health. Most research addressing these issues is deficit oriented; however, the current research project takes a strengths-based approach that highlights the potential of kaumātua (elders) by asserting mana motuhake (autonomy, identity and self-actualisation). We believe that the esteem of elders in Māori culture signals transformative potential. Specifically, this project utilises a ‘tuakana-teina’ (older sibling/younger sibling) peer-educator model, where kaumātua work with other kaumātua in relation to health and wellbeing. The objectives of the project are (a) to develop the capacity of kaumātua as peer educators, whilst having positive impacts on their sense of purpose, health and wellbeing; and (b) to enhance the social and health outcomes for kaumātua receiving the intervention.

Methods
The research is grounded in principles of Kaupapa Māori and community-based participatory research, and brings together an Indigenous community of kaumātua, community health researchers, and academic researchers working with two advisory boards. The project intervention involves an orientation programme for tuakana peer educators for other kaumātua (teina). The research design is a pre- and post-test, clustered staggered design. All participants will complete a baseline assessment of health and wellbeing consistent with Māori worldviews (i.e., holistic model). The tuakana and teina participants will be divided into two groups with the first group completing the intervention during the first half of the project and the second group during the second half of the project. All participants will complete post-test assessments following both interventions allowing comparison of the two groups along with repeated measures over time.

Discussion
The findings will provide an evidence base for the importance and relevancy of kaumātua knowledge to create contextually based and culturally safe age-friendly environments that facilitate engagement and participation by kaumātua for kaumātua. If the model is effective, we will seek to facilitate the dissemination and scalability of the intervention.

Trial registration
Australia New Zealand Clinical Trial Registry (ACTRN12617001396314); Date Registered: 3 October 2017 (retrospectively registered).

year: 2019

title: Lakes

authors: Lowe, David J.

abstract: Lakes have always held an aesthetic fascination for people; they figure prominently in both art and literature and have even been endowed with spiritual qualities. For example, the nineteenth century American writer Henry D. Thoreau (1854) considered a lake to be 'the landscape's most beautiful and expressive feature. It is the earth's eye; looking into which the beholder measures the depth of his own nature'. More prosaically, lakes are also of considerable geomorphological interest as dynamic landfonns originating in varied and often complex ways.

text: Lakes Lakes have always held an aesthetic fascination for people; they figure prominently in both art and literature and have even been endowed with spiritual qualities. For example, the nineteenth century American writer Henry D. Thoreau (1854) considered a lake to be 'the landscape's most beautiful and expressive feature. It is the earth's eye; looking into which the beholder measures the depth of his own nature'. More prosaically, lakes are also of considerable geomorphological interest as dynamic landfonns originating in varied and often complex ways.

year: 1992-01-01