title: Technological infrastructure and implementation environments: The case of laptops for New Zealand teachers.

authors: Cowie, Bronwen

abstract: The integration of ICT is the apparent goal of range of educational initiatives worldwide. To date, however, the impact of ICTs has lagged behind the rhetoric. Rather than technology transforming teaching and learning it appears that teachers often assimilate it into existing practices. This chapter uses Douglas Engelbart’s (1992) notion of an improvement infrastructure to explore and explain the factors that have framed and shaped New Zealand teacher access to, adoption of, and resistance to the use of laptops. Engelbart posits that organizations should aspire to creating three levels of infrastructure for improvement: a core capability infrastructure, an infrastructure that enables the improvement of core work, and an infrastructure that enables the on-going improvement of the improvement processes. Improvement of improvement typically receives the least long-term strategic investment. For teachers with laptops improvement of improvement is what enables teachers to enhance their ability to use their laptop. In this chapter we show that this involves the system of teacher confidence and expertise, teacher professional development opportunities, teacher access to a reliable technological infrastructure, and the existence of a supportive school leadership and culture for ICT/laptop use.

text: Technological infrastructure and implementation environments: The case of laptops for New Zealand teachers. The integration of ICT is the apparent goal of range of educational initiatives worldwide. To date, however, the impact of ICTs has lagged behind the rhetoric. Rather than technology transforming teaching and learning it appears that teachers often assimilate it into existing practices. This chapter uses Douglas Engelbart’s (1992) notion of an improvement infrastructure to explore and explain the factors that have framed and shaped New Zealand teacher access to, adoption of, and resistance to the use of laptops. Engelbart posits that organizations should aspire to creating three levels of infrastructure for improvement: a core capability infrastructure, an infrastructure that enables the improvement of core work, and an infrastructure that enables the on-going improvement of the improvement processes. Improvement of improvement typically receives the least long-term strategic investment. For teachers with laptops improvement of improvement is what enables teachers to enhance their ability to use their laptop. In this chapter we show that this involves the system of teacher confidence and expertise, teacher professional development opportunities, teacher access to a reliable technological infrastructure, and the existence of a supportive school leadership and culture for ICT/laptop use.

year: 2011

title: Growing up arty: Exploring children's experiences in Baycourt Community & Arts Centre. Phase one research report.

authors: Dean, Bronya

abstract: This project was a collaboration between Tauranga City Council and the University of Waikato to explore the role Tauranga’s principal performing arts venue, Baycourt Community & Arts Centre (Baycourt) has played in children’s lives. The overall aim of the project is to understand the relationship between Baycourt and young people in Tauranga Moana. The project addresses arts, identity, belonging, inclusion, community, and cultural citizenship in relation to children, Baycourt and the city. Of the 76 people who responded to a survey, 53 had experienced Baycourt as a child or young person. 13 people took part in either individual or focus group interviews about their childhood experiences in Baycourt. Their memories provide rich insights into the importance of having a city theatre that is accessible for children. The key themes identified are: schools as pathways to Baycourt; feeling a sense of belonging; performance identities; and lasting and transformative childhood experiences. We end the report by highlighting the importance of Baycourt for children as a place ‘of becoming’: a performer; adult; and cultural citizen. Overwhelmingly, Baycourt provides a place where positive and transformative relationships and connections are made between children, adults, schools, communities, and the city.

text: Growing up arty: Exploring children's experiences in Baycourt Community & Arts Centre. Phase one research report. This project was a collaboration between Tauranga City Council and the University of Waikato to explore the role Tauranga’s principal performing arts venue, Baycourt Community & Arts Centre (Baycourt) has played in children’s lives. The overall aim of the project is to understand the relationship between Baycourt and young people in Tauranga Moana. The project addresses arts, identity, belonging, inclusion, community, and cultural citizenship in relation to children, Baycourt and the city. Of the 76 people who responded to a survey, 53 had experienced Baycourt as a child or young person. 13 people took part in either individual or focus group interviews about their childhood experiences in Baycourt. Their memories provide rich insights into the importance of having a city theatre that is accessible for children. The key themes identified are: schools as pathways to Baycourt; feeling a sense of belonging; performance identities; and lasting and transformative childhood experiences. We end the report by highlighting the importance of Baycourt for children as a place ‘of becoming’: a performer; adult; and cultural citizen. Overwhelmingly, Baycourt provides a place where positive and transformative relationships and connections are made between children, adults, schools, communities, and the city.

year: 2023

title: Māori and indigenous views on R and R: Resistance and Resilience

authors: Penehira, Mera

subjects: resilience

abstract: This article explores the development of Mäori and Indigenous frameworks of resilience, considering the impact of engaging with largely State- led notions of resilience on Mäori development. We highlight the closely linked notion of resistance, asserting the necessity of a fi rm political analysis from Indigenous researchers engaged in this discourse. One of the Indigenous criticisms of resilience theories is that by defi nition they assume an acceptance of responsibility for our position as disadvantaged individuals. That is, by examining and developing theories and models of resilience we buy into the idea that this is the way it is and we need simply to get better at bouncing back and being resilient. Resistance, however, represents an approach of collective fi ght- back, exposing the inequitable distribution of power, and actively opposing negative social, political and economic infl uences. This article represents a Mäori Indigenous political response to the resilience discourse.

text: Māori and indigenous views on R and R: Resistance and Resilience This article explores the development of Mäori and Indigenous frameworks of resilience, considering the impact of engaging with largely State- led notions of resilience on Mäori development. We highlight the closely linked notion of resistance, asserting the necessity of a fi rm political analysis from Indigenous researchers engaged in this discourse. One of the Indigenous criticisms of resilience theories is that by defi nition they assume an acceptance of responsibility for our position as disadvantaged individuals. That is, by examining and developing theories and models of resilience we buy into the idea that this is the way it is and we need simply to get better at bouncing back and being resilient. Resistance, however, represents an approach of collective fi ght- back, exposing the inequitable distribution of power, and actively opposing negative social, political and economic infl uences. This article represents a Mäori Indigenous political response to the resilience discourse.

year: 2014