title: Teaching and learning in the ICT environment

authors: Cowie, Bronwen

abstract: ICTs are now a central means to be socially, economically, culturally and politically involved in twenty-first century society (Selwyn and Facer, 2007). They are integral to the global flows of knowledge, people and services that characterize the knowledge economy. In this information rich society knowledge is being reconfigured. Knowing and learning are now as much to do with access and participation as they are to do with the acquisition of skills and knowing that. Internationally, governments have endorsed the need for students to be ICT and information literate. The contention is that students will need to be able to access, integrate and evaluate information, construct new knowledge and communicate with others if they are to take their place as active citizens in an increasingly complex and information rich world. Also evident is the view that ICT can enhance student learning within traditional curricula subjects through a positive impact on student motivation and engagement, and that ICT has the potential to change both how and what students learn. To date however the impact of ICT technologies on education and schools has lagged behind what had been expected. This chapter is backgrounded against a national evaluation project on the provision of government-funded laptops to New Zealand schools and teachers carried out by the authors (Cowie, Jones, & Harlow, 2005). This project provided insights into the affordances of laptops/ICT use in schools and the conditions that support ICT use. In this chapter we explore the various dimensions of ICT use by teachers and students and what enables and constrains these

text: Teaching and learning in the ICT environment ICTs are now a central means to be socially, economically, culturally and politically involved in twenty-first century society (Selwyn and Facer, 2007). They are integral to the global flows of knowledge, people and services that characterize the knowledge economy. In this information rich society knowledge is being reconfigured. Knowing and learning are now as much to do with access and participation as they are to do with the acquisition of skills and knowing that. Internationally, governments have endorsed the need for students to be ICT and information literate. The contention is that students will need to be able to access, integrate and evaluate information, construct new knowledge and communicate with others if they are to take their place as active citizens in an increasingly complex and information rich world. Also evident is the view that ICT can enhance student learning within traditional curricula subjects through a positive impact on student motivation and engagement, and that ICT has the potential to change both how and what students learn. To date however the impact of ICT technologies on education and schools has lagged behind what had been expected. This chapter is backgrounded against a national evaluation project on the provision of government-funded laptops to New Zealand schools and teachers carried out by the authors (Cowie, Jones, & Harlow, 2005). This project provided insights into the affordances of laptops/ICT use in schools and the conditions that support ICT use. In this chapter we explore the various dimensions of ICT use by teachers and students and what enables and constrains these

year: 2009

title: IP round-up: Recent decisions from the courts (March 2012)

authors: Kingsbury, Anna

subjects: court

abstract: This article discusses Trade Marks cases(respectively): “Mars New Zealand Ltd v Roby Trustees Ltd” [HC Auckland CIV 2011-404-4613, 7 December 2011], “Fonterra Brands (Tip Top Investments) Ltd v Tip Top Restaurant Ltd” [HC Wellington CIV 2011-485-1011, 4 November 2011], “Adidas AG v Forrester Hilton” [HC Auckland CIV 2011-404-2751, 9 September 2011], “AA Insurance Ltd v AMI Insurance Ltd” [HC Wellington CIV 2010-485-2427, 2 November 2011], and “N V Sumatra Tobacco Trading Co v New Zealand Milk Brands Ltd” [2011, NZSC 113].

text: IP round-up: Recent decisions from the courts (March 2012) This article discusses Trade Marks cases(respectively): “Mars New Zealand Ltd v Roby Trustees Ltd” [HC Auckland CIV 2011-404-4613, 7 December 2011], “Fonterra Brands (Tip Top Investments) Ltd v Tip Top Restaurant Ltd” [HC Wellington CIV 2011-485-1011, 4 November 2011], “Adidas AG v Forrester Hilton” [HC Auckland CIV 2011-404-2751, 9 September 2011], “AA Insurance Ltd v AMI Insurance Ltd” [HC Wellington CIV 2010-485-2427, 2 November 2011], and “N V Sumatra Tobacco Trading Co v New Zealand Milk Brands Ltd” [2011, NZSC 113].

year: 2012-03

title: Stemming the colonial environmental tide - Shared Māori governance jurisdiction and ecosystem-based management over the marine and coastal seascape in Aotearoa New Zealand – Possible ways forward

authors: Joseph, Robert

subjects: ecosystem-based management, Maori co-governance, Treaty of Waitangi, Ocean governance

abstract: Ecosystem-based management (EBM) has become an appropriate international response for addressing the alarming global environmental degradation. EBM is designed and executed as an adaptive, learning-based process that applies the following common international principles:

•	the connections and relationships within an ecosystem;
•	the cumulative impacts that affect marine welfare; 
•	focus on maintaining the natural structure and function of ecosystems and their productivity;
•	incorporate human use and values of ecosystems in managing the resources;
•	recognise that ecosystems are dynamic and constantly changing;
•	are based on a shared vision of all key participants; and
•	are based on scientific knowledge, adopted by continual learning and monitoring.

The New Zealand Sustainable Seas National Science Challenge agrees with the above EBM principles and has adopted them but has also adapted them to an Aotearoa New Zealand context that fundamentally acknowledges mātauranga and tikanga Māori law and shared co-governance and concurrent jurisdiction hence the following Aotearoa New Zealand EBM principles:
•	a co-governance and co-design structure that recognises the Māori constitutional relationship and mana whenua at all levels (whānau, hapū, iwi), together with the guiding principles of mauri, whakapapa, kaitiakitanga, mātauranga-a-iwi and mātauranga-a-hapū;
•	is place and time-specific, recognising/understanding the ecosystem as a whole in all its ecological complexities and connectedness and addressing cumulative and multiple stressors;
•	acknowledges humans as ecosystem components with multiple values;
•	views long-term sustainability as a fundamental value, in particular maintaining values and uses for future generations;
•	includes collaborative and participatory management throughout the whole process, considering all values and involving all interested parties from agencies and iwi to industries, whānau, hapū and local communities;
•	has clear goals and objectives based on knowledge; and
•	includes adaptive management, appropriate monitoring and acknowledgement of uncertainty.

This report focuses on analysing EBM through the incorporation of mātauranga and tikanga Māori and shared concurrent jurisdiction through Treaty of Waitangi partnerships over the marine and coastal environment.

text: Stemming the colonial environmental tide - Shared Māori governance jurisdiction and ecosystem-based management over the marine and coastal seascape in Aotearoa New Zealand – Possible ways forward Ecosystem-based management (EBM) has become an appropriate international response for addressing the alarming global environmental degradation. EBM is designed and executed as an adaptive, learning-based process that applies the following common international principles:

•	the connections and relationships within an ecosystem;
•	the cumulative impacts that affect marine welfare; 
•	focus on maintaining the natural structure and function of ecosystems and their productivity;
•	incorporate human use and values of ecosystems in managing the resources;
•	recognise that ecosystems are dynamic and constantly changing;
•	are based on a shared vision of all key participants; and
•	are based on scientific knowledge, adopted by continual learning and monitoring.

The New Zealand Sustainable Seas National Science Challenge agrees with the above EBM principles and has adopted them but has also adapted them to an Aotearoa New Zealand context that fundamentally acknowledges mātauranga and tikanga Māori law and shared co-governance and concurrent jurisdiction hence the following Aotearoa New Zealand EBM principles:
•	a co-governance and co-design structure that recognises the Māori constitutional relationship and mana whenua at all levels (whānau, hapū, iwi), together with the guiding principles of mauri, whakapapa, kaitiakitanga, mātauranga-a-iwi and mātauranga-a-hapū;
•	is place and time-specific, recognising/understanding the ecosystem as a whole in all its ecological complexities and connectedness and addressing cumulative and multiple stressors;
•	acknowledges humans as ecosystem components with multiple values;
•	views long-term sustainability as a fundamental value, in particular maintaining values and uses for future generations;
•	includes collaborative and participatory management throughout the whole process, considering all values and involving all interested parties from agencies and iwi to industries, whānau, hapū and local communities;
•	has clear goals and objectives based on knowledge; and
•	includes adaptive management, appropriate monitoring and acknowledgement of uncertainty.

This report focuses on analysing EBM through the incorporation of mātauranga and tikanga Māori and shared concurrent jurisdiction through Treaty of Waitangi partnerships over the marine and coastal environment.

year: 2020-06-09