title: Introduction to special issue: Mobile technologies and learning

authors: Calder, Nigel Stuart

abstract: The ways that mobile technologies are used for learning needs to be examined. Mobile technologies are a relatively recent addition to the way we communicate and engage with the world. They allow flexible ways to interact with people and in a diversity of environments and contexts. They have the potential to bring the world into our hands. Does this flexibility and potential in communication transfer to education? When digital technologies first entered onto the education landscape much was made of their promise to transform the learning process. In his seminal work Mindstorms: Children, computers and powerful ideas, Papert (1980) identified potential for digital environments to reshape the way that learning was engaged with, and hence for understanding to emerge in alternative ways (Calder, 2011). But has this potential been realised? Are educators using the same pedagogies but through digital media or are there fundamental changes in the way learning is occurring? Are mobile technologies opening up new ways of learning that might appeal to a more diverse range of learners? In this special issue, the focus is on mobile technologies and learning. The articles explore the use of mobile technologies in a variety of contexts, across a range of curriculum areas.

text: Introduction to special issue: Mobile technologies and learning The ways that mobile technologies are used for learning needs to be examined. Mobile technologies are a relatively recent addition to the way we communicate and engage with the world. They allow flexible ways to interact with people and in a diversity of environments and contexts. They have the potential to bring the world into our hands. Does this flexibility and potential in communication transfer to education? When digital technologies first entered onto the education landscape much was made of their promise to transform the learning process. In his seminal work Mindstorms: Children, computers and powerful ideas, Papert (1980) identified potential for digital environments to reshape the way that learning was engaged with, and hence for understanding to emerge in alternative ways (Calder, 2011). But has this potential been realised? Are educators using the same pedagogies but through digital media or are there fundamental changes in the way learning is occurring? Are mobile technologies opening up new ways of learning that might appeal to a more diverse range of learners? In this special issue, the focus is on mobile technologies and learning. The articles explore the use of mobile technologies in a variety of contexts, across a range of curriculum areas.

year: 2017

title: Student challenging behaviour and its impact on classroom culture: An investigation into how challenging behaviour can affect the learning culture in New Zealand primary schools

authors: Langley, Dene John

subjects: classroom culture

abstract: Managing challenging behaviour in the classroom is a problem faced by all teachers. Challenging behaviour is any form of behaviour that interferes with children's learning or normal development; is harmful to the child, other children or adults; or puts a child in a high risk category for later social problems or school failure. The purpose of this study was to gain an understanding of the link between undesirable behaviours of students and their effect on classroom learning culture, as one of the key factors in behaviour management is in understanding why challenging behaviour occurs.
The qualitative nature of this research allowed for the exploration of both teacher and student narratives by learning from their experiences regarding challenging behaviour and its effect on a classroom learning culture.
The literature review revealed that it is important, that teachers have a personal definition of challenging behaviour and reflect on their own personal beliefs and the beliefs of others regarding the understanding of challenging behaviours. Research, reviewed in Chapter 2 has indicated that challenging behaviour is strongly context dependent as seen particularly in the impact of different cultural contexts on that behaviour, that learning and behaviour are socially and culturally acquired and that academic learning and social learning are interconnected. 
It is the teachers' responsibility to initiate a classroom culture that recognises the connections between learning and behaviour, especially when there are a number of cultures represented. This type of classroom culture must be acceptable to, and shared by both students and teachers, must recognise and respond to cultural difference, and must avoid deficit thinking about minoritized cultures. To achieve this, teachers need to be the ones that change the most as they are the ones who hold the power to do so.
Successful teachers need to place a high value on forming mutually respectful, trusting and positive relationships with their students which will create classrooms and schools that are safe and caring and allow a stronger focus on realising potential and encourage learning. The most effective way of forming such relationships is to learn to listen to and respect student voice.

The outcomes of this study confirm findings in literature by demonstrating, that a close, positive and supportive relationship between teacher and students are essential for developing learning potential and for responding appropriately to challenging behaviour. Recognition of student voice is central to achieving these aims.

Teachers also need to be aware of cultural difference and be prepared to make shifts in their thinking so that their own culture does not totally dominate in the classroom. In this study, the student and teacher participants were representative of both Māori and European ethnicity and the findings suggest that their assertions regarding how challenging behaviours affects learning were noticeably similar. This suggests perhaps that the participants in this study felt they were in a culturally safe environment where the teachers' culture did not always dominate.

text: Student challenging behaviour and its impact on classroom culture: An investigation into how challenging behaviour can affect the learning culture in New Zealand primary schools Managing challenging behaviour in the classroom is a problem faced by all teachers. Challenging behaviour is any form of behaviour that interferes with children's learning or normal development; is harmful to the child, other children or adults; or puts a child in a high risk category for later social problems or school failure. The purpose of this study was to gain an understanding of the link between undesirable behaviours of students and their effect on classroom learning culture, as one of the key factors in behaviour management is in understanding why challenging behaviour occurs.
The qualitative nature of this research allowed for the exploration of both teacher and student narratives by learning from their experiences regarding challenging behaviour and its effect on a classroom learning culture.
The literature review revealed that it is important, that teachers have a personal definition of challenging behaviour and reflect on their own personal beliefs and the beliefs of others regarding the understanding of challenging behaviours. Research, reviewed in Chapter 2 has indicated that challenging behaviour is strongly context dependent as seen particularly in the impact of different cultural contexts on that behaviour, that learning and behaviour are socially and culturally acquired and that academic learning and social learning are interconnected. 
It is the teachers' responsibility to initiate a classroom culture that recognises the connections between learning and behaviour, especially when there are a number of cultures represented. This type of classroom culture must be acceptable to, and shared by both students and teachers, must recognise and respond to cultural difference, and must avoid deficit thinking about minoritized cultures. To achieve this, teachers need to be the ones that change the most as they are the ones who hold the power to do so.
Successful teachers need to place a high value on forming mutually respectful, trusting and positive relationships with their students which will create classrooms and schools that are safe and caring and allow a stronger focus on realising potential and encourage learning. The most effective way of forming such relationships is to learn to listen to and respect student voice.

The outcomes of this study confirm findings in literature by demonstrating, that a close, positive and supportive relationship between teacher and students are essential for developing learning potential and for responding appropriately to challenging behaviour. Recognition of student voice is central to achieving these aims.

Teachers also need to be aware of cultural difference and be prepared to make shifts in their thinking so that their own culture does not totally dominate in the classroom. In this study, the student and teacher participants were representative of both Māori and European ethnicity and the findings suggest that their assertions regarding how challenging behaviours affects learning were noticeably similar. This suggests perhaps that the participants in this study felt they were in a culturally safe environment where the teachers' culture did not always dominate.

year: 2009

title: Riariakina ō rongo hirikapo From kōhanga reo to kura

authors: Hohepa, Margie Kahukura

abstract: Ko te kaupapa tonu, ko te whakatupu i te mahara o te hirikapo kia tiu ai ki te muri, arā, kia puta he whakaaro i pokepokengia nō roto tonu i ngā whakahekenga kāwai o ngā tūpuna o te tamaiti, kua maranga te wā e kaumātua haere ana te tamaiti, ngōna kanohi kua huaki, ngōna taringa kua pīkari, ngā whakaaro kua korikori, tōna wairua hīkaka kua ngawhā, ngērā kaupapa katoa o te tamaiti i taua wā o te tupu. Mā tēnei kōrero hoki hei kawe te taonga o te rongo hirikapo, arā, ngā whakaaro, ngā mahara, nāna ko te waha, nā te waha ko te kupu kōrero e makere iho ai i te ārero tarapepe. Heoi anō he tohutohu anō kei roto e kī ana, manaakingia ngā kai o te hirikapo o te tamaiti, he taonga. Ki te kore e tika te manaakingia e ngā mātua, tērā te wā ka ātitirauhea i te puāwaitanga o te rau. Ngērā kaupapa katoa. (Haki Tuaupiki, 2013)
This project grew out of the desire of a kōhanga and a kura—Te Kōhanga Reo o Ngā Kuaka and Tōku Māpihi Maurea Kura Kaupapa Māori respectively—to enhance transitions between their two sites for tamariki and whānau. Although visits to Tōku Māpihi Maurea before beginning at the kura were available for Ngā Kuaka tamariki on acceptance for enrolment, the instigators of this project believed a more formal transition programme would be beneficial to tamariki and their whānau. The kōhanga and kura were interested in tamariki and whānau experiencing a more effective transition across the two environments and the learning and curriculum in those respective sites.
The kōhanga and kura approached researchers at the University of Waikato Te Kura Toi Tangata Faculty of Education with the research question below and together we developed the proposal. From the outset the project was collaborative, cross-sector, and involved researchers from the kōhanga, the kura and the university.

text: Riariakina ō rongo hirikapo From kōhanga reo to kura Ko te kaupapa tonu, ko te whakatupu i te mahara o te hirikapo kia tiu ai ki te muri, arā, kia puta he whakaaro i pokepokengia nō roto tonu i ngā whakahekenga kāwai o ngā tūpuna o te tamaiti, kua maranga te wā e kaumātua haere ana te tamaiti, ngōna kanohi kua huaki, ngōna taringa kua pīkari, ngā whakaaro kua korikori, tōna wairua hīkaka kua ngawhā, ngērā kaupapa katoa o te tamaiti i taua wā o te tupu. Mā tēnei kōrero hoki hei kawe te taonga o te rongo hirikapo, arā, ngā whakaaro, ngā mahara, nāna ko te waha, nā te waha ko te kupu kōrero e makere iho ai i te ārero tarapepe. Heoi anō he tohutohu anō kei roto e kī ana, manaakingia ngā kai o te hirikapo o te tamaiti, he taonga. Ki te kore e tika te manaakingia e ngā mātua, tērā te wā ka ātitirauhea i te puāwaitanga o te rau. Ngērā kaupapa katoa. (Haki Tuaupiki, 2013)
This project grew out of the desire of a kōhanga and a kura—Te Kōhanga Reo o Ngā Kuaka and Tōku Māpihi Maurea Kura Kaupapa Māori respectively—to enhance transitions between their two sites for tamariki and whānau. Although visits to Tōku Māpihi Maurea before beginning at the kura were available for Ngā Kuaka tamariki on acceptance for enrolment, the instigators of this project believed a more formal transition programme would be beneficial to tamariki and their whānau. The kōhanga and kura were interested in tamariki and whānau experiencing a more effective transition across the two environments and the learning and curriculum in those respective sites.
The kōhanga and kura approached researchers at the University of Waikato Te Kura Toi Tangata Faculty of Education with the research question below and together we developed the proposal. From the outset the project was collaborative, cross-sector, and involved researchers from the kōhanga, the kura and the university.

year: 2017