title: Virtual spaces and networks in Geographical Education and research

authors: Chalmers, Lex

subjects: multicast

abstract: This paper relates developments in the use of Internet-based communication technologies to contemporary exchanges of geographical ideas and content. A brief history of the Internet provides the basis for a review of uses of broadband Internet in contemporary Geography. Two themes are explored: the first is the concept of virtual communities of practice, and the second describes the nature and use of virtual research networks, with a focus on Access Grid. The key argument is that the enhanced Internet capabilities facilitate virtual communities in Geographical Education. The paper is based on five years of experience in developing in-service support at the University of Waikato and the in-class use of tutorial software over the Internet.

text: Virtual spaces and networks in Geographical Education and research This paper relates developments in the use of Internet-based communication technologies to contemporary exchanges of geographical ideas and content. A brief history of the Internet provides the basis for a review of uses of broadband Internet in contemporary Geography. Two themes are explored: the first is the concept of virtual communities of practice, and the second describes the nature and use of virtual research networks, with a focus on Access Grid. The key argument is that the enhanced Internet capabilities facilitate virtual communities in Geographical Education. The paper is based on five years of experience in developing in-service support at the University of Waikato and the in-class use of tutorial software over the Internet.

year: 2009

title: Exploring practices of multiliteracies pedagogy through digital technologies: a narrative inquiry

authors: Yap, Jia Rong

abstract: Digital technologies have fast become integral withinliteracy learning and teaching across contexts as stu-dents engage with a variety of digital and multimodaltexts. While teachers in New Zealand schools have ahigh degree of autonomy in the design and planningof literacy programs, little is currently known abouthow they understand and enact multiliteracies peda-gogy (MLP). Using data gathered via interviews andclassroom observations in an intermediate school inNew Zealand, this article adopts a narrative inquiryapproach to explore one teacher’s approaches to usingdigital technologies and texts within literacy instruc-tion. We explore in particular the ways in which MLPmay be enactedimplicitlyrather than explicitly, withinthe complex matrix of teachers’personal beliefs andlearning experiences, the perceived learning needs ofstudents, and the school curriculum. We conclude witha call for the conscious and purposeful teaching ofMLP, focusing on synaesthesia and the semiotic func-tions of texts.

text: Exploring practices of multiliteracies pedagogy through digital technologies: a narrative inquiry Digital technologies have fast become integral withinliteracy learning and teaching across contexts as stu-dents engage with a variety of digital and multimodaltexts. While teachers in New Zealand schools have ahigh degree of autonomy in the design and planningof literacy programs, little is currently known abouthow they understand and enact multiliteracies peda-gogy (MLP). Using data gathered via interviews andclassroom observations in an intermediate school inNew Zealand, this article adopts a narrative inquiryapproach to explore one teacher’s approaches to usingdigital technologies and texts within literacy instruc-tion. We explore in particular the ways in which MLPmay be enactedimplicitlyrather than explicitly, withinthe complex matrix of teachers’personal beliefs andlearning experiences, the perceived learning needs ofstudents, and the school curriculum. We conclude witha call for the conscious and purposeful teaching ofMLP, focusing on synaesthesia and the semiotic func-tions of texts.

year: 2023-05-12

title: The Development and Evaluation of a Cultural Competency Training Programme for Psychologists Working with Māori: A Training Needs Analysis

authors: Waitoki, Waikaremoana

subjects: Māori

abstract: The purpose of this study was to develop and evaluate a cultural competency training programme for clinical psychology students to work with Māori consumers.  A pilot programme (study 1) was developed from the international and national cultural competency and bicultural training literature.  Following the pilot, it was identified that the programme could be made more robust by conducting a second study the training needs analysis using the critical incident technique.  Study two was conducted with 30 experienced clinical psychologists who had worked with Māori clients.
  
The training needs analysis sought to identify the awareness, knowledge and skills (AKS) that the experienced psychologists used in their practice with Māori.  An unexpected finding from study two was that the psychologists used distinctly Māori-cultural practices incorporating Māori tikanga and Māori knowledge with their clients even though they had little or no bicultural course content in their clinical training.  The data from the pilot programme, and the training needs analysis were used to refine the final workshop.  
The workshop was delivered to two university sites over a two-day period using intern clinical psychologist.  The programme evaluation had three components: (1) analysis of pre and post programme questionnaires; (2) analysis of the retrospective questionnaires (3) and an analysis of a participant’s case report on a Māori consumer. 
The themes that evolved from this research are that the critical incident technique is a useful way of identifying bicultural training material that would otherwise go unnoticed.  In relation to training evaluation, there is a real need to develop meaningful measures of bicultural competency acquisition for clinical students.  The finding advances the proposition that a distinct Māori psychology exists that could potentially challenge the relevance of Western psychology for Māori.  
A contextual theme underpinning bicultural training programmes is that training and practice occurs against the backdrop of Pākehā dominance in all aspects of academia and society. Consequently, there is a need to find a balance between Māori and Western psychological knowledge.  Future uses of this research will be in developing and evaluating bicultural training programmes, developing appropriate measures of cultural competency acquisition and assessing the potential for a distinct Māori psychology.

text: The Development and Evaluation of a Cultural Competency Training Programme for Psychologists Working with Māori: A Training Needs Analysis The purpose of this study was to develop and evaluate a cultural competency training programme for clinical psychology students to work with Māori consumers.  A pilot programme (study 1) was developed from the international and national cultural competency and bicultural training literature.  Following the pilot, it was identified that the programme could be made more robust by conducting a second study the training needs analysis using the critical incident technique.  Study two was conducted with 30 experienced clinical psychologists who had worked with Māori clients.
  
The training needs analysis sought to identify the awareness, knowledge and skills (AKS) that the experienced psychologists used in their practice with Māori.  An unexpected finding from study two was that the psychologists used distinctly Māori-cultural practices incorporating Māori tikanga and Māori knowledge with their clients even though they had little or no bicultural course content in their clinical training.  The data from the pilot programme, and the training needs analysis were used to refine the final workshop.  
The workshop was delivered to two university sites over a two-day period using intern clinical psychologist.  The programme evaluation had three components: (1) analysis of pre and post programme questionnaires; (2) analysis of the retrospective questionnaires (3) and an analysis of a participant’s case report on a Māori consumer. 
The themes that evolved from this research are that the critical incident technique is a useful way of identifying bicultural training material that would otherwise go unnoticed.  In relation to training evaluation, there is a real need to develop meaningful measures of bicultural competency acquisition for clinical students.  The finding advances the proposition that a distinct Māori psychology exists that could potentially challenge the relevance of Western psychology for Māori.  
A contextual theme underpinning bicultural training programmes is that training and practice occurs against the backdrop of Pākehā dominance in all aspects of academia and society. Consequently, there is a need to find a balance between Māori and Western psychological knowledge.  Future uses of this research will be in developing and evaluating bicultural training programmes, developing appropriate measures of cultural competency acquisition and assessing the potential for a distinct Māori psychology.

year: 2012