title: Technology Teachers' Perceptions of the Roles and Uses of ICT in Solomon Islands' Schools

authors: Pita, Solomon Vaji

subjects: ICT

abstract: Although the impact of ICT in teaching and learning is increasing, whether it will deliver its potential depends to a large extent on how teachers access and use ICT within the teaching and learning process (Balanskat  Blamire, 2007). Furthermore, teachers' understanding of how ICT contributes to teaching and learning can be invaluable to the decisions they make about the use of ICT tools to enhance or transform their teaching.
Therefore, this study investigates the perceptions of technology teachers on the use of ICT tools in Solomon Islands schools. It also explores technology teachers' views about the level of ICT resources in the schools. The study used semi-structured interview; a qualitative method of data collection that involved eight technology teachers selected from four schools in Honiara. I choose to do qualitative research because it helped to explain technology teachers' perceptions and beliefs of the use of ICT tools in Solomon Islands schools. The flexibility within the research process allows for an in-dept look at the issues pertaining to the views of the participants.
The study identifies a range of issues regarding teachers' perceptions and beliefs about the integration of ICT tools in the Solomon Islands schools. These included teachers' views on the issues of access and use of ICT tools in schools, teachers' beliefs about the benefits and roles of ICT tools, teachers' views on the infrastructures and resources in the schools, the need for ICT professional development (PD) for teachers and a national policy to guide and control the use of ICT tools in schools. The study also found that many teachers in the Solomon Islands also lack the basic knowledge and skills in using ICT tools.
Based on these findings, this study offers the following recommendations that can be used to improve and support the integration of ICT tools in the Solomon Islands schools. These included supporting teachers in developing their knowledge and skills in using ICT tools, providing a continuous professional development for teachers in ICT, the need to create a policy in education to guide the use of ICT tools in education and supporting schools to build their ICT resources and infrastructure. These will help teachers to effectively integrate ICT tools into teaching and learning.

text: Technology Teachers' Perceptions of the Roles and Uses of ICT in Solomon Islands' Schools Although the impact of ICT in teaching and learning is increasing, whether it will deliver its potential depends to a large extent on how teachers access and use ICT within the teaching and learning process (Balanskat  Blamire, 2007). Furthermore, teachers' understanding of how ICT contributes to teaching and learning can be invaluable to the decisions they make about the use of ICT tools to enhance or transform their teaching.
Therefore, this study investigates the perceptions of technology teachers on the use of ICT tools in Solomon Islands schools. It also explores technology teachers' views about the level of ICT resources in the schools. The study used semi-structured interview; a qualitative method of data collection that involved eight technology teachers selected from four schools in Honiara. I choose to do qualitative research because it helped to explain technology teachers' perceptions and beliefs of the use of ICT tools in Solomon Islands schools. The flexibility within the research process allows for an in-dept look at the issues pertaining to the views of the participants.
The study identifies a range of issues regarding teachers' perceptions and beliefs about the integration of ICT tools in the Solomon Islands schools. These included teachers' views on the issues of access and use of ICT tools in schools, teachers' beliefs about the benefits and roles of ICT tools, teachers' views on the infrastructures and resources in the schools, the need for ICT professional development (PD) for teachers and a national policy to guide and control the use of ICT tools in schools. The study also found that many teachers in the Solomon Islands also lack the basic knowledge and skills in using ICT tools.
Based on these findings, this study offers the following recommendations that can be used to improve and support the integration of ICT tools in the Solomon Islands schools. These included supporting teachers in developing their knowledge and skills in using ICT tools, providing a continuous professional development for teachers in ICT, the need to create a policy in education to guide the use of ICT tools in education and supporting schools to build their ICT resources and infrastructure. These will help teachers to effectively integrate ICT tools into teaching and learning.

year: 2010

title: Thomas Gavin: ‘Tommy Chairman’, a mine manager and local government politician at Te Aroha

authors: Hart, Philip

abstract: After starting mining on the Thames goldfield at the age of 17, Thomas Gavin quickly became a competent miner. As later at Te Aroha, he was active in the wider community, especially as a rower and a Volunteer. After participating in the Te Aroha rush of 1880, he became a mine manager for the first time, and on the Waiorongomai field managed several mines for over two decades (with the consequence that he would die from miners’ complaint). He also managed the tramway on several occasions and supervised repairs to the mining tracks. As another way of assisting the mining industry, he was a member of the accident relief fund.
Gavin acquired land close to Te Aroha and farmed it for many years, the combination of farming and mining providing a modest income for his large family. He was notable for being active in all aspects of life in the community, notably his church, sport, horse racing, and social and cultural life. In local government, he was an active member of several bodies: the licensing committee, the domain board, the county council, and town board followed by its replacement, the borough council, and missed out on being the first mayor of Te Aroha by the closest of margins. A supporter of the Liberal Party, he did not, as some expected, stand for parliament.
With strong views on many issues, he was impatient with criticism, but despite his occasional irritability his reputation was high in the community of which he was one of its most prominent members.

text: Thomas Gavin: ‘Tommy Chairman’, a mine manager and local government politician at Te Aroha After starting mining on the Thames goldfield at the age of 17, Thomas Gavin quickly became a competent miner. As later at Te Aroha, he was active in the wider community, especially as a rower and a Volunteer. After participating in the Te Aroha rush of 1880, he became a mine manager for the first time, and on the Waiorongomai field managed several mines for over two decades (with the consequence that he would die from miners’ complaint). He also managed the tramway on several occasions and supervised repairs to the mining tracks. As another way of assisting the mining industry, he was a member of the accident relief fund.
Gavin acquired land close to Te Aroha and farmed it for many years, the combination of farming and mining providing a modest income for his large family. He was notable for being active in all aspects of life in the community, notably his church, sport, horse racing, and social and cultural life. In local government, he was an active member of several bodies: the licensing committee, the domain board, the county council, and town board followed by its replacement, the borough council, and missed out on being the first mayor of Te Aroha by the closest of margins. A supporter of the Liberal Party, he did not, as some expected, stand for parliament.
With strong views on many issues, he was impatient with criticism, but despite his occasional irritability his reputation was high in the community of which he was one of its most prominent members.

year: 2016

title: Indigenous bodies: Ordinary lives

authors: Hokowhitu, Brendan

abstract: Ambivalence is the overwhelming feeling that haunts my relationship with physicality. Not only my body, but the bodies of an imagined multitude of Indigenous peoples dissected and made whole again via the violent synthesis of the colonial project. Like my own ambivalence (and by “ambivalence” I refer to simultaneous abhorrence and desire), the relationship between Indigenous peoples and physicality faces the anxiety of representation felt within Indigenous studies in general.

text: Indigenous bodies: Ordinary lives Ambivalence is the overwhelming feeling that haunts my relationship with physicality. Not only my body, but the bodies of an imagined multitude of Indigenous peoples dissected and made whole again via the violent synthesis of the colonial project. Like my own ambivalence (and by “ambivalence” I refer to simultaneous abhorrence and desire), the relationship between Indigenous peoples and physicality faces the anxiety of representation felt within Indigenous studies in general.

year: 2016