title: Students’ perceptions towards technology (PATT): A professional development tool for technology teachers.

authors: Chikasanda, Vanwyk Khobidi Mbubzi

subjects: PATT

abstract: In the context of the design and implementation of professional development for technology teachers, a PATT instrument was administered to students in an attempt to develop an understanding of their dispositions toward technology, and so inform, through professional development, technology teachersʼ implementation of technology in Malawi.
The PATT questionnaire was completed by 358 form 3 (year 11) students (191 males and 167 females) from three secondary schools who gave informed consent. The questionnaire was categorised into three parts: the attributes of the students, an attitudinal scale and a concept scale. All data were analysed using SPSS and only descriptive statistics were used during discussions with teachers in each of the schools.
Using the PATT survey results during the professional development program helped the teachers to recognise technology as a very broad learning area as shown by a cross range of concepts covered in the PATT instrument. It also helped the teachers to understand studentsʼ views about technology and the need to develop appropriate technology programmes and pedagogy for both boys and girls to reinforce their confidence. The teachers all considered discussing PATT results as insightful since the studentsʼ views highlighted the need for developing learning materials, tools and pedagogical approaches that take into consideration the studentsʼ own world and knowledge of technology.

text: Students’ perceptions towards technology (PATT): A professional development tool for technology teachers. In the context of the design and implementation of professional development for technology teachers, a PATT instrument was administered to students in an attempt to develop an understanding of their dispositions toward technology, and so inform, through professional development, technology teachersʼ implementation of technology in Malawi.
The PATT questionnaire was completed by 358 form 3 (year 11) students (191 males and 167 females) from three secondary schools who gave informed consent. The questionnaire was categorised into three parts: the attributes of the students, an attitudinal scale and a concept scale. All data were analysed using SPSS and only descriptive statistics were used during discussions with teachers in each of the schools.
Using the PATT survey results during the professional development program helped the teachers to recognise technology as a very broad learning area as shown by a cross range of concepts covered in the PATT instrument. It also helped the teachers to understand studentsʼ views about technology and the need to develop appropriate technology programmes and pedagogy for both boys and girls to reinforce their confidence. The teachers all considered discussing PATT results as insightful since the studentsʼ views highlighted the need for developing learning materials, tools and pedagogical approaches that take into consideration the studentsʼ own world and knowledge of technology.

year: 2011

title: Book review: The Tram Conductor’s Blue Cap

authors: Locke, Terry

subjects: book review

abstract: This article reviews the book “The Tram Conductor’s Blue Cap”, by Michael Harlow.

text: Book review: The Tram Conductor’s Blue Cap This article reviews the book “The Tram Conductor’s Blue Cap”, by Michael Harlow.

year: 2010

title: Indigenous Psychology in Aotearoa: Realising Māori Aspirations

authors: Levy, Michelle Patricia

subjects: Maori

abstract: Indigenous psychology in Aotearoa positions the aspirations of Māori as central.  The aim of this thesis is to describe and contribute to the development of a psychological discipline which is relevant and of benefit for Māori communities.  Part One sets the scene in Aotearoa, examining the relationship between Māori development and psychology.  Part Two explores the indigenous psychology literature base, identifying strategies which may be relevant to Aotearoa.  The key themes of context, critical mass, and mechanisms to support indigenous psychology development are identified as being relevant to Aotearoa.  Part Three explores indigenous psychology development in Aotearoa.  Data from a range of sources is qualitatively analysed to develop five themes which describe the current status of Māori development in psychology, the importance of the critical mass and the notion of collective responsibility.  Part Four, drawing from the analysis in Parts One, Two and Three, identifies 'reaching the point of irreversible change' as the next phase of indigenous psychology development in Aotearoa.  This is the point at which indigenous psychology development becomes self-sustaining.  

The point at which irreversible change occurs is when: Māori knowledge bases are a legitimate part of psychology in Aotearoa; resistance to the legitimacy of Māori knowledge bases in psychology is not a characteristic of our landscape; environments supportive of indigenous psychology development are commonplace; and responsibility for contributing to indigenous psychology development is shared among and sustained by the collective capacity of the Leaders and Producers.  Consolidation, the process by which multiple and interrelated pathways are connected to form a unified whole, is fundamental to reaching the point of irreversible change.  An original interactional framework for consolidation is proposed.  This framework is based on two key consolidating mechanisms: a working description of Kaupapa Māori Psychologies; and a Kaupapa Māori Psychologies Research and Training Centre.  Psychologies relevant and of benefit to Māori communities which contribute to the realisation of Māori aspirations are the cornerstones, with all elements of the framework leading back into this fundamental foundation.

text: Indigenous Psychology in Aotearoa: Realising Māori Aspirations Indigenous psychology in Aotearoa positions the aspirations of Māori as central.  The aim of this thesis is to describe and contribute to the development of a psychological discipline which is relevant and of benefit for Māori communities.  Part One sets the scene in Aotearoa, examining the relationship between Māori development and psychology.  Part Two explores the indigenous psychology literature base, identifying strategies which may be relevant to Aotearoa.  The key themes of context, critical mass, and mechanisms to support indigenous psychology development are identified as being relevant to Aotearoa.  Part Three explores indigenous psychology development in Aotearoa.  Data from a range of sources is qualitatively analysed to develop five themes which describe the current status of Māori development in psychology, the importance of the critical mass and the notion of collective responsibility.  Part Four, drawing from the analysis in Parts One, Two and Three, identifies 'reaching the point of irreversible change' as the next phase of indigenous psychology development in Aotearoa.  This is the point at which indigenous psychology development becomes self-sustaining.  

The point at which irreversible change occurs is when: Māori knowledge bases are a legitimate part of psychology in Aotearoa; resistance to the legitimacy of Māori knowledge bases in psychology is not a characteristic of our landscape; environments supportive of indigenous psychology development are commonplace; and responsibility for contributing to indigenous psychology development is shared among and sustained by the collective capacity of the Leaders and Producers.  Consolidation, the process by which multiple and interrelated pathways are connected to form a unified whole, is fundamental to reaching the point of irreversible change.  An original interactional framework for consolidation is proposed.  This framework is based on two key consolidating mechanisms: a working description of Kaupapa Māori Psychologies; and a Kaupapa Māori Psychologies Research and Training Centre.  Psychologies relevant and of benefit to Māori communities which contribute to the realisation of Māori aspirations are the cornerstones, with all elements of the framework leading back into this fundamental foundation.

year: 2007