title: Keeping in touch with learning: the use of an interactive whiteboard in the junior school

authors: Harlow, Ann

subjects: interactive whiteboard

abstract: Recent literature on the role of the interactive whiteboard (IWB) has indicated numerous ways in which teachers make use of the IWB to support children's learning. In these studies there is a growing awareness of changing roles in the classroom as teachers gain confidence in the use of new technologies. This study describes how a researcher worked with a teacher in a small rural school in New Zealand to document and understand the use of an IWB to enhance the learning of young children ages five to six years. The focus of the research was on how the features of the IWB supported teaching actions and provided potential and structure for the children to develop their 'key competencies', broadly conceptualised as the development of knowledge, skills and aptitudes for learning. Here the authors demonstrate that it was the teacher's orchestration of the classroom environment, incorporating the use of the IWB, that was the key to the development of pupil autonomy as they learnt to take risks and to be creative in their learning with the interactive whiteboard.

text: Keeping in touch with learning: the use of an interactive whiteboard in the junior school Recent literature on the role of the interactive whiteboard (IWB) has indicated numerous ways in which teachers make use of the IWB to support children's learning. In these studies there is a growing awareness of changing roles in the classroom as teachers gain confidence in the use of new technologies. This study describes how a researcher worked with a teacher in a small rural school in New Zealand to document and understand the use of an IWB to enhance the learning of young children ages five to six years. The focus of the research was on how the features of the IWB supported teaching actions and provided potential and structure for the children to develop their 'key competencies', broadly conceptualised as the development of knowledge, skills and aptitudes for learning. Here the authors demonstrate that it was the teacher's orchestration of the classroom environment, incorporating the use of the IWB, that was the key to the development of pupil autonomy as they learnt to take risks and to be creative in their learning with the interactive whiteboard.

year: 2010-07

title: Where have all the children gone? Experiences of children, parents and teachers in a changing early childhood education service

authors: Hawkes, Kathryn Frances

subjects: Early childhood education

abstract: This study analyses the experiences of children, parents and teachers in a changing early childhood education (ECE) service in New Zealand. This thesis derived from the researcher’s growing awareness of neo-liberal politics and the institutionalisation of children resulting from social, economic and cultural changes. The researcher’s interest in connecting children within ECE services to the local community outside of the ECE service’s gate was also explored. The study revealed experiences and perspectives from children, families and teachers within one independent, community based, not for profit ECE service that recently underwent changes.
Drawing from literature, the thesis acknowledges the changes that have taken place within ECE in New Zealand over the past 20 years. The changes identified within the literature are identified within the historical, economic and social context. The changes include marketisation, competition, the increase of hours and days that young children are placed within ECE services and the government support of families to return to work. 
The study was based on a social constructionist framework that used a qualitative inquiry research methodology. Perspectives and views were gathered from the head teacher, parents and children at the ECE service utilising the Mosaic approach. The methodological tools included semi structured interviews, walking interviews, a diary of outings collated by the head teacher, children’s auto photography and interviews with the children while viewing their learning journals.
The collected data was analysed in relation to the study’s social constructionist framework. The patterns and themes that emerged included marketisation, intrinsic and extrinsic pressures on children, parents and teachers, leadership, changes to the operational structure of the service and curriculum experiences for parents, teachers and children. 
Foundational to the study are the rights of the child and need for children to have their perspective heard. The Mosaic approach to the methodology utilised within the study raises the perspectives and views of the child giving equitable value to their contribution within the study. The outcome of the study is to propose an ideological framework that could assist in ensuring the child is heard within ECE and that the child is represented within all matters affecting them. This ideological framework aspires to be an underpinning framework that is utilised by ECE leaders and teachers when making decisions on all matters relating to children, their families and the ECE service.

text: Where have all the children gone? Experiences of children, parents and teachers in a changing early childhood education service This study analyses the experiences of children, parents and teachers in a changing early childhood education (ECE) service in New Zealand. This thesis derived from the researcher’s growing awareness of neo-liberal politics and the institutionalisation of children resulting from social, economic and cultural changes. The researcher’s interest in connecting children within ECE services to the local community outside of the ECE service’s gate was also explored. The study revealed experiences and perspectives from children, families and teachers within one independent, community based, not for profit ECE service that recently underwent changes.
Drawing from literature, the thesis acknowledges the changes that have taken place within ECE in New Zealand over the past 20 years. The changes identified within the literature are identified within the historical, economic and social context. The changes include marketisation, competition, the increase of hours and days that young children are placed within ECE services and the government support of families to return to work. 
The study was based on a social constructionist framework that used a qualitative inquiry research methodology. Perspectives and views were gathered from the head teacher, parents and children at the ECE service utilising the Mosaic approach. The methodological tools included semi structured interviews, walking interviews, a diary of outings collated by the head teacher, children’s auto photography and interviews with the children while viewing their learning journals.
The collected data was analysed in relation to the study’s social constructionist framework. The patterns and themes that emerged included marketisation, intrinsic and extrinsic pressures on children, parents and teachers, leadership, changes to the operational structure of the service and curriculum experiences for parents, teachers and children. 
Foundational to the study are the rights of the child and need for children to have their perspective heard. The Mosaic approach to the methodology utilised within the study raises the perspectives and views of the child giving equitable value to their contribution within the study. The outcome of the study is to propose an ideological framework that could assist in ensuring the child is heard within ECE and that the child is represented within all matters affecting them. This ideological framework aspires to be an underpinning framework that is utilised by ECE leaders and teachers when making decisions on all matters relating to children, their families and the ECE service.

year: 2014

title: Alice Grey Nicholls, daughter of William, and her husband, Charles John Dearle

authors: Hart, Philip

abstract: Alice Grey Nicholls was the ‘half-caste’ daughter of a Pakeha Maori, William Nicholls. She would marry a Pakeha and have several children, losing her only son but bringing up a family of daughters, who all received a Pakeha education. Having a moko emphasized her Maori heritage, and she was on good terms with many Maori.
Charles John Dearle, a Londoner, after some involvement in gold mining spent most of his life working for the government. At the request of Maori landowners, from 1883 until 1895 he allocated goldfields revenue amongst them, a challenging task. He was also involved in land purchases both on behalf of the government and for personal gain. 
They farmed her land at Mangaiti, near Te Aroha, Alice continuing to farm it profitably after his early death, assisted for a time by her daughters. She purchased more land, and to enable her to sell some portions of it she had it declared European land, an illustration of her astuteness in business; her family obtained a good financial position from her farming and land dealings. When she died, aged 81, her Pakeha friends fondly remembered her.

text: Alice Grey Nicholls, daughter of William, and her husband, Charles John Dearle Alice Grey Nicholls was the ‘half-caste’ daughter of a Pakeha Maori, William Nicholls. She would marry a Pakeha and have several children, losing her only son but bringing up a family of daughters, who all received a Pakeha education. Having a moko emphasized her Maori heritage, and she was on good terms with many Maori.
Charles John Dearle, a Londoner, after some involvement in gold mining spent most of his life working for the government. At the request of Maori landowners, from 1883 until 1895 he allocated goldfields revenue amongst them, a challenging task. He was also involved in land purchases both on behalf of the government and for personal gain. 
They farmed her land at Mangaiti, near Te Aroha, Alice continuing to farm it profitably after his early death, assisted for a time by her daughters. She purchased more land, and to enable her to sell some portions of it she had it declared European land, an illustration of her astuteness in business; her family obtained a good financial position from her farming and land dealings. When she died, aged 81, her Pakeha friends fondly remembered her.

year: 2016