title: Protecting the heartwood: How can tikanga Māori and mātauranga Māori inform the construction of digital identities and relational responsibilities to data in Aotearoa New Zealand?

authors: Lucas, Danielle

abstract: A report prepared by Danielle Lucas as part of the Tikanga in Technology research project

text: Protecting the heartwood: How can tikanga Māori and mātauranga Māori inform the construction of digital identities and relational responsibilities to data in Aotearoa New Zealand? A report prepared by Danielle Lucas as part of the Tikanga in Technology research project

year: 2025-02-11

title: Ko wai tēnei e tū ake nei? Activating collectivity and accountability through grounded positioning

authors: Rata, Arama

abstract: Building on conference conversations about positionality—about who we are and how our identities shape our views of the world, about the connections and disconnections experienced between us, and about our proximities to place, power, and privilege—this piece brings together four conference participants to continue to reflect on what positionality means, on why it is important, and on how to practice it in non-performative, well-developed, and mutually nourishing ways. Their dialogue reflects active and critical positioning in process and practice, creating opportunities for acknowledging our relationships and activating both collectivity and accountability in the various spaces where we live, work, create, and hope.

text: Ko wai tēnei e tū ake nei? Activating collectivity and accountability through grounded positioning Building on conference conversations about positionality—about who we are and how our identities shape our views of the world, about the connections and disconnections experienced between us, and about our proximities to place, power, and privilege—this piece brings together four conference participants to continue to reflect on what positionality means, on why it is important, and on how to practice it in non-performative, well-developed, and mutually nourishing ways. Their dialogue reflects active and critical positioning in process and practice, creating opportunities for acknowledging our relationships and activating both collectivity and accountability in the various spaces where we live, work, create, and hope.

year: 2021-12

title: Chocolates for me or chocolates for you? The impact of a learning experience outside the classroom on the technological practice of two five-year-old students

authors: Milne, Louise

subjects: technology education

abstract: Knowledge of expert practice is a key element of Technology Education (Ministry of Education, 2007), and this paper which is part of a larger study, is a brief comparative study which investigates the impact a learning experience outside the classroom has on two students’ technological practice. These students, Dana and Manahi, who are in their first year at school, visit a chocolate factory with their class to find out how to make a chocolate gift for Mothers’ Day.
This study uses a qualitative case study methodology (Stake, 2006). Data was collected and analysed from three interviews, before, after and six months after the students’ visit to the factory. The students’ drawings and stories recorded after the visit were also analysed using themes emerging from the literature of Education Outside the Classroom (Anderson, 2003; Falk, 2004), Technology Education (Compton, 2009; de Vries, 2012; Jones, Buntting, & de Vries, 2013) and the characteristics of young students learning (Cohen, 2013; Siegler & Alibali, 2005).
The findings from this study identify a significant increase in both Dana and Manahi’s context specific oral language, their understanding of the individual phases of technological development, and their ability to transfer these understandings to other contexts. Whilst these developments showed an encouraging improvement in their technological understandings, there existed a lack of continuity and connectedness (Moreland & Cowie, 2011) through the development of Manahi’s chocolate gift. Compared with progress achieved by Dana, the gaps in Manahi’s understandings impacted negatively on his perceptions of the purpose of the visit and the final goal of his practice.

text: Chocolates for me or chocolates for you? The impact of a learning experience outside the classroom on the technological practice of two five-year-old students Knowledge of expert practice is a key element of Technology Education (Ministry of Education, 2007), and this paper which is part of a larger study, is a brief comparative study which investigates the impact a learning experience outside the classroom has on two students’ technological practice. These students, Dana and Manahi, who are in their first year at school, visit a chocolate factory with their class to find out how to make a chocolate gift for Mothers’ Day.
This study uses a qualitative case study methodology (Stake, 2006). Data was collected and analysed from three interviews, before, after and six months after the students’ visit to the factory. The students’ drawings and stories recorded after the visit were also analysed using themes emerging from the literature of Education Outside the Classroom (Anderson, 2003; Falk, 2004), Technology Education (Compton, 2009; de Vries, 2012; Jones, Buntting, & de Vries, 2013) and the characteristics of young students learning (Cohen, 2013; Siegler & Alibali, 2005).
The findings from this study identify a significant increase in both Dana and Manahi’s context specific oral language, their understanding of the individual phases of technological development, and their ability to transfer these understandings to other contexts. Whilst these developments showed an encouraging improvement in their technological understandings, there existed a lack of continuity and connectedness (Moreland & Cowie, 2011) through the development of Manahi’s chocolate gift. Compared with progress achieved by Dana, the gaps in Manahi’s understandings impacted negatively on his perceptions of the purpose of the visit and the final goal of his practice.

year: 2015