title: Scaffolding with and through videos: An example of ICT-TPACK

authors: Otrel-Cass, Kathrin

subjects: New Zealand

abstract: In New Zealand and internationally claims are being made about the potential for information and communication technologies (ICTs) to transform teaching and learning. However, the theoretical underpinnings explaining the complex interplay between the content, pedagogy and technology a teacher needs to consider must be expanded. This article explicates theoretical and practical ideas related to teachers’ application of their ICT technology, pedagogy, and content knowledge (TPACK) in science. The article unpacks the social and technological dimensions of teachers’ use of TPACK when they use digital videos to scaffold learning. It showcases the intricate interplay between teachers’ knowledge about content, digital video technology, and students’ learning needs based on a qualitative study of two science teachers and their students in a New Zealand primary school.

text: Scaffolding with and through videos: An example of ICT-TPACK In New Zealand and internationally claims are being made about the potential for information and communication technologies (ICTs) to transform teaching and learning. However, the theoretical underpinnings explaining the complex interplay between the content, pedagogy and technology a teacher needs to consider must be expanded. This article explicates theoretical and practical ideas related to teachers’ application of their ICT technology, pedagogy, and content knowledge (TPACK) in science. The article unpacks the social and technological dimensions of teachers’ use of TPACK when they use digital videos to scaffold learning. It showcases the intricate interplay between teachers’ knowledge about content, digital video technology, and students’ learning needs based on a qualitative study of two science teachers and their students in a New Zealand primary school.

year: 2012

title: When does it get any easier?: Beginning teachers' experiences during their first year of teaching.

authors: Lang, Catherine Margaret

subjects: first year teachers

abstract: Studies of beginning teachers' readiness to teach indicate a range of areas in which these teachers feel nervous about teaching, prior to beginning their first teaching position. Studies of the first year of teaching demonstrate that the reality shock of teaching is something that affects beginning teachers in a variety of ways. The literature on the stages of teacher development tells us that the "survival" stage in teaching can last throughout the whole first year of teaching. This New Zealand study follows seven beginning teachers through their first year of teaching and identifies the points at which the teachers began to say, "I'm getting on top of it now".

text: When does it get any easier?: Beginning teachers' experiences during their first year of teaching. Studies of beginning teachers' readiness to teach indicate a range of areas in which these teachers feel nervous about teaching, prior to beginning their first teaching position. Studies of the first year of teaching demonstrate that the reality shock of teaching is something that affects beginning teachers in a variety of ways. The literature on the stages of teacher development tells us that the "survival" stage in teaching can last throughout the whole first year of teaching. This New Zealand study follows seven beginning teachers through their first year of teaching and identifies the points at which the teachers began to say, "I'm getting on top of it now".

year: 2001

title: How Well Does Psychological Research in Aotearoa New Zealand Reflect Diversity?

authors: Tan, Kyle K. H.

subjects: biculturalism

abstract: This paper presents our reflections as psychological researchers based on a content analysis of studies published in Journal of the New Zealand College of Clinical Psychologists and New Zealand Journal of Psychology over the last decade. We found the frequency of articles that had considered biculturalism, multiculturalism and diversity was related to the scope of the journal and the release of special issues on specific themes (e.g. Indigenous psychologies in 2017). Five issues were identified around the inclusion of cultural diversity in psychological research: inadequate data collection, controlling for diversity, no contextualisation of diversity, pathologisation of diversity and passing responsibility to others. Each issue was succinctly discussed with examples provided. Through this paper, we hope to open up a conversation on how psychological researchers can meet their ethical responsibility to Te Tiriti o Waitangi.

text: How Well Does Psychological Research in Aotearoa New Zealand Reflect Diversity? This paper presents our reflections as psychological researchers based on a content analysis of studies published in Journal of the New Zealand College of Clinical Psychologists and New Zealand Journal of Psychology over the last decade. We found the frequency of articles that had considered biculturalism, multiculturalism and diversity was related to the scope of the journal and the release of special issues on specific themes (e.g. Indigenous psychologies in 2017). Five issues were identified around the inclusion of cultural diversity in psychological research: inadequate data collection, controlling for diversity, no contextualisation of diversity, pathologisation of diversity and passing responsibility to others. Each issue was succinctly discussed with examples provided. Through this paper, we hope to open up a conversation on how psychological researchers can meet their ethical responsibility to Te Tiriti o Waitangi.

year: 2023-07-24