title: Democracy through the use of Information and Communication Technology (ICT) in an Early Childhood Setting: A Case Study

authors: Archard, Simon

subjects: democracy

abstract: ICT is regarded as playing an ever increasing role in the lives of people and this includes young children.

This case study, to be called the research project hereafter, focuses on how Information and Communication Technology (ICT) might facilitate democratic child directed learning. This is defined by examining the ways children, and other people involved in their lives as learners, might use ICT as a tool for directing learning and what other features can support this. 

The research project is a case study involving one early childhood centre and draws upon data over a one year period. The data was collected using interviews with teachers at the centre, questionnaires from family whānau of children currently attending the centre and documentation of learning episodes of children that involved ICT. A qualitative methodology was used to capture experiences, attitudes and opinions of the participants and these were analysed by thematic analysis.  

The research project identifies the types of uses and purposes that children, their family whānau and their teachers have for ICT. It also identifies and examines the attitudes toward, and impacts of, ICT on the children, family Whānau and teachers taking part in this research project. This is explored by drawing on socio–cultural learning and defined features of democratic education practices. 
The project also examines ICT contributions to learning and teaching within the pedagogical and professional commitments of Te Whāriki, the Early childhood curriculum in Aotearoa New Zealand ( Ministry of Education, (MoE) 1996).

The findings of the research project clearly identify with the literature and educational policy that recognises ICT as prominent and relevant to peoples lives and that includes young children and their learning.  The findings also indicate that ICT in early childhood education is positively received by participants in the research project. There are also clear examples in the findings that affirm democratic features of education and reflect aspects of child initiated and directed learning. 

What supports child initiated and directed learning , and importantly its consistency, is identified in the findings and conclusions that consider the need to develop stronger, more informed and  more collaborative pedagogical conversations between teachers and family/whānau. Such pedagogical understandings would have to come from teachers engaging in more ICT policy aligned planning and reflective practice on the place of ICT and their understanding of democratic teaching and learning.

text: Democracy through the use of Information and Communication Technology (ICT) in an Early Childhood Setting: A Case Study ICT is regarded as playing an ever increasing role in the lives of people and this includes young children.

This case study, to be called the research project hereafter, focuses on how Information and Communication Technology (ICT) might facilitate democratic child directed learning. This is defined by examining the ways children, and other people involved in their lives as learners, might use ICT as a tool for directing learning and what other features can support this. 

The research project is a case study involving one early childhood centre and draws upon data over a one year period. The data was collected using interviews with teachers at the centre, questionnaires from family whānau of children currently attending the centre and documentation of learning episodes of children that involved ICT. A qualitative methodology was used to capture experiences, attitudes and opinions of the participants and these were analysed by thematic analysis.  

The research project identifies the types of uses and purposes that children, their family whānau and their teachers have for ICT. It also identifies and examines the attitudes toward, and impacts of, ICT on the children, family Whānau and teachers taking part in this research project. This is explored by drawing on socio–cultural learning and defined features of democratic education practices. 
The project also examines ICT contributions to learning and teaching within the pedagogical and professional commitments of Te Whāriki, the Early childhood curriculum in Aotearoa New Zealand ( Ministry of Education, (MoE) 1996).

The findings of the research project clearly identify with the literature and educational policy that recognises ICT as prominent and relevant to peoples lives and that includes young children and their learning.  The findings also indicate that ICT in early childhood education is positively received by participants in the research project. There are also clear examples in the findings that affirm democratic features of education and reflect aspects of child initiated and directed learning. 

What supports child initiated and directed learning , and importantly its consistency, is identified in the findings and conclusions that consider the need to develop stronger, more informed and  more collaborative pedagogical conversations between teachers and family/whānau. Such pedagogical understandings would have to come from teachers engaging in more ICT policy aligned planning and reflective practice on the place of ICT and their understanding of democratic teaching and learning.

year: 2012

title: Monitoring the effects of pulp and paper effluent is restricted in genetically distinct populations of common bully (gobiomorphus cotidianus)

authors: van den Heuvel, Michael R.

subjects: biology

abstract: The common bully (Gobiomorphus cotidianus), a small-bodied New Zealand native fish species, was used to monitor population impacts of multiple effluents in the Tarawera River, New Zealand. In an initial survey, the absence of reproductive development at the expected spawning time for common bully was observed in a population downstream of effluent discharges. Subsequently, we examined the hypotheses that the observed changes were due to effluent exposure, migratory patterns, or genetic differences between populations. Liver detoxification enzyme activity and stable isotopes provided evidence against upstream migration of sexually mature bully. The observed presence of developed gonads in the downstream population during winter season resulted in the rejection of the hypothesis that reproductive failure was due to effluent exposure, and it was concluded that there were substantial differences in reproductive timing. Genetic analyses of two upstream, one downstream, and one population from a nearby coastal river indicated the upstream (reference) and downstream (effluent exposed) bully in the river formed genetically distinct populations. The identification of a nearby river population with similar reproductive timing and high genetic similarity to the effluent-exposed population suggests that the observed differences in the genetics of the downstream population were not caused by effluent exposure. The genetic analysis did highlight the lack of downstream dispersion and gene flow in the river which could possibly be related to anthropogenic stress.

text: Monitoring the effects of pulp and paper effluent is restricted in genetically distinct populations of common bully (gobiomorphus cotidianus) The common bully (Gobiomorphus cotidianus), a small-bodied New Zealand native fish species, was used to monitor population impacts of multiple effluents in the Tarawera River, New Zealand. In an initial survey, the absence of reproductive development at the expected spawning time for common bully was observed in a population downstream of effluent discharges. Subsequently, we examined the hypotheses that the observed changes were due to effluent exposure, migratory patterns, or genetic differences between populations. Liver detoxification enzyme activity and stable isotopes provided evidence against upstream migration of sexually mature bully. The observed presence of developed gonads in the downstream population during winter season resulted in the rejection of the hypothesis that reproductive failure was due to effluent exposure, and it was concluded that there were substantial differences in reproductive timing. Genetic analyses of two upstream, one downstream, and one population from a nearby coastal river indicated the upstream (reference) and downstream (effluent exposed) bully in the river formed genetically distinct populations. The identification of a nearby river population with similar reproductive timing and high genetic similarity to the effluent-exposed population suggests that the observed differences in the genetics of the downstream population were not caused by effluent exposure. The genetic analysis did highlight the lack of downstream dispersion and gene flow in the river which could possibly be related to anthropogenic stress.

year: 2007-02-16

title: Ko te Pakiwaituhi Ko Au, Ko Au Ko te Pakiwaituhi: He Wewetenga o te Pakiwaituhi Tōra Mātātoa, He Whakapuakanga Pakiwaituhi Māori

authors: Ross, Kristin Cherie

subjects: Pakiwaituhi Māori

abstract: ARIĀ

Mai i ngā tau o te whitu tekau te pakanga a ētahi rōpū Māori kia rangona te Māori, kia kitea te Māori ki runga pouaka whakaata.  I kura takahi puni te whiua o rātou mā ki te Karauna kia whakamanahia tāna i oati ai i te Tiriti o Waitangi.  Otirā, ka tohua te Karauna ki te tiaki i ngā kura kāmehameha a te Māori, arā, ko te reo me ōna tikanga.  I kitea e rātou mā tētahi patanga oranga o tō tātou reo, o ā tātou tikanga mā te ao pāpāho.  E mara e, kua tuangahuru ngā tau e whakapāoho atu ana a Whakaata Māori mai i tōna whakarewanga i te tau 2004.  Nā aua kikopuku reo, nā aua mumu tikanga, nā aua matā mana motuhake i whai wāhi mai ai te Māori i te ao pāpāho, otirā, i te ao o te pouaka whakaata. 

Ka mutu, ko te ngako ia o tēnei tuhinga, he whakamahuki, he tirotiro, he ketuketu i te pakiwaituhi kōhungahunga, i a Dora the Explorer.  I whakamāorihia e Whakaata Māori ki a Tōra Mātātoa.  Mō te pakiwaituhi rongonui, kāhore he painga i a Tōra Mātātoa.  Kei te mātakitakihia e ngā iwi huhua ki ngā tōpito katoa o te ao.  Ko te pātai ia nā, he aha oti ngā ehunga Māori ka kitea, ka rangona rā roto mai i te pakiwaituhi kōhungahunga, i a Tōra Mātātoa?  Mā tēnei rangahau tonu e whakautu.  

Ko ngā pakiwaituhi katoa o Whakaata Māori mā te kōhungahunga he mea hanga e iwi kē atu i te Māori.  Ka mutu ka whakaarohia e tēnei rangahau ētahi huarahi e taea ai e tātou te whakaputa pakiwaituhi Māori mā te kōhungahunga.  Otirā, ka whakapua mai ai i tētahi pakiwaituhi Māori nāku tonu.  Ko tāku e whakapae nei, me kite ā tātou tamariki i a rātou anō rā roto mai i ngā pakiwaituhi.  Ko tāku e manako nei, kia kaha te iwi Māori ki te kimi huarahi e whakaputa ai i ā tātou ake pakiwaituhi nā te Māori, mā te Māori, mō te Māori. 

ABSTRACT

Since the 1970s select Māori groups have fought to be seen and heard in the broadcasting industry and particular television.  United and banded they challenged the Crown to honour what was promised to them in the Treaty of Waitangi.  They demanded that the Government maintain the Māori language and its customs.  They saw television as a means to retain and transmit our language and culture.  2014 marked the tenth year of broadcasting for Māori Television.  This prestigious achievement in Māori broadcasting was due to the efforts of our leaders who fought tirelessly to ensure our language and customs were and are maintained throughout broadcasting. 

The basis of this thesis is the analysis of the preschool animation, Dora the Explorer, which was broadcast and translated by Māori Television as Tōra Mātātoa.  Dora the Explorer is arguably the most famous preschool animation.  The show is watched by the masses all over the world. This thesis investigates the question; what representations of Māori are seen and heard in the preschool animation Tōra Mātātoa? 

All of the preschool animations shown on Māori Television have been created by non-Māori.  Therefore, the purpose of this research is to create new ways of thinking that will initiate the production of locally made preschool animation.  This thesis looks at a Māori animation example that I have created based on the findings of this research.  It is imperative that our children see themselves on the television screen.  I hope Māori actively seek avenues to ensure the production of preschool animation by Māori, for Māori and about Māori.

text: Ko te Pakiwaituhi Ko Au, Ko Au Ko te Pakiwaituhi: He Wewetenga o te Pakiwaituhi Tōra Mātātoa, He Whakapuakanga Pakiwaituhi Māori ARIĀ

Mai i ngā tau o te whitu tekau te pakanga a ētahi rōpū Māori kia rangona te Māori, kia kitea te Māori ki runga pouaka whakaata.  I kura takahi puni te whiua o rātou mā ki te Karauna kia whakamanahia tāna i oati ai i te Tiriti o Waitangi.  Otirā, ka tohua te Karauna ki te tiaki i ngā kura kāmehameha a te Māori, arā, ko te reo me ōna tikanga.  I kitea e rātou mā tētahi patanga oranga o tō tātou reo, o ā tātou tikanga mā te ao pāpāho.  E mara e, kua tuangahuru ngā tau e whakapāoho atu ana a Whakaata Māori mai i tōna whakarewanga i te tau 2004.  Nā aua kikopuku reo, nā aua mumu tikanga, nā aua matā mana motuhake i whai wāhi mai ai te Māori i te ao pāpāho, otirā, i te ao o te pouaka whakaata. 

Ka mutu, ko te ngako ia o tēnei tuhinga, he whakamahuki, he tirotiro, he ketuketu i te pakiwaituhi kōhungahunga, i a Dora the Explorer.  I whakamāorihia e Whakaata Māori ki a Tōra Mātātoa.  Mō te pakiwaituhi rongonui, kāhore he painga i a Tōra Mātātoa.  Kei te mātakitakihia e ngā iwi huhua ki ngā tōpito katoa o te ao.  Ko te pātai ia nā, he aha oti ngā ehunga Māori ka kitea, ka rangona rā roto mai i te pakiwaituhi kōhungahunga, i a Tōra Mātātoa?  Mā tēnei rangahau tonu e whakautu.  

Ko ngā pakiwaituhi katoa o Whakaata Māori mā te kōhungahunga he mea hanga e iwi kē atu i te Māori.  Ka mutu ka whakaarohia e tēnei rangahau ētahi huarahi e taea ai e tātou te whakaputa pakiwaituhi Māori mā te kōhungahunga.  Otirā, ka whakapua mai ai i tētahi pakiwaituhi Māori nāku tonu.  Ko tāku e whakapae nei, me kite ā tātou tamariki i a rātou anō rā roto mai i ngā pakiwaituhi.  Ko tāku e manako nei, kia kaha te iwi Māori ki te kimi huarahi e whakaputa ai i ā tātou ake pakiwaituhi nā te Māori, mā te Māori, mō te Māori. 

ABSTRACT

Since the 1970s select Māori groups have fought to be seen and heard in the broadcasting industry and particular television.  United and banded they challenged the Crown to honour what was promised to them in the Treaty of Waitangi.  They demanded that the Government maintain the Māori language and its customs.  They saw television as a means to retain and transmit our language and culture.  2014 marked the tenth year of broadcasting for Māori Television.  This prestigious achievement in Māori broadcasting was due to the efforts of our leaders who fought tirelessly to ensure our language and customs were and are maintained throughout broadcasting. 

The basis of this thesis is the analysis of the preschool animation, Dora the Explorer, which was broadcast and translated by Māori Television as Tōra Mātātoa.  Dora the Explorer is arguably the most famous preschool animation.  The show is watched by the masses all over the world. This thesis investigates the question; what representations of Māori are seen and heard in the preschool animation Tōra Mātātoa? 

All of the preschool animations shown on Māori Television have been created by non-Māori.  Therefore, the purpose of this research is to create new ways of thinking that will initiate the production of locally made preschool animation.  This thesis looks at a Māori animation example that I have created based on the findings of this research.  It is imperative that our children see themselves on the television screen.  I hope Māori actively seek avenues to ensure the production of preschool animation by Māori, for Māori and about Māori.

year: 2015