title: Pre-service teachers' perceptions of technology and technology education

authors: Forret, Michael

abstract: Technology teachers’ perceptions and understanding of the nature of technology heavily influences their perceptions of technology education and consequently shapes their teaching practice. Understanding the nature of technology is also an important component of technology education and in 2007 the New Zealand technology curriculum introduced a new strand called the Nature of Technology. An important part of initial teacher education programmes is therefore to help student teachers develop their concepts and philosophies of technology and technology education. This paper reports findings from a survey of New Zealand student teachers’ perceptions of technology and technology education before and after their involvement in a compulsory course in technology education. The findings reported here are some of the initial results from one institution but are part of a larger project aimed at brining together similar data from across the country to inform development of pre-service technology education programmes.

text: Pre-service teachers' perceptions of technology and technology education Technology teachers’ perceptions and understanding of the nature of technology heavily influences their perceptions of technology education and consequently shapes their teaching practice. Understanding the nature of technology is also an important component of technology education and in 2007 the New Zealand technology curriculum introduced a new strand called the Nature of Technology. An important part of initial teacher education programmes is therefore to help student teachers develop their concepts and philosophies of technology and technology education. This paper reports findings from a survey of New Zealand student teachers’ perceptions of technology and technology education before and after their involvement in a compulsory course in technology education. The findings reported here are some of the initial results from one institution but are part of a larger project aimed at brining together similar data from across the country to inform development of pre-service technology education programmes.

year: 2013

title: Travel Behavior and Expenditure Patterns of the Chinese University Student and the associated Visiting Friends and Relatives (VFRs) markets in New Zealand

authors: Ge, Liu

subjects: travel behaviour

abstract: This thesis examines travel behavior and expenditure patterns of Chinese university students and the associated VFRs in New Zealand. It also investigates the effects of socio-demographics, travel-related, and psychographic variables on travel behavior and expenditure patterns. The thesis involves both interviews and questionnaire surveys with Chinese university students. Analysis of the interviews was based on a Cat-Pac method, while analysis of survey questionnaires was using SPSS 14.0. 

From a theoretical perspective, this study contributes to the body of literature on segmentation regarding the student travel market. It shows that it is possible to segment the Chinese university student travel market based on travel motivation and activity attributes of New Zealand. In addition, this study also contributes to the body of literature in relation to travel behavior and expenditure patterns by examining the variables identified in predicting travel behavior and expenditure. The results of this study provide a more comprehensive and holistic picture in the search of travel behavior and expenditure patterns regarding the student travel market. This study finds travel motivation contributes to overall travel satisfaction directly or indirectly via travel activities, which affects the loyalty. In terms of the VFR market, the valid existence of the effect of travel inhibitors on satisfaction is confirmed in this study, which affects the likelihood of further VFR trips in the future. Moreover, this study makes contribution to the role of students as catalysts for inbound VFR tourism to New Zealand. This study also finds that a socio-demographic variable (i.e. immigration status) is the most influential variable affecting student tourism expenditure, while the socio-demographic variable (i.e. age) and travel-related variables (i.e. purpose of visit and length of stay) appear to have significant impacts on VFR tourism expenditure. Further, this study suggests the VFR market is far from homogeneous. 

From a practical standpoint, this study sheds light by providing information about travel behavior and expenditure patterns of Chinese university students and their VFRs in New Zealand, and how their socio-demographics and trip characteristics affects travel satisfaction and travel expenditure pattern. Destination marketers may use this information to better segment their target market, allocate their marketing dollars more effectively, tailor their products to compete with other destination countries and develop better strategic marketing tools to satisfy and fulfill needs of Chinese university students and their VFRs and understand certain reasons behind their travel behavior and spending patterns. In addition, because Chinese university students are a significant market segment for New Zealand's VFR tourism industry, promotional campaigns encouraging them to invite friends and relatives and informing them of activities in which they can engage with their VFRs are encouraged.

text: Travel Behavior and Expenditure Patterns of the Chinese University Student and the associated Visiting Friends and Relatives (VFRs) markets in New Zealand This thesis examines travel behavior and expenditure patterns of Chinese university students and the associated VFRs in New Zealand. It also investigates the effects of socio-demographics, travel-related, and psychographic variables on travel behavior and expenditure patterns. The thesis involves both interviews and questionnaire surveys with Chinese university students. Analysis of the interviews was based on a Cat-Pac method, while analysis of survey questionnaires was using SPSS 14.0. 

From a theoretical perspective, this study contributes to the body of literature on segmentation regarding the student travel market. It shows that it is possible to segment the Chinese university student travel market based on travel motivation and activity attributes of New Zealand. In addition, this study also contributes to the body of literature in relation to travel behavior and expenditure patterns by examining the variables identified in predicting travel behavior and expenditure. The results of this study provide a more comprehensive and holistic picture in the search of travel behavior and expenditure patterns regarding the student travel market. This study finds travel motivation contributes to overall travel satisfaction directly or indirectly via travel activities, which affects the loyalty. In terms of the VFR market, the valid existence of the effect of travel inhibitors on satisfaction is confirmed in this study, which affects the likelihood of further VFR trips in the future. Moreover, this study makes contribution to the role of students as catalysts for inbound VFR tourism to New Zealand. This study also finds that a socio-demographic variable (i.e. immigration status) is the most influential variable affecting student tourism expenditure, while the socio-demographic variable (i.e. age) and travel-related variables (i.e. purpose of visit and length of stay) appear to have significant impacts on VFR tourism expenditure. Further, this study suggests the VFR market is far from homogeneous. 

From a practical standpoint, this study sheds light by providing information about travel behavior and expenditure patterns of Chinese university students and their VFRs in New Zealand, and how their socio-demographics and trip characteristics affects travel satisfaction and travel expenditure pattern. Destination marketers may use this information to better segment their target market, allocate their marketing dollars more effectively, tailor their products to compete with other destination countries and develop better strategic marketing tools to satisfy and fulfill needs of Chinese university students and their VFRs and understand certain reasons behind their travel behavior and spending patterns. In addition, because Chinese university students are a significant market segment for New Zealand's VFR tourism industry, promotional campaigns encouraging them to invite friends and relatives and informing them of activities in which they can engage with their VFRs are encouraged.

year: 2008

title: Whakarongo mai!: Transformative teaching to support Māori identity and success in a mainstream school

authors: Gilgen, Renée

subjects: Māori and mainstream education

abstract: This thesis topic emerged following a year’s teaching experience in a mainstream classroom during 2009. My cultural assumptions of being a Māori teacher in a mainstream class were challenged predominantly by a group of Māori students in the classroom. The level of despondency I felt as a result of disruptive student behaviours forced me to reassess my own socio-cultural constructs which had influenced the formation of my identity as Māori and as a mainstream teacher. The purpose of this study was to understand and explore a transformational behavioural shift which occurred within a group of Māori students during 2009 and the level of support they felt they received as Māori within a mainstream classroom context. National and international literature demonstrates that transformative praxis is both reflective and active. Successful inclusive teaching requires a personal and professional commitment to firstly understand individual cultural constructs to then better understand how learners are perceived and positioned. Culturally responsive pedagogy ensures that all students’ cultural practices and values are acknowledged and included into classroom teaching and learning programmes. In a New Zealand mainstream context, the Treaty of Waitangi principles of ‘partnership’, ‘participation’ and ‘protection’ serve as a bi-cultural ‘power-sharing’ metaphor from which all mainstream teachers of Māori students can successfully encourage student voice and foster reciprocal teaching and learning relationships. My use of qualitative research methods and kaupapa Māori principles to guide the research process ensured that Māori cultural protocols and practices were honoured. My role as a Māori insider researcher meant that my relationship with the participants was already established. Our reflections as Māori students and a Māori teacher in a mainstream classroom context were based from shared teaching and learning experiences during 2009. Researcher reflexivity has ensured that the research integrity, validity and reliability have remained high. The research findings present the reflections of both the participants and researcher as Māori students and as a Māori teacher during 2009. Participants believed that teaching and learning programmes which incorporated te reo Māori served to honour their identity as Māori. However, their awareness of participating with tikanga Māori principles of whānaungatanga (relationships), manaakitanga (caring), ako (reciprocity) and aroha (respect) embedded within classroom activities that were exclusively in English, were not identified as being relevant to them as Māori. Similarly, the Treaty of Waitangi principles lacked transparency within my teaching pedagogy. Two key implications for teaching and learning in mainstream schools and classrooms were identified. Firstly, there is an urgency for mainstream school managers, leaders and teachers to develop an understanding of the Treaty of Waitangi and its significance for the 21st Century mainstream teacher and learner. A bi-cultural understanding of ourselves as treaty partners support Māori cultural values and practices within increasingly diverse mainstream school and classroom contexts. Māori students‟ success becomes the responsibility of all mainstream managers, leaders and teachers as treaty partners. Secondly, inclusive and culturally responsive pedagogy demonstrates that Māori and non-Māori mainstream teachers are capable of effectively engaging Māori students with learning while acknowledging and reaffirming their cultural identity and language as tangata whenua. Overall, my commitment for Māori students to be supported as Māori within mainstream school and classroom context has been enriched and strengthened as a result of this research study. The cultural and professional tensions I have experienced in mainstream contexts have challenged the socio-cultural constructs that I had accepted as being my cultural ‘norm.’

text: Whakarongo mai!: Transformative teaching to support Māori identity and success in a mainstream school This thesis topic emerged following a year’s teaching experience in a mainstream classroom during 2009. My cultural assumptions of being a Māori teacher in a mainstream class were challenged predominantly by a group of Māori students in the classroom. The level of despondency I felt as a result of disruptive student behaviours forced me to reassess my own socio-cultural constructs which had influenced the formation of my identity as Māori and as a mainstream teacher. The purpose of this study was to understand and explore a transformational behavioural shift which occurred within a group of Māori students during 2009 and the level of support they felt they received as Māori within a mainstream classroom context. National and international literature demonstrates that transformative praxis is both reflective and active. Successful inclusive teaching requires a personal and professional commitment to firstly understand individual cultural constructs to then better understand how learners are perceived and positioned. Culturally responsive pedagogy ensures that all students’ cultural practices and values are acknowledged and included into classroom teaching and learning programmes. In a New Zealand mainstream context, the Treaty of Waitangi principles of ‘partnership’, ‘participation’ and ‘protection’ serve as a bi-cultural ‘power-sharing’ metaphor from which all mainstream teachers of Māori students can successfully encourage student voice and foster reciprocal teaching and learning relationships. My use of qualitative research methods and kaupapa Māori principles to guide the research process ensured that Māori cultural protocols and practices were honoured. My role as a Māori insider researcher meant that my relationship with the participants was already established. Our reflections as Māori students and a Māori teacher in a mainstream classroom context were based from shared teaching and learning experiences during 2009. Researcher reflexivity has ensured that the research integrity, validity and reliability have remained high. The research findings present the reflections of both the participants and researcher as Māori students and as a Māori teacher during 2009. Participants believed that teaching and learning programmes which incorporated te reo Māori served to honour their identity as Māori. However, their awareness of participating with tikanga Māori principles of whānaungatanga (relationships), manaakitanga (caring), ako (reciprocity) and aroha (respect) embedded within classroom activities that were exclusively in English, were not identified as being relevant to them as Māori. Similarly, the Treaty of Waitangi principles lacked transparency within my teaching pedagogy. Two key implications for teaching and learning in mainstream schools and classrooms were identified. Firstly, there is an urgency for mainstream school managers, leaders and teachers to develop an understanding of the Treaty of Waitangi and its significance for the 21st Century mainstream teacher and learner. A bi-cultural understanding of ourselves as treaty partners support Māori cultural values and practices within increasingly diverse mainstream school and classroom contexts. Māori students‟ success becomes the responsibility of all mainstream managers, leaders and teachers as treaty partners. Secondly, inclusive and culturally responsive pedagogy demonstrates that Māori and non-Māori mainstream teachers are capable of effectively engaging Māori students with learning while acknowledging and reaffirming their cultural identity and language as tangata whenua. Overall, my commitment for Māori students to be supported as Māori within mainstream school and classroom context has been enriched and strengthened as a result of this research study. The cultural and professional tensions I have experienced in mainstream contexts have challenged the socio-cultural constructs that I had accepted as being my cultural ‘norm.’

year: 2010