title: Using the curriculum guidelines for the teaching and learning of te reo Māori in Years 1 – 13 of New Zealand schools to create lessons for young learners

authors: Johnson, Diane

subjects: New Zealand

abstract: In 2009, The New Zealand Ministry of Education published curriculum guidelines for te reo Maori in Years 1 – 13 of English-medium New Zealand schools, that is, from age 5 upwards. These guidelines recommend a communicative approach to the teaching and learning of te reo Māori. In this article, we discuss communicative approaches and provide examples of ways in which teachers can design communicative language lessons that are appropriate for very young learners, lessons that are not only fun but also effective in developing genuine communicative competence in te reo Māori.

text: Using the curriculum guidelines for the teaching and learning of te reo Māori in Years 1 – 13 of New Zealand schools to create lessons for young learners In 2009, The New Zealand Ministry of Education published curriculum guidelines for te reo Maori in Years 1 – 13 of English-medium New Zealand schools, that is, from age 5 upwards. These guidelines recommend a communicative approach to the teaching and learning of te reo Māori. In this article, we discuss communicative approaches and provide examples of ways in which teachers can design communicative language lessons that are appropriate for very young learners, lessons that are not only fun but also effective in developing genuine communicative competence in te reo Māori.

year: 2009-09

title: Māori social identities in New Zealand and Hawai'i

authors: Nikora, Linda Waimarie

subjects: Maori

abstract: This research is comprised of two narrative interview studies of Māori in two different settings, New Zealand (n=20) and Hawai'i (n=30).  The data was gathered over the 1994-1996 period.  The two settings have some commonalities and differences.  In both settings Māori are required to make decisions about the continuity of their ethnic Māori identities and hereditary cultural identities of iwi, hapu and whanau, and the part that they wish these identities to play in their daily lives.  The focus of this research was about how Māori create meaning in their lives and maintain their social identities across and within those contexts they move through. 

The findings of this research suggest that Māori in New Zealand continue to value and gain meaning and satisfaction from their cultural collectivities and the social identities derived from them.  However, the results tend to suggest that there are changes in the ways that individuals conceptualise these identities and concomitantly, how they see of themselves.
For New Zealand participants, conceptions of hapu and iwi appear to be converging with an increasing focus on the physicality of marae, its environment and symbolism, and the social events and relationships negotiated in that space.  New Zealand participants saw some hapu and iwi maintenance activities as more legitimate than others.  More value was placed on returning to hapu and iwi homelands however irregular these returns were.  In contrast, conceptions of hapu and iwi held by participants in Hawai'i seemed less intense.  There were few opportunities to engage with other hapu or iwi members.  Being Māori had greater meaning and was understood, probed and valued by others in the culturally plural context of Hawai'i.  For New Zealand participants, being Māori was enacted in the context of being a discriminated, negatively constructed minority.  All were aware of the defining effect that the presence of a dominant majority could have and countered these effects by engaging in social justice and in-group solidarity activities.

The changing identity conceptions held by members of Māori social groups will have implications for a sense of community and social cohesion, for tribal asset management, service delivery and crown settlement processes.  If Māori are redefining and renegotiating their social identities to achieve greater meaning and satisfaction then these changes are important to respond to and recognise.

text: Māori social identities in New Zealand and Hawai'i This research is comprised of two narrative interview studies of Māori in two different settings, New Zealand (n=20) and Hawai'i (n=30).  The data was gathered over the 1994-1996 period.  The two settings have some commonalities and differences.  In both settings Māori are required to make decisions about the continuity of their ethnic Māori identities and hereditary cultural identities of iwi, hapu and whanau, and the part that they wish these identities to play in their daily lives.  The focus of this research was about how Māori create meaning in their lives and maintain their social identities across and within those contexts they move through. 

The findings of this research suggest that Māori in New Zealand continue to value and gain meaning and satisfaction from their cultural collectivities and the social identities derived from them.  However, the results tend to suggest that there are changes in the ways that individuals conceptualise these identities and concomitantly, how they see of themselves.
For New Zealand participants, conceptions of hapu and iwi appear to be converging with an increasing focus on the physicality of marae, its environment and symbolism, and the social events and relationships negotiated in that space.  New Zealand participants saw some hapu and iwi maintenance activities as more legitimate than others.  More value was placed on returning to hapu and iwi homelands however irregular these returns were.  In contrast, conceptions of hapu and iwi held by participants in Hawai'i seemed less intense.  There were few opportunities to engage with other hapu or iwi members.  Being Māori had greater meaning and was understood, probed and valued by others in the culturally plural context of Hawai'i.  For New Zealand participants, being Māori was enacted in the context of being a discriminated, negatively constructed minority.  All were aware of the defining effect that the presence of a dominant majority could have and countered these effects by engaging in social justice and in-group solidarity activities.

The changing identity conceptions held by members of Māori social groups will have implications for a sense of community and social cohesion, for tribal asset management, service delivery and crown settlement processes.  If Māori are redefining and renegotiating their social identities to achieve greater meaning and satisfaction then these changes are important to respond to and recognise.

year: 2007

title: Students’ perceptions towards technology (PATT): A professional development tool for technology teachers.

authors: Chikasanda, Vanwyk Khobidi Mbubzi

subjects: PATT

abstract: In the context of the design and implementation of professional development for technology teachers, a PATT instrument was administered to students in an attempt to develop an understanding of their dispositions toward technology, and so inform, through professional development, technology teachersʼ implementation of technology in Malawi.
The PATT questionnaire was completed by 358 form 3 (year 11) students (191 males and 167 females) from three secondary schools who gave informed consent. The questionnaire was categorised into three parts: the attributes of the students, an attitudinal scale and a concept scale. All data were analysed using SPSS and only descriptive statistics were used during discussions with teachers in each of the schools.
Using the PATT survey results during the professional development program helped the teachers to recognise technology as a very broad learning area as shown by a cross range of concepts covered in the PATT instrument. It also helped the teachers to understand studentsʼ views about technology and the need to develop appropriate technology programmes and pedagogy for both boys and girls to reinforce their confidence. The teachers all considered discussing PATT results as insightful since the studentsʼ views highlighted the need for developing learning materials, tools and pedagogical approaches that take into consideration the studentsʼ own world and knowledge of technology.

text: Students’ perceptions towards technology (PATT): A professional development tool for technology teachers. In the context of the design and implementation of professional development for technology teachers, a PATT instrument was administered to students in an attempt to develop an understanding of their dispositions toward technology, and so inform, through professional development, technology teachersʼ implementation of technology in Malawi.
The PATT questionnaire was completed by 358 form 3 (year 11) students (191 males and 167 females) from three secondary schools who gave informed consent. The questionnaire was categorised into three parts: the attributes of the students, an attitudinal scale and a concept scale. All data were analysed using SPSS and only descriptive statistics were used during discussions with teachers in each of the schools.
Using the PATT survey results during the professional development program helped the teachers to recognise technology as a very broad learning area as shown by a cross range of concepts covered in the PATT instrument. It also helped the teachers to understand studentsʼ views about technology and the need to develop appropriate technology programmes and pedagogy for both boys and girls to reinforce their confidence. The teachers all considered discussing PATT results as insightful since the studentsʼ views highlighted the need for developing learning materials, tools and pedagogical approaches that take into consideration the studentsʼ own world and knowledge of technology.

year: 2011