title: A translation of Moodle into Te Reo Māori

authors: Manuirirangi, Hōri

abstract: This paper is an assessment of the Te Reo Māori translation of the Learning Management System ‘Moodle’, used by students and teaching staff of the University of Waikato. Moodle: [Modular Object-Oriented Dynamic Learning Environment] has been the university’s primary online learning environment since 2008. It has an open code-base that allows users the ability to modify its software. This particular feature makes the LMS appealing to both Māori and Pacifika users as it allows Moodle to be developed and customized to meet their unique cultural needs. This paper discusses the rationale for the translation of Moodle into Te Reo Māori, and gives insight into the processes implemented by translation staff of Te Ratonga Whakamāori and the university’s WCEL team. The primary focus of this paper is to outline the benefits of translating the online learning environment of Te Reo Māori second-language learners, whilst highlighting how the integration of this technology augments students’ learning inside and outside of the classroom.

text: A translation of Moodle into Te Reo Māori This paper is an assessment of the Te Reo Māori translation of the Learning Management System ‘Moodle’, used by students and teaching staff of the University of Waikato. Moodle: [Modular Object-Oriented Dynamic Learning Environment] has been the university’s primary online learning environment since 2008. It has an open code-base that allows users the ability to modify its software. This particular feature makes the LMS appealing to both Māori and Pacifika users as it allows Moodle to be developed and customized to meet their unique cultural needs. This paper discusses the rationale for the translation of Moodle into Te Reo Māori, and gives insight into the processes implemented by translation staff of Te Ratonga Whakamāori and the university’s WCEL team. The primary focus of this paper is to outline the benefits of translating the online learning environment of Te Reo Māori second-language learners, whilst highlighting how the integration of this technology augments students’ learning inside and outside of the classroom.

year: 2017

title: Ko ia tonu te rangatira o tana mauri: Ko te Mauritau hei tohu o te puāwaitanga o Te Aho Matua i te Kura Kaupapa Māori o Hoani Waititi Marae

authors: Angeli-Gordon, Joni Māramatanga

abstract: Ko te mauri te wāhanga wairua o te tangata e whakahihiri i te tinana me te tūhonohono nei i te wairua ki te kikokiko. Ko te mauri te wāhanga ora o te tangata, ā, i te roanga atu o te oranga o te tangata ka rerekē te tau o te mauri nā ngā awenga o tōna ao. Ko te Mauritau te wā e ita pai ana te wairua ki te kikokiko. Kua whai ngātahitanga ērā mea e rua. Kei tōna ito, ki te Mauritau te tangata, e wātea ana ia, kāhore ōna taumaha, ka mutu e tuwhera ana ia ki tōna ao. Ko tā Te Aho Matua, ka whakatō te mauri ki te tangata i te whakatōnga o te kākano ki te kōpū. Ko te Mauritau tētahi āhuatanga kāhore anō kia tino rangahau, ā, he iti noa ngā wā te kite atu ki te puna mātātuhi, heoi anō, ka rangona whānuitia ki Te Kura Kaupapa Māori o Hoani Waititi Marae. Ko tā tēnei kaupapa rangahau, ko te Mauritau tētahi o ngā puāwaitanga matua o Te Aho Matua, ā, kua taupuhipuhi nei ki ngā whakaaro o rātou i whai wāhi nei ki tēnei kaupapa rangahau. Ko te manako nui o tēnei kaupapa rangahau ko te whakawhānui i te mōhioranga mō ngā hua o ngā Kura Kaupapa Māori mā te ruku hōhonu ki te Mauritau i te whānau o Te Kura Kaupapa Māori o Hoani Waititi Marae.  

Kua whā tekau tau neke atu kua hipa mai i te orokotīmatanga o ngā Kura Kaupapa Māori, otirā, te Kura Kaupapa Māori o Hoani Waititi Marae. Ko te tino take o ngā Kura Kaupapa Māori ko te whakarauora reo me te whakarauora tikanga, heoi anō, he tini me te mano ngā angitutanga, ngā painga kua puta mai i ēnei kura tua atu i ēnei whāinga e rua. Ko Te Aho Matua te tūāpapa ā-mātāpono mō ngā Kura Kaupapa Māori e whakawhārikihia ngā uaratanga matua kia whakatutuki i ngā wawata nui, i ngā ōhākī nui ā kui mā, a koro mā mō te orangatonutanga o te reo Māori me ngā tikanga Māori. Ko tā tēnei kaupapa rangahau, ko te Mauritau tētahi āhuatanga i puāwai i ngā kura Aho Matua, ā, ka kitea rawatia tēnei puāwaitanga ki Te Kura Kaupapa Māori o Hoani Waititi. 

He Rangahau Kaupapa Māori tēnei, ā, i tārai i ngā tikanga me ngā tukanga o te kaupapa rangahau nei kia Māori te karawhiu. Ko Te Aho Matua me ōna uaratanga e tū hei pou whakawhirinaki i te Kaupapa Rangahau Māori. E rua ngā tukanga i whāia e te tuhikura nei, arā, ko te iāna me te puawānanga. Ko te iāna tētahi kupu mino nō Te Tai Tokerau mō te kōrero ōpaki, ā, kua iāna tahi ki ngā pakeke tokowhitu nō te whānau o Te Kura Kaupapa Māori o Hoani Waititi Marae. Ko te puawānanga he wānanga ki ngā ākonga tokowhitu o te reanga tuakana o te wharekura kia āta wherawhera i ngā āhuatanga o te Mauritau ki a rātou. I te whakaraupapatia ngā kōrero i puta mai i ngā iāna me te puawānanga mā ngā uaratanga o Te Aho Matua.

text: Ko ia tonu te rangatira o tana mauri: Ko te Mauritau hei tohu o te puāwaitanga o Te Aho Matua i te Kura Kaupapa Māori o Hoani Waititi Marae Ko te mauri te wāhanga wairua o te tangata e whakahihiri i te tinana me te tūhonohono nei i te wairua ki te kikokiko. Ko te mauri te wāhanga ora o te tangata, ā, i te roanga atu o te oranga o te tangata ka rerekē te tau o te mauri nā ngā awenga o tōna ao. Ko te Mauritau te wā e ita pai ana te wairua ki te kikokiko. Kua whai ngātahitanga ērā mea e rua. Kei tōna ito, ki te Mauritau te tangata, e wātea ana ia, kāhore ōna taumaha, ka mutu e tuwhera ana ia ki tōna ao. Ko tā Te Aho Matua, ka whakatō te mauri ki te tangata i te whakatōnga o te kākano ki te kōpū. Ko te Mauritau tētahi āhuatanga kāhore anō kia tino rangahau, ā, he iti noa ngā wā te kite atu ki te puna mātātuhi, heoi anō, ka rangona whānuitia ki Te Kura Kaupapa Māori o Hoani Waititi Marae. Ko tā tēnei kaupapa rangahau, ko te Mauritau tētahi o ngā puāwaitanga matua o Te Aho Matua, ā, kua taupuhipuhi nei ki ngā whakaaro o rātou i whai wāhi nei ki tēnei kaupapa rangahau. Ko te manako nui o tēnei kaupapa rangahau ko te whakawhānui i te mōhioranga mō ngā hua o ngā Kura Kaupapa Māori mā te ruku hōhonu ki te Mauritau i te whānau o Te Kura Kaupapa Māori o Hoani Waititi Marae.  

Kua whā tekau tau neke atu kua hipa mai i te orokotīmatanga o ngā Kura Kaupapa Māori, otirā, te Kura Kaupapa Māori o Hoani Waititi Marae. Ko te tino take o ngā Kura Kaupapa Māori ko te whakarauora reo me te whakarauora tikanga, heoi anō, he tini me te mano ngā angitutanga, ngā painga kua puta mai i ēnei kura tua atu i ēnei whāinga e rua. Ko Te Aho Matua te tūāpapa ā-mātāpono mō ngā Kura Kaupapa Māori e whakawhārikihia ngā uaratanga matua kia whakatutuki i ngā wawata nui, i ngā ōhākī nui ā kui mā, a koro mā mō te orangatonutanga o te reo Māori me ngā tikanga Māori. Ko tā tēnei kaupapa rangahau, ko te Mauritau tētahi āhuatanga i puāwai i ngā kura Aho Matua, ā, ka kitea rawatia tēnei puāwaitanga ki Te Kura Kaupapa Māori o Hoani Waititi. 

He Rangahau Kaupapa Māori tēnei, ā, i tārai i ngā tikanga me ngā tukanga o te kaupapa rangahau nei kia Māori te karawhiu. Ko Te Aho Matua me ōna uaratanga e tū hei pou whakawhirinaki i te Kaupapa Rangahau Māori. E rua ngā tukanga i whāia e te tuhikura nei, arā, ko te iāna me te puawānanga. Ko te iāna tētahi kupu mino nō Te Tai Tokerau mō te kōrero ōpaki, ā, kua iāna tahi ki ngā pakeke tokowhitu nō te whānau o Te Kura Kaupapa Māori o Hoani Waititi Marae. Ko te puawānanga he wānanga ki ngā ākonga tokowhitu o te reanga tuakana o te wharekura kia āta wherawhera i ngā āhuatanga o te Mauritau ki a rātou. I te whakaraupapatia ngā kōrero i puta mai i ngā iāna me te puawānanga mā ngā uaratanga o Te Aho Matua.

year: 2023

title: Early childhood student teachers’ beliefs about the role of the teacher and how young children learn

authors: Mitchell, Jill Winifred

abstract: The purpose of this research was, firstly, to explore early childhood student teachers’ beliefs about the role of the teacher and how young children learn. Secondly, it was to examine formative influences on participants’ beliefs and, thirdly, to ascertain any changes or modifications over a three-year period. Seventeen students completed five questionnaires and of these seven, who were the case study students, were interviewed and observed on teaching practice. Stories were written with each of these seven participants and their case studies prepared. Data were coded, analysed and grouped into themes. Changes or modifications to beliefs were charted for group and individual data for all 17 students. The results indicated that the beliefs student teachers’ construct are powerfully informed by experiences prior to the teacher education programme and that the family is perceived as particularly influential.
Beliefs were dynamic; they developed and changed over a three-year period. Some of these beliefs were reflected in practice. To demonstrate the dynamic nature of beliefs, a taxonomy was developed to explain the status of the different beliefs held by students. It is argued that it is simplistic to speak of student beliefs as though they all have the same degree of tenacity, power and influence over how a student teacher thinks and acts. Implications for teacher education and further research were discussed.

text: Early childhood student teachers’ beliefs about the role of the teacher and how young children learn The purpose of this research was, firstly, to explore early childhood student teachers’ beliefs about the role of the teacher and how young children learn. Secondly, it was to examine formative influences on participants’ beliefs and, thirdly, to ascertain any changes or modifications over a three-year period. Seventeen students completed five questionnaires and of these seven, who were the case study students, were interviewed and observed on teaching practice. Stories were written with each of these seven participants and their case studies prepared. Data were coded, analysed and grouped into themes. Changes or modifications to beliefs were charted for group and individual data for all 17 students. The results indicated that the beliefs student teachers’ construct are powerfully informed by experiences prior to the teacher education programme and that the family is perceived as particularly influential.
Beliefs were dynamic; they developed and changed over a three-year period. Some of these beliefs were reflected in practice. To demonstrate the dynamic nature of beliefs, a taxonomy was developed to explain the status of the different beliefs held by students. It is argued that it is simplistic to speak of student beliefs as though they all have the same degree of tenacity, power and influence over how a student teacher thinks and acts. Implications for teacher education and further research were discussed.

year: 2001