title: A new approach to professional learning and development for technology teachers in New Zealand: Developing networks of expertise

authors: Reinsfield, Elizabeth

abstract: This article presents a study that focuses on the Mātanga’ (Māori term for expert) perspective of their leadership in a professional learning and development (PLD) programme in technology education. Funded by the Ministry of Education’s Network of Expertise Initiative, the PLD programme was designed and delivered by Technology Education New Zealand (TENZ), to foster teachers’ engagement with the technology education curriculum. It aimed to develop teacher specialist identity by focusing on [Author 1] and Williams’ notions of technological and technical thinking by matching teachers with Mātanga. The PLD model aimed to support teachers in remote areas, or for those who have limited access to curriculum support. In New Zealand, technology teachers are used to a top-down delivery approach to PLD where they are the receivers of information, which they then need to make sense of, for their own classroom and school setting. The aim of this project was to reposition the agency within the professional community. The developers of the PLD programme envisaged that once a community of Mātanga and teachers were established, teachers would feel more connected to local, regional and national support through digital networks. The long-term aim of the PLD programme was to create self-sustaining PLD in technology education, based on community needs. Research findings indicate that technology education is a subject that presents a confused identity. The Mātanga identified various factors affecting the nature of technology education in New Zealand. Mātanga had differing understandings and interpretations of the technology the result of their professional experiences and they recognised various factors affecting the nature of technology education in New Zealand. Most evident were the identified tensions for teachers’ curriculum and assessment understandings, and the pressures being placed on practitioners to remain current in their practice.

text: A new approach to professional learning and development for technology teachers in New Zealand: Developing networks of expertise This article presents a study that focuses on the Mātanga’ (Māori term for expert) perspective of their leadership in a professional learning and development (PLD) programme in technology education. Funded by the Ministry of Education’s Network of Expertise Initiative, the PLD programme was designed and delivered by Technology Education New Zealand (TENZ), to foster teachers’ engagement with the technology education curriculum. It aimed to develop teacher specialist identity by focusing on [Author 1] and Williams’ notions of technological and technical thinking by matching teachers with Mātanga. The PLD model aimed to support teachers in remote areas, or for those who have limited access to curriculum support. In New Zealand, technology teachers are used to a top-down delivery approach to PLD where they are the receivers of information, which they then need to make sense of, for their own classroom and school setting. The aim of this project was to reposition the agency within the professional community. The developers of the PLD programme envisaged that once a community of Mātanga and teachers were established, teachers would feel more connected to local, regional and national support through digital networks. The long-term aim of the PLD programme was to create self-sustaining PLD in technology education, based on community needs. Research findings indicate that technology education is a subject that presents a confused identity. The Mātanga identified various factors affecting the nature of technology education in New Zealand. Mātanga had differing understandings and interpretations of the technology the result of their professional experiences and they recognised various factors affecting the nature of technology education in New Zealand. Most evident were the identified tensions for teachers’ curriculum and assessment understandings, and the pressures being placed on practitioners to remain current in their practice.

year: 2020

title: Digital libraries on an iPod: Beyond the client-server model

authors: Bainbridge, David

subjects: mobile digital libraries

abstract: This paper describes an experimental system that enhanced an iPod with digital library capabilities. Using the open source digital library software Greenstone as a base, this paper more specifically maps out the technical steps necessary to achieve this, along with an account of our subsequent experimentation. This included command-line usage of Greenstone's basic runtime system on the device, augmenting the iPod’s main interactive menu-driven application to include searching and hierarchical browsing of digital library collections stored locally, and a selection of "launcher" applications for target documents such as text files, images and audio. Media rich applications for digital stories and collaging were also developed. We also configured the iPod to run as a web server to provide digital library content to others over a network, effectively turning the traditional mobile client-server upsidedown.

text: Digital libraries on an iPod: Beyond the client-server model This paper describes an experimental system that enhanced an iPod with digital library capabilities. Using the open source digital library software Greenstone as a base, this paper more specifically maps out the technical steps necessary to achieve this, along with an account of our subsequent experimentation. This included command-line usage of Greenstone's basic runtime system on the device, augmenting the iPod’s main interactive menu-driven application to include searching and hierarchical browsing of digital library collections stored locally, and a selection of "launcher" applications for target documents such as text files, images and audio. Media rich applications for digital stories and collaging were also developed. We also configured the iPod to run as a web server to provide digital library content to others over a network, effectively turning the traditional mobile client-server upsidedown.

year: 2007-10-24

title: Processes of Pakeha change in response to the Treaty of Waitangi

authors: Huygens, Ingrid Louise Maria

subjects: Pakeha change

abstract: The sense of crisis that marks our times may be seen as a crisis for dominant groups whose once-secure hegemony is being challenged by marginalised others. It is in theorising the reply from the dominant group to the voices of the oppressed that existing Western conceptions of social change fall silent. The dominant Pakeha group in Aotearoa New Zealand has used discourses of benign colonisation and harmonious race relations to resist 165 years of communication from indigenous Māori about their oppression and a dishonoured treaty for settlement. My research documents the appearance of the Treaty of Waitangi into the Pakeha consciousness, and the now 30 year-long response by a Pakeha antiracism movement to educate their own cultural group about its agreements. Targeting government, community and social services organisations, activist educators used Freire's (1975) approach of conscientising dialogue to present a more critical view of colonisation, and to encourage participants to consider the complicity of their organisations in ongoing structural and cultural racism.

Based on my membership of local and national networks of activist educators, I was able to organise and facilitate data gathering from three sources to investigate processes of Pakeha change in: (i) unpublished material describing the antiracism and Treaty movement's historical theorising and strategies over 30 years, (ii) a country-wide process of co-theorising among contemporary Treaty educator groups about their work and perceived influence, and (iii) a collection of organisational accounts of Treaty-focused change. The collected records confirmed that a coherent anti-colonial discourse, which I have termed 'Pakeha honouring the Treaty', was in use to construct institutional and constitutional changes in non-government organisations. My interpretation of key elements in a local theory of transforming action included emotional responses to counter-cultural information, collective work for cultural and institutional change and practising a mutually agreed relationship with Māori. I concluded that these emotional, collective and relationship processes in dominant group change were crucial in helping to construct the new conceptual resources of 'affirming Māori authority' and 'striving towards a right relationship with Māori'. These counter-colonial constructions allowed Pakeha a non-resistant and facilitative response to Māori challenge, and enabled a dialogue with Māori about decolonisation. 

By examining in one research programme the genealogy and interdependencies of a new discourse, my research contributes to theorising about the production of new, counter-hegemonic discourses, and confirms the crucial part played by social movements in developing new, liberatory constructions of the social order.

My research calls for further theory-building on (i) emotional and spiritual aspects of transformational learning, (ii) processes involved in consciously-undertaken cultural change by dominant/coloniser groups, and (iii) practising of mutually agreed relationships with indigenous peoples by dominant/coloniser groups. 

My research has implications for theorising how coloniser and dominant groups generally may participate in liberatory social change and decolonisation work, and  the part played by the Western states in the global struggles by indigenous people for recognition of their world-views and aspirations.  

It remains to be seen whether counter-colonial discourses and organisational changes aimed at 'honouring the Treaty' with indigenous peoples will be sufficiently widely adopted to help transform Western dominating cultures and colonial projects. In the meantime, acknowledging and documenting these counter-colonial discourses and their constructions opens up increasing possibilities for constructing, from a history of colonisation, a different future.

text: Processes of Pakeha change in response to the Treaty of Waitangi The sense of crisis that marks our times may be seen as a crisis for dominant groups whose once-secure hegemony is being challenged by marginalised others. It is in theorising the reply from the dominant group to the voices of the oppressed that existing Western conceptions of social change fall silent. The dominant Pakeha group in Aotearoa New Zealand has used discourses of benign colonisation and harmonious race relations to resist 165 years of communication from indigenous Māori about their oppression and a dishonoured treaty for settlement. My research documents the appearance of the Treaty of Waitangi into the Pakeha consciousness, and the now 30 year-long response by a Pakeha antiracism movement to educate their own cultural group about its agreements. Targeting government, community and social services organisations, activist educators used Freire's (1975) approach of conscientising dialogue to present a more critical view of colonisation, and to encourage participants to consider the complicity of their organisations in ongoing structural and cultural racism.

Based on my membership of local and national networks of activist educators, I was able to organise and facilitate data gathering from three sources to investigate processes of Pakeha change in: (i) unpublished material describing the antiracism and Treaty movement's historical theorising and strategies over 30 years, (ii) a country-wide process of co-theorising among contemporary Treaty educator groups about their work and perceived influence, and (iii) a collection of organisational accounts of Treaty-focused change. The collected records confirmed that a coherent anti-colonial discourse, which I have termed 'Pakeha honouring the Treaty', was in use to construct institutional and constitutional changes in non-government organisations. My interpretation of key elements in a local theory of transforming action included emotional responses to counter-cultural information, collective work for cultural and institutional change and practising a mutually agreed relationship with Māori. I concluded that these emotional, collective and relationship processes in dominant group change were crucial in helping to construct the new conceptual resources of 'affirming Māori authority' and 'striving towards a right relationship with Māori'. These counter-colonial constructions allowed Pakeha a non-resistant and facilitative response to Māori challenge, and enabled a dialogue with Māori about decolonisation. 

By examining in one research programme the genealogy and interdependencies of a new discourse, my research contributes to theorising about the production of new, counter-hegemonic discourses, and confirms the crucial part played by social movements in developing new, liberatory constructions of the social order.

My research calls for further theory-building on (i) emotional and spiritual aspects of transformational learning, (ii) processes involved in consciously-undertaken cultural change by dominant/coloniser groups, and (iii) practising of mutually agreed relationships with indigenous peoples by dominant/coloniser groups. 

My research has implications for theorising how coloniser and dominant groups generally may participate in liberatory social change and decolonisation work, and  the part played by the Western states in the global struggles by indigenous people for recognition of their world-views and aspirations.  

It remains to be seen whether counter-colonial discourses and organisational changes aimed at 'honouring the Treaty' with indigenous peoples will be sufficiently widely adopted to help transform Western dominating cultures and colonial projects. In the meantime, acknowledging and documenting these counter-colonial discourses and their constructions opens up increasing possibilities for constructing, from a history of colonisation, a different future.

year: 2007