title: Editorial

authors: Locke, Terry

subjects: curriculum

abstract: The scrutiny of any educational system inevitably raises issues about constructions of worthwhile knowledge (content) and how the learning of knowledge so-deemed should be managed (pedagogy). Issues of national curriculum reform are discussed by a number of writers in this issue. In providing an overview of the Australian situation, Wayne Sawyer raises issues related to the uneasy tension between increasingly critical English curriculum formulations and narrowly defined literacy testing regimes. Writing of the situation in England, Richard Andrews details ways in which curricular reform still operates within a conservative, target-setting and assessment driven model. Terry Locke makes similar points about the New Zealand situation, when he discusses ways in which assessment reforms, especially when related to high-stakes qualifications reforms, construct their own de facto curriculums. The article on the South African situation, by Hilary Janks and Jeanne Prinsloo, is a reminder of ways in which issues of power (and disempowerment) are implicated in curricular constructions.

text: Editorial The scrutiny of any educational system inevitably raises issues about constructions of worthwhile knowledge (content) and how the learning of knowledge so-deemed should be managed (pedagogy). Issues of national curriculum reform are discussed by a number of writers in this issue. In providing an overview of the Australian situation, Wayne Sawyer raises issues related to the uneasy tension between increasingly critical English curriculum formulations and narrowly defined literacy testing regimes. Writing of the situation in England, Richard Andrews details ways in which curricular reform still operates within a conservative, target-setting and assessment driven model. Terry Locke makes similar points about the New Zealand situation, when he discusses ways in which assessment reforms, especially when related to high-stakes qualifications reforms, construct their own de facto curriculums. The article on the South African situation, by Hilary Janks and Jeanne Prinsloo, is a reminder of ways in which issues of power (and disempowerment) are implicated in curricular constructions.

year: 2002

title: Development and application of large interactive display surfaces

authors: Apperley, Mark

abstract: Recent hardware developments have made possible the construction of relatively inexpensive large interactive display surfaces (LIDS). We have built prototype systems with office whiteboard sized displays using off-the-shelf data projectors and pen digitising equipment. Our group is investigating the use of these prototype systems in a variety of situations, including: programming, teaching, and both local and remote meeting support.
The challenge of this research is to provide a style of user interaction in which the computer is an unobtrusive support agent - offering assistance, recording and replaying data - but not distracting from the interaction between people using the system.

text: Development and application of large interactive display surfaces Recent hardware developments have made possible the construction of relatively inexpensive large interactive display surfaces (LIDS). We have built prototype systems with office whiteboard sized displays using off-the-shelf data projectors and pen digitising equipment. Our group is investigating the use of these prototype systems in a variety of situations, including: programming, teaching, and both local and remote meeting support.
The challenge of this research is to provide a style of user interaction in which the computer is an unobtrusive support agent - offering assistance, recording and replaying data - but not distracting from the interaction between people using the system.

year: 2001

title: Te pā tūwatawata: Te reo i te kāinga

authors: Bailey, Iraia Thompson

subjects: te reo Māori

abstract: He tuhinga tēnei e whakaatu atu ana i ngā whakakitenga i puta mai ai i ngā rangahau mō te reo Māori i te kāinga ki ngā whānau o Tūwharetoa.  He toronga anō hoki ki tētahi huarahi hei whakatō iho anō i te reo Māori ki roto i ngā pātū o te kāinga, arā, ki roto i te whānau.

text: Te pā tūwatawata: Te reo i te kāinga He tuhinga tēnei e whakaatu atu ana i ngā whakakitenga i puta mai ai i ngā rangahau mō te reo Māori i te kāinga ki ngā whānau o Tūwharetoa.  He toronga anō hoki ki tētahi huarahi hei whakatō iho anō i te reo Māori ki roto i ngā pātū o te kāinga, arā, ki roto i te whānau.

year: 2019