title: Assisting teachers’ understanding of student learning in technology

authors: Fox-Turnbull, Wendy

subjects: Technology PCK

abstract: This article describes a study undertaken in New Zealand, England and Sweden and is based on the use of a tool developed by the researcher as a professional development and teaching tool in technology education for teachers of students between four and six years of age. The aim of the research was to investigate teachers’ views of the effectiveness of the tool designed to deepening their understandings of technology content and pedagogi- cal content knowledge. The tool, technology observations and conversation framework (TOCF) was designed to guide teachers’ interactions with and observations of young chil- dren when learning technology with the aim of developing teacher insight into their own understanding of technology and how students learn technology. The tool was developed using the building of learning power theory to facilitate the identification of key disposi- tions and attitudes within four aspects of learning and across five pre-determined behav- iours relevant to technology education. Qualitative research methods were used to inves- tigate teachers’ interaction with the TOCF by observing their use of it, and interviewing them about their perceived developed understanding of technology content knowledge and pedagogical content knowledge (PCK). The initial purpose of the framework, presented to the teachers prior to teaching, was to guide interactions with students to assist this develop- ment and subsequently assist their ability to teach technology effectively and give specific feedback to students in technology education. The study found that teachers felt that they gained a deeper understanding of technology education and their understanding of stu- dents’ learning in technology also developed. This article presents the final framework and teachers’ views on how they were assisted by the framework. The study offers an interna- tional perspective on ways to broaden and deepen students’ understanding in technological literacy through the development of teacher content knowledge and PCK and contributes significantly to the field of formative assessment in technology education.

text: Assisting teachers’ understanding of student learning in technology This article describes a study undertaken in New Zealand, England and Sweden and is based on the use of a tool developed by the researcher as a professional development and teaching tool in technology education for teachers of students between four and six years of age. The aim of the research was to investigate teachers’ views of the effectiveness of the tool designed to deepening their understandings of technology content and pedagogi- cal content knowledge. The tool, technology observations and conversation framework (TOCF) was designed to guide teachers’ interactions with and observations of young chil- dren when learning technology with the aim of developing teacher insight into their own understanding of technology and how students learn technology. The tool was developed using the building of learning power theory to facilitate the identification of key disposi- tions and attitudes within four aspects of learning and across five pre-determined behav- iours relevant to technology education. Qualitative research methods were used to inves- tigate teachers’ interaction with the TOCF by observing their use of it, and interviewing them about their perceived developed understanding of technology content knowledge and pedagogical content knowledge (PCK). The initial purpose of the framework, presented to the teachers prior to teaching, was to guide interactions with students to assist this develop- ment and subsequently assist their ability to teach technology effectively and give specific feedback to students in technology education. The study found that teachers felt that they gained a deeper understanding of technology education and their understanding of stu- dents’ learning in technology also developed. This article presents the final framework and teachers’ views on how they were assisted by the framework. The study offers an interna- tional perspective on ways to broaden and deepen students’ understanding in technological literacy through the development of teacher content knowledge and PCK and contributes significantly to the field of formative assessment in technology education.

year: 2018

title: Reflective conversations as a basis for sport coaches' learning: a theory-informed pedagogic design for educating reflective practitioners

authors: Stodter, Anna

subjects: Social Sciences

abstract: There is a clear need to design more effective professional learning environments, particularly in sport coaching as a developing educational profession. The purpose of this study was to investigate the interplay between theory-informed pedagogic design, the role of the coach developer, and sport coaches’ perceived learning in a Higher Education online undergraduate module on reflective practice. The project involved designing a module based on domain-specific theories of coaches’ learning and implementing multiple ‘reflective conversations’ with 21 professional association football coaches to structure their learning. Thematic analysis of data from 24 reflective conversations, five follow up semi-structured interviews and four focus group interviews, as well as a coach developer interview, determined perceptions of design, delivery and development. Findings demonstrated that theory-informed design and the aligned skill-set of the coach developer was significant in developing depth of participant coaches’ understanding, and connecting theory to authentic reflective practice. The findings provide evidence to support the need for developing underpinning pedagogic design in the effectiveness of professional learning environments for developing reflective practitioners in educative professions such as sport coaching.

text: Reflective conversations as a basis for sport coaches' learning: a theory-informed pedagogic design for educating reflective practitioners There is a clear need to design more effective professional learning environments, particularly in sport coaching as a developing educational profession. The purpose of this study was to investigate the interplay between theory-informed pedagogic design, the role of the coach developer, and sport coaches’ perceived learning in a Higher Education online undergraduate module on reflective practice. The project involved designing a module based on domain-specific theories of coaches’ learning and implementing multiple ‘reflective conversations’ with 21 professional association football coaches to structure their learning. Thematic analysis of data from 24 reflective conversations, five follow up semi-structured interviews and four focus group interviews, as well as a coach developer interview, determined perceptions of design, delivery and development. Findings demonstrated that theory-informed design and the aligned skill-set of the coach developer was significant in developing depth of participant coaches’ understanding, and connecting theory to authentic reflective practice. The findings provide evidence to support the need for developing underpinning pedagogic design in the effectiveness of professional learning environments for developing reflective practitioners in educative professions such as sport coaching.

year: 2021

title: Maori and mining at Te Aroha

authors: Hart, Philip

abstract: Before the existence of gold was confirmed at Te Aroha, the Ngati Rahiri reserves were finally delineated. For long there had been rumours of gold, but prospecting was not permitted until 1880. Once Hone Werahiko found what might be a payable goldfield on Maori land, one could not be proclaimed until an agreement was reached with the landowners. To prevent confusion, and to be fair to Ngati Rahiri, it was decided to create a separate mining district. 
Members of Ngati Rahiri were divided over the terms of an agreement, with some (possibly prompted by Pakeha) demanding a bonus of £1,000. Rangatira who had received income from the Thames field ignored this demand and agreed to open their land in the expectation of receiving a steady supply of money from mining plus timber cutting rights and residence and business site licenses. Mokena Hou was especially supportive of prospecting and opening his land, and had a township, known as Morgantown, surveyed (his daughter Ema, wife of George Lipsey, owned the adjacent Lipseytown). The agreement specified all the fees to be paid, and permitted Maori to withdraw their land from the goldfield.
Right up to opening day, demands were made for a bonus, but the opening went smoothly, with Mokena and another rangatira participating in the ceremony and many Maori marking out claims. Maori from many hapu were shareholders in all parts of the goldfield, and some actively worked their claims, usually guided by an experienced Pakeha miner. Encouraged by the Te Aroha rush, some Maori prospected elsewhere.
Revenue from the new field soon declined as it faded, prompting complaints and officials requiring all those working on Maori land to hold a miner’s right. Although most Ngati Rahiri did not benefit, the Mokena family most certainly did, and treated the revenue they received as their own personal income.

text: Maori and mining at Te Aroha Before the existence of gold was confirmed at Te Aroha, the Ngati Rahiri reserves were finally delineated. For long there had been rumours of gold, but prospecting was not permitted until 1880. Once Hone Werahiko found what might be a payable goldfield on Maori land, one could not be proclaimed until an agreement was reached with the landowners. To prevent confusion, and to be fair to Ngati Rahiri, it was decided to create a separate mining district. 
Members of Ngati Rahiri were divided over the terms of an agreement, with some (possibly prompted by Pakeha) demanding a bonus of £1,000. Rangatira who had received income from the Thames field ignored this demand and agreed to open their land in the expectation of receiving a steady supply of money from mining plus timber cutting rights and residence and business site licenses. Mokena Hou was especially supportive of prospecting and opening his land, and had a township, known as Morgantown, surveyed (his daughter Ema, wife of George Lipsey, owned the adjacent Lipseytown). The agreement specified all the fees to be paid, and permitted Maori to withdraw their land from the goldfield.
Right up to opening day, demands were made for a bonus, but the opening went smoothly, with Mokena and another rangatira participating in the ceremony and many Maori marking out claims. Maori from many hapu were shareholders in all parts of the goldfield, and some actively worked their claims, usually guided by an experienced Pakeha miner. Encouraged by the Te Aroha rush, some Maori prospected elsewhere.
Revenue from the new field soon declined as it faded, prompting complaints and officials requiring all those working on Maori land to hold a miner’s right. Although most Ngati Rahiri did not benefit, the Mokena family most certainly did, and treated the revenue they received as their own personal income.

year: 2016