title: Mā te hangarau te oranga o te reo Māori e tautoko ai? Can technology support the long-term health of the Māori language?

authors: Mato, Paora James

subjects: Te reo Māori

abstract: Can contemporary technologies be used to support the ongoing health of an endangered language? Since the late twentieth century unprecedented and substantial social changes have been propelled by advances in contemporary technologies. Continuous connectivity harnessing digital communication, mass media and social networking has enabled instant diffusions of ideas, viewpoints and values. Unrestrained broadcasting and publishing by the general populace and the absence of the traditional media gatekeepers has been linked to the weakening of traditional cultural and linguistic ties as the private, more intimate oral domains inherent to minority indigenous cultures are being opened up to more public modes of consumption. Additionally, significant numbers of minority language speakers switch from the use of their own languages in digital environments to a language that is globally more recognisable. This type of digital language switching emulates the historical occurrence of language shift as minority language speakers opt to use a language that they perceive to be of more benefit to themselves and to their children.

Ironically, language revitalisation initiatives are embracing the ubiquitous attributes of digital technology. A joint venture between the Microsoft Corporation and the University of Waikato resulted in Māori-language interfaces for Microsoft Office and Windows. These and similar interfaces for a range of other applications were investigated. The testing groups were largely unaware the translated interfaces existed and expressed pleasure and pride to see te reo Māori within the various technologies. Following engagement the feedback was less positive. New words, unfamiliar uses of words and poor translations were cited as significant difficulties. Ensuing navigation was often hesitant and uncertain. Were the translations unsuitable? Is te reo Māori unusable within these technologies? The high incidence of task completion suggests difficulties may have arisen from a previous competence with the technologies in another language - English in this case. Future initiatives would do well to consider that perceived difficulties might arise from factors other than the design of the interfaces themselves.

 
Te reo Māori is being used on Twitter. Particular events significantly impacted the use of tweeting in te reo. During Māori Language Week the number of tweeters increased. During the Matatini Festival the volume of tweets increased. While creating an online Māori-language community, a range of strategies became necessary to maintain and prolong some conversations. At times, bilingual tweets extended faltering conversations. Sometimes forwarding tweets drew success. Furthermore, a significant number of people preferred to watch without engaging directly – perhaps a target area for future strategies.

Te reo Māori is a viable option within various technologies as evidenced by the increasing use of the language on a range of contemporary platforms. Translated interfaces provide opportunities for language promotion and extensive language visibility. The development of an online language forum has shown that conversations in te reo Māori can be successfully fostered using social media. Understanding the differences between the static visibility of translated interfaces and the dynamic nature of online conversations can be a huge asset for language strategies once issues of awareness, perception and extended engagement are successfully addressed.

text: Mā te hangarau te oranga o te reo Māori e tautoko ai? Can technology support the long-term health of the Māori language? Can contemporary technologies be used to support the ongoing health of an endangered language? Since the late twentieth century unprecedented and substantial social changes have been propelled by advances in contemporary technologies. Continuous connectivity harnessing digital communication, mass media and social networking has enabled instant diffusions of ideas, viewpoints and values. Unrestrained broadcasting and publishing by the general populace and the absence of the traditional media gatekeepers has been linked to the weakening of traditional cultural and linguistic ties as the private, more intimate oral domains inherent to minority indigenous cultures are being opened up to more public modes of consumption. Additionally, significant numbers of minority language speakers switch from the use of their own languages in digital environments to a language that is globally more recognisable. This type of digital language switching emulates the historical occurrence of language shift as minority language speakers opt to use a language that they perceive to be of more benefit to themselves and to their children.

Ironically, language revitalisation initiatives are embracing the ubiquitous attributes of digital technology. A joint venture between the Microsoft Corporation and the University of Waikato resulted in Māori-language interfaces for Microsoft Office and Windows. These and similar interfaces for a range of other applications were investigated. The testing groups were largely unaware the translated interfaces existed and expressed pleasure and pride to see te reo Māori within the various technologies. Following engagement the feedback was less positive. New words, unfamiliar uses of words and poor translations were cited as significant difficulties. Ensuing navigation was often hesitant and uncertain. Were the translations unsuitable? Is te reo Māori unusable within these technologies? The high incidence of task completion suggests difficulties may have arisen from a previous competence with the technologies in another language - English in this case. Future initiatives would do well to consider that perceived difficulties might arise from factors other than the design of the interfaces themselves.

 
Te reo Māori is being used on Twitter. Particular events significantly impacted the use of tweeting in te reo. During Māori Language Week the number of tweeters increased. During the Matatini Festival the volume of tweets increased. While creating an online Māori-language community, a range of strategies became necessary to maintain and prolong some conversations. At times, bilingual tweets extended faltering conversations. Sometimes forwarding tweets drew success. Furthermore, a significant number of people preferred to watch without engaging directly – perhaps a target area for future strategies.

Te reo Māori is a viable option within various technologies as evidenced by the increasing use of the language on a range of contemporary platforms. Translated interfaces provide opportunities for language promotion and extensive language visibility. The development of an online language forum has shown that conversations in te reo Māori can be successfully fostered using social media. Understanding the differences between the static visibility of translated interfaces and the dynamic nature of online conversations can be a huge asset for language strategies once issues of awareness, perception and extended engagement are successfully addressed.

year: 2018

title: The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context

authors: Te Arihi, Kylie

subjects: English Reading Skills

abstract: One of the biggest challenges confronting literacy education in Aotearoa  New Zealand is accommodating the differences in English reading-related variables at school entry to produce equitable outcomes in later reading achievement (Wilkinson, Freebody, & Elkins, 2000).  English-medium schools in Aotearoa struggle to negotiate effective literacy practices that validate and cater for the cognitive, cultural, and linguistic differences children bring to the process of learning to read in English.  Whereas, the role of English reading instruction in Māori-medium schools has been an under-researched and controversial issue.  How to accommodate for these differences to achieve equitable English reading outcomes in a year 1 level 2 Māori-medium context is the theme that this research seeks to explore.
	This Masters thesis reports on a shared reading intervention that explicitly teaches phonological awareness and alphabet knowledge to examine its effects on the English reading skills of year 1 students in a level 2 Māori-medium setting.  The research implemented a Kaupapa Māori framework and used interviews, surveys, reliable literacy measures, and research-based literacy instruction to explore reading acquisition for this particular cohort.  Thus, the purposes of the study were (a) to glean an in-depth understanding of the literacy and language practices that potentially shaped the participants English reading–related variables, (b) to examine the range of English reading-related skills for this cohort, and (c) to determine the effects of the intervention on their English reading skills.
	Eight students were divided and matched with a pair according to their reported pre-test phonemic awareness and alphabet knowledge scores, and then randomly assigned to either an intervention (n = 4) or treatment control (n = 4) group.  The intervention programme was carried out over a six week period and comprised 12, 30 minute lessons that integrated phonological and alphabetic based decoding skills within the shared reading approach.  The duration of the treatment control programme was also carried out over a six week period and comprised 12, 30 minutes lessons that integrated semantic, syntactic, and visual graphophonic sources of information to recognise words.  The results indicated the breadth and depth of English reading skills in year 1 level 2 Māori-medium contexts are diverse and the children had a positive attitude and sense of efficacy towards reading.  A comparison of the test results between the intervention and treatment control group demonstrated that a shared reading intervention that focused explicitly on phonological awareness and alphabet knowledge is effective in raising letter-naming knowledge, pseudoword decoding, phonemic awareness, and invented spelling.  The results are discussed in light of theoretical assumptions about reading acquisition that underlie word-base and text-base approaches to word recognition.
	Overall, this study supports the development and reform of training and professional development opportunities in phonological awareness and alphabet knowledge to better support, inform, and educate Aotearoa reading teachers.  This study contributes to the knowledge of English reading acquisition that validate the depth and breadth of early cognitive and linguistic differences to increase equitable English reading outcomes in level 2 Māori-medium contexts.

text: The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context One of the biggest challenges confronting literacy education in Aotearoa  New Zealand is accommodating the differences in English reading-related variables at school entry to produce equitable outcomes in later reading achievement (Wilkinson, Freebody, & Elkins, 2000).  English-medium schools in Aotearoa struggle to negotiate effective literacy practices that validate and cater for the cognitive, cultural, and linguistic differences children bring to the process of learning to read in English.  Whereas, the role of English reading instruction in Māori-medium schools has been an under-researched and controversial issue.  How to accommodate for these differences to achieve equitable English reading outcomes in a year 1 level 2 Māori-medium context is the theme that this research seeks to explore.
	This Masters thesis reports on a shared reading intervention that explicitly teaches phonological awareness and alphabet knowledge to examine its effects on the English reading skills of year 1 students in a level 2 Māori-medium setting.  The research implemented a Kaupapa Māori framework and used interviews, surveys, reliable literacy measures, and research-based literacy instruction to explore reading acquisition for this particular cohort.  Thus, the purposes of the study were (a) to glean an in-depth understanding of the literacy and language practices that potentially shaped the participants English reading–related variables, (b) to examine the range of English reading-related skills for this cohort, and (c) to determine the effects of the intervention on their English reading skills.
	Eight students were divided and matched with a pair according to their reported pre-test phonemic awareness and alphabet knowledge scores, and then randomly assigned to either an intervention (n = 4) or treatment control (n = 4) group.  The intervention programme was carried out over a six week period and comprised 12, 30 minute lessons that integrated phonological and alphabetic based decoding skills within the shared reading approach.  The duration of the treatment control programme was also carried out over a six week period and comprised 12, 30 minutes lessons that integrated semantic, syntactic, and visual graphophonic sources of information to recognise words.  The results indicated the breadth and depth of English reading skills in year 1 level 2 Māori-medium contexts are diverse and the children had a positive attitude and sense of efficacy towards reading.  A comparison of the test results between the intervention and treatment control group demonstrated that a shared reading intervention that focused explicitly on phonological awareness and alphabet knowledge is effective in raising letter-naming knowledge, pseudoword decoding, phonemic awareness, and invented spelling.  The results are discussed in light of theoretical assumptions about reading acquisition that underlie word-base and text-base approaches to word recognition.
	Overall, this study supports the development and reform of training and professional development opportunities in phonological awareness and alphabet knowledge to better support, inform, and educate Aotearoa reading teachers.  This study contributes to the knowledge of English reading acquisition that validate the depth and breadth of early cognitive and linguistic differences to increase equitable English reading outcomes in level 2 Māori-medium contexts.

year: 2014

title: A case for adapting and applying continuance theory to education: Understanding the role of student feedback in motivating teachers to persist with including digital technologies in learning

authors: Wright, Noeline

subjects: initial teacher education

abstract: In New Zealand schools, the adoption and persistent use of digital tools to aid learning is a growing but uneven, trend, often linked to the practices of early adopters and/or robust wifi infrastructure. The Technology Adoption Model is used internationally to gauge levels of uptake of technological tools, particularly in commerce and also in education. However, this model is inadequate when it is used to attribute reasons for teachers adopting technologies for learning. This article offers an alternative view to understanding why teachers continue using digital technologies for learning. It focuses on the role of student voice and teachers’ pedagogical purposes as motivators, even when teachers have technological hurdles to overcome. The article engages with continuance theory as a lens for understanding these motivations via a qualitative thematic analysis of Moodle postings made by a 2012 cohort of initial teacher education students. The intention is to signpost ideas that might better explain teachers’ continued use of digital technologies in classrooms even if conditions for use are not optimal.

text: A case for adapting and applying continuance theory to education: Understanding the role of student feedback in motivating teachers to persist with including digital technologies in learning In New Zealand schools, the adoption and persistent use of digital tools to aid learning is a growing but uneven, trend, often linked to the practices of early adopters and/or robust wifi infrastructure. The Technology Adoption Model is used internationally to gauge levels of uptake of technological tools, particularly in commerce and also in education. However, this model is inadequate when it is used to attribute reasons for teachers adopting technologies for learning. This article offers an alternative view to understanding why teachers continue using digital technologies for learning. It focuses on the role of student voice and teachers’ pedagogical purposes as motivators, even when teachers have technological hurdles to overcome. The article engages with continuance theory as a lens for understanding these motivations via a qualitative thematic analysis of Moodle postings made by a 2012 cohort of initial teacher education students. The intention is to signpost ideas that might better explain teachers’ continued use of digital technologies in classrooms even if conditions for use are not optimal.

year: 2015