title: Participants’ views on the effects of digital technologies on their teaching/learning in food and textiles technology education.

authors: Gee-Spillane, Sharyn

subjects: Digital technology

abstract: Digital technology integration into general education classrooms in New Zealand is moving ahead as these technologies become more available and accessible. Literature, conferences and statutory authorities in New Zealand indicate the need to incorporate information and communication technologies (ICT or digital technologies) into educational settings in an effective way. Raising educational outcomes for further education, life-long learning, economic growth and use in industry is a top priority, especially in a subject like technology where students are challenged to problem solve, plan and create (NZ Government, 2012). 

New digital applications and online environments are being developed and used in New Zealand, like POND, the Network for Learning portal which aims to “unite New Zealand teachers, school administrators and students with providers of educational content and services” (Network 4 Learning, 2014), with the view of “strengthening the capability of teachers and school leaders to integrate the use of digital technologies with effective teaching and leadership practices” (NZ Government, 2014, p.18). Specific subject courses like food or textiles technology have little research in the area of digital technologies on which to base development and implementation. 

Technology courses are a mixture of practical skills based activities along with a design process which incorporates technological literacy and theory. Using digital technologies effectively in a blended learning environment would be beneficial for students to manage this complex learning. The main research question of this study is: How is the pedagogy of food and textiles technology teachers changing with the introduction of digital technologies? This was asked to find out what the teachers’ digital pedagogies are and also to determine how they perceive the use of blended learning to assist students with digital preparation for future employment and study in the wider community.

The interpretive methodology using an initial questionnaire to gain some quantitative data followed by semi-structured interviews to gain greater insight in a qualitative manner were used. The perceptions of the pedagogical approaches teachers were using was also partially gained from the questionnaire. This was initially analysed with the use of the SAMR and also the TPACK models thus assisting with the discussion on the pedagogical integration of digital technologies in food and textile technology classrooms. 

A thematic approach was used to analyse data collected and the findings include the positive use of digital technologies in the participants’ food and textile technology classrooms. The Teaching as Inquiry model proved to be a useful tool to assist teachers. Some thoughtful integration of digital technologies, in their particular subject contexts, was demonstrated. The participant teachers showed a desire to use many of the available online educational resources and have found their students are using these tools effectively and often in a creative manner. The teachers used various digital technologies for instance Youtube videos to show students techniques to assist them with product design or development. They also utilised different assessment collection methods such as videoing conversations which can give greater flexibility to the teaching and learning. It is an exciting time in technology education for both teachers and students alike.

text: Participants’ views on the effects of digital technologies on their teaching/learning in food and textiles technology education. Digital technology integration into general education classrooms in New Zealand is moving ahead as these technologies become more available and accessible. Literature, conferences and statutory authorities in New Zealand indicate the need to incorporate information and communication technologies (ICT or digital technologies) into educational settings in an effective way. Raising educational outcomes for further education, life-long learning, economic growth and use in industry is a top priority, especially in a subject like technology where students are challenged to problem solve, plan and create (NZ Government, 2012). 

New digital applications and online environments are being developed and used in New Zealand, like POND, the Network for Learning portal which aims to “unite New Zealand teachers, school administrators and students with providers of educational content and services” (Network 4 Learning, 2014), with the view of “strengthening the capability of teachers and school leaders to integrate the use of digital technologies with effective teaching and leadership practices” (NZ Government, 2014, p.18). Specific subject courses like food or textiles technology have little research in the area of digital technologies on which to base development and implementation. 

Technology courses are a mixture of practical skills based activities along with a design process which incorporates technological literacy and theory. Using digital technologies effectively in a blended learning environment would be beneficial for students to manage this complex learning. The main research question of this study is: How is the pedagogy of food and textiles technology teachers changing with the introduction of digital technologies? This was asked to find out what the teachers’ digital pedagogies are and also to determine how they perceive the use of blended learning to assist students with digital preparation for future employment and study in the wider community.

The interpretive methodology using an initial questionnaire to gain some quantitative data followed by semi-structured interviews to gain greater insight in a qualitative manner were used. The perceptions of the pedagogical approaches teachers were using was also partially gained from the questionnaire. This was initially analysed with the use of the SAMR and also the TPACK models thus assisting with the discussion on the pedagogical integration of digital technologies in food and textile technology classrooms. 

A thematic approach was used to analyse data collected and the findings include the positive use of digital technologies in the participants’ food and textile technology classrooms. The Teaching as Inquiry model proved to be a useful tool to assist teachers. Some thoughtful integration of digital technologies, in their particular subject contexts, was demonstrated. The participant teachers showed a desire to use many of the available online educational resources and have found their students are using these tools effectively and often in a creative manner. The teachers used various digital technologies for instance Youtube videos to show students techniques to assist them with product design or development. They also utilised different assessment collection methods such as videoing conversations which can give greater flexibility to the teaching and learning. It is an exciting time in technology education for both teachers and students alike.

year: 2018

title: Effects of population size on singing behavior of a rare duetting songbird

authors: Valderrama Ortiz, Sandra Viviana

subjects: behavioral conservation

abstract: Although the genetic and ecological effects of population declines in endangered species have been well studied, little is known of the social consequences. Changes in signaling behavior may result in disrupted communication and affect both reproductive and conflict-resolution activities. The North Island Kōkako (Callaeas wilsoni) is an endangered, duetting (i.e., alternating, coordinated singing by mated pairs) songbird endemic to New Zealand temperate rain forests. Scattered populations (approximately 1500 individuals in 13 surviving and 11 translocated populations) in isolated conservation areas of different sizes have been rescued from extirpation and are currently recovering. We examined key song attributes of the Kōkako to assess whether population size or growth rate are related to song complexity, the reduction of which may compromise effective communication. We analyzed song repertoire size and phrase-type sharing (i.e., Jaccard index of similarity), vocal performance (singing rates, song switching rates, and diversity of phrase types), and song syntactical characteristics (i.e., unpredictability in sequences of phrase types) in surviving and translocated populations (populations of approximately 19–250 territorial individuals). Population size was positively correlated with a population's song repertoire, song diversity, and switching of song phrase types and negatively correlated with shared phrase types and variation in syntactical structure of songs. Population growth rate correlated positively with pair repertoire size, population repertoire size, and singing rates during song bouts. As for solo-singing species in fragmented landscapes, songs in the fragmented populations of Kōkako appear to be undergoing microevolution as occurs in island colonization events. Our results suggest that vocal changes in small populations could affect population establishment and growth, particularly in multiple-source translocations. We believe measurement of vocal behavior could be used as a supplement to periodic population censuses to allow more frequent monitoring of population size.

text: Effects of population size on singing behavior of a rare duetting songbird Although the genetic and ecological effects of population declines in endangered species have been well studied, little is known of the social consequences. Changes in signaling behavior may result in disrupted communication and affect both reproductive and conflict-resolution activities. The North Island Kōkako (Callaeas wilsoni) is an endangered, duetting (i.e., alternating, coordinated singing by mated pairs) songbird endemic to New Zealand temperate rain forests. Scattered populations (approximately 1500 individuals in 13 surviving and 11 translocated populations) in isolated conservation areas of different sizes have been rescued from extirpation and are currently recovering. We examined key song attributes of the Kōkako to assess whether population size or growth rate are related to song complexity, the reduction of which may compromise effective communication. We analyzed song repertoire size and phrase-type sharing (i.e., Jaccard index of similarity), vocal performance (singing rates, song switching rates, and diversity of phrase types), and song syntactical characteristics (i.e., unpredictability in sequences of phrase types) in surviving and translocated populations (populations of approximately 19–250 territorial individuals). Population size was positively correlated with a population's song repertoire, song diversity, and switching of song phrase types and negatively correlated with shared phrase types and variation in syntactical structure of songs. Population growth rate correlated positively with pair repertoire size, population repertoire size, and singing rates during song bouts. As for solo-singing species in fragmented landscapes, songs in the fragmented populations of Kōkako appear to be undergoing microevolution as occurs in island colonization events. Our results suggest that vocal changes in small populations could affect population establishment and growth, particularly in multiple-source translocations. We believe measurement of vocal behavior could be used as a supplement to periodic population censuses to allow more frequent monitoring of population size.

year: 2013

title: Cultural Justice and Ethics

authors: Nikora, Linda Waimarie

subjects: Maori

abstract: Contains the complete proceedings of the Cultural Justice and Ethics symposium held within the Annual Conference of the New Zealand Psychological Society, Wellington, 23rd-24th August, 1993. The responsibility for ensuring that the discipline of psychology is culturally just, is not only that of Maori or some other non-dominant group - the responsibility belongs to all involved in psychology. This collection of papers is about questioning and challenging the psychology that has been adopted from other settings. It is about nurturing and valuing the development of local and indigenous psychologies. It is about developing psychological tools and methods of application that are culturally compatible. It is an invitation to become excited about and instrumental in building a profession and practice in Aotearoa, for Aotearoa.

text: Cultural Justice and Ethics Contains the complete proceedings of the Cultural Justice and Ethics symposium held within the Annual Conference of the New Zealand Psychological Society, Wellington, 23rd-24th August, 1993. The responsibility for ensuring that the discipline of psychology is culturally just, is not only that of Maori or some other non-dominant group - the responsibility belongs to all involved in psychology. This collection of papers is about questioning and challenging the psychology that has been adopted from other settings. It is about nurturing and valuing the development of local and indigenous psychologies. It is about developing psychological tools and methods of application that are culturally compatible. It is an invitation to become excited about and instrumental in building a profession and practice in Aotearoa, for Aotearoa.

year: 1993