title: Integrating technology in STEM with integrity: Avoiding the mucky brown paint

authors: Fox-Turnbull, Wendy

subjects: curriculum integrity

abstract: This chapter explores and discusses a range of issues associated with the integration of science, technology, engineering and maths in the classroom. It will argue for an approach that enables authentic and appropriate representation of each discipline and the ways in which approaches can be students centred. The main implication of this approach for technology is that it puts it centre stage as student work towards the development of a technological artefact to meet an identified need or opportunity. Disciplines must be considered and specifically taught to develop skills and knowledge required by the students to reach their intended goal- a successful outcome to their technological practice. However, if purposeful teaching fails to occur students find themselves busy but not necessarily learning to their potential in the STEM disciplines.

text: Integrating technology in STEM with integrity: Avoiding the mucky brown paint This chapter explores and discusses a range of issues associated with the integration of science, technology, engineering and maths in the classroom. It will argue for an approach that enables authentic and appropriate representation of each discipline and the ways in which approaches can be students centred. The main implication of this approach for technology is that it puts it centre stage as student work towards the development of a technological artefact to meet an identified need or opportunity. Disciplines must be considered and specifically taught to develop skills and knowledge required by the students to reach their intended goal- a successful outcome to their technological practice. However, if purposeful teaching fails to occur students find themselves busy but not necessarily learning to their potential in the STEM disciplines.

year: 2024

title: Principals’ experience of social media  in New Zealand schools

authors: Dunsmore, Stephen

subjects: Education

abstract: This study looks at the penetration of social media into the contemporary educational landscape.  Its aim is to understand the impact of social media on principals in New Zealand schools through the exploration of their experiences and perspectives, in the context of what is undoubtedly a complex and challenging leadership role. 
Social media has emerged as a ubiquitous technology that facilitates exchanges and makes collaborative stake-holder interactions possible (Bryar and Zavattaro (2011, p. 327). The positive and negative impact of this has not gone unnoticed by school principals, who as educational leaders, are expected to keep abreast of contemporary events which might impact on their individual schools.  Principals demonstrate a growing awareness of the power, potential and influence that social media wields.  This study captures some of those issues and challenges. 
This study reflects the experiences of six school principals interviewed from a range of educational settings. The research concern was: How do NZ principals experience and perceive social media? And what strategies can they adopt to address the challenges and impact of social media on their principal roles? 
Key findings from this study comprise insights from principals on their perceptions of social media.  These include a range of motivations for use of social media and their awareness of the need for an online presence, despite the perceived challenges and the dominance of Facebook.  Challenges include the permanence of digital footprints, the right to privacy, managing the misuse of social media platforms and the potential threats to their learning organisation.  Insights of the practical issues of the day-to-day management of social media are explored, including the ‘public vs private persona’ of users, and the higher standard to which principals are held due to the nature of their position.  Principals demonstrate that they are resilient - leadership challenges are discussed as is legislation, policy, practice and training and the nature of available advice and support.
This thesis adds to the limited research literature available about the use of social media by principals in New Zealand schools.  It contributes to the body of knowledge and acknowledges the agility required of principals in their day-to-day management of learning organisations. 
Recommendations to principals include a need to be fully cognisant of their digital footprint and work on the assumption that everything that is ever placed online is public and permanent.  They can learn about the many affordances of social media but also be cautious of the sources of information they choose to rely on.

text: Principals’ experience of social media  in New Zealand schools This study looks at the penetration of social media into the contemporary educational landscape.  Its aim is to understand the impact of social media on principals in New Zealand schools through the exploration of their experiences and perspectives, in the context of what is undoubtedly a complex and challenging leadership role. 
Social media has emerged as a ubiquitous technology that facilitates exchanges and makes collaborative stake-holder interactions possible (Bryar and Zavattaro (2011, p. 327). The positive and negative impact of this has not gone unnoticed by school principals, who as educational leaders, are expected to keep abreast of contemporary events which might impact on their individual schools.  Principals demonstrate a growing awareness of the power, potential and influence that social media wields.  This study captures some of those issues and challenges. 
This study reflects the experiences of six school principals interviewed from a range of educational settings. The research concern was: How do NZ principals experience and perceive social media? And what strategies can they adopt to address the challenges and impact of social media on their principal roles? 
Key findings from this study comprise insights from principals on their perceptions of social media.  These include a range of motivations for use of social media and their awareness of the need for an online presence, despite the perceived challenges and the dominance of Facebook.  Challenges include the permanence of digital footprints, the right to privacy, managing the misuse of social media platforms and the potential threats to their learning organisation.  Insights of the practical issues of the day-to-day management of social media are explored, including the ‘public vs private persona’ of users, and the higher standard to which principals are held due to the nature of their position.  Principals demonstrate that they are resilient - leadership challenges are discussed as is legislation, policy, practice and training and the nature of available advice and support.
This thesis adds to the limited research literature available about the use of social media by principals in New Zealand schools.  It contributes to the body of knowledge and acknowledges the agility required of principals in their day-to-day management of learning organisations. 
Recommendations to principals include a need to be fully cognisant of their digital footprint and work on the assumption that everything that is ever placed online is public and permanent.  They can learn about the many affordances of social media but also be cautious of the sources of information they choose to rely on.

year: 2021

title: Mahi Toi Skills in Contemporary Education, Training and Maori Development

authors: Joseph, Makarita Ngapine Tangitu

subjects: Kia mau ki nga taonga tuku iho o nga tupuna

abstract: Since the 1980’s, national investment in human capital and skill formation policy in education has been promoted as key to economic success and social inclusion. Social inclusion, however, is often expressed as helping citizens to become employable. Although employability is a key focus of skills formation and education policy, the context of the western ideologies that it derives from and caters to perpetuates the exclusion of mahi toi (arts and crafts) skills in education. Using a kaupapa Māori approach, two key informants who specialise and teach mahi toi skills, either rāranga (weaving) or pounamu (jade/greenstone), were interviewed. The aim was to get a better understanding of how these skills can contribute to personal, professional and Māori development in the 21st century, and to provide information indicating where and how these skills can be learnt, either through private training enterprises (PTE) or public tertiary educational institutions (TEI), thereby highlighting the value of teaching and learning rāranga and pounamu skills. Findings from analysing their pūrākau indicate that learning rāranga or pounamu skills can provide a foundation for believing in your potential, contribute to cultural identity, improve confidence and communication skills, help an individual be bestowed or acquire mana, offer a type of therapy, enhance career progression and professional identity, provide financial rewards and stability, and help with the revitalisation and transfer of cultural knowledge. Ultimately, it is concluded that mahi toi skills such as rāranga and pounamu can contribute to the development of an individual’s personal and professional lives, but also has benefits for the organisation where they become employed as well as extended whānau, hapū and iwi.

text: Mahi Toi Skills in Contemporary Education, Training and Maori Development Since the 1980’s, national investment in human capital and skill formation policy in education has been promoted as key to economic success and social inclusion. Social inclusion, however, is often expressed as helping citizens to become employable. Although employability is a key focus of skills formation and education policy, the context of the western ideologies that it derives from and caters to perpetuates the exclusion of mahi toi (arts and crafts) skills in education. Using a kaupapa Māori approach, two key informants who specialise and teach mahi toi skills, either rāranga (weaving) or pounamu (jade/greenstone), were interviewed. The aim was to get a better understanding of how these skills can contribute to personal, professional and Māori development in the 21st century, and to provide information indicating where and how these skills can be learnt, either through private training enterprises (PTE) or public tertiary educational institutions (TEI), thereby highlighting the value of teaching and learning rāranga and pounamu skills. Findings from analysing their pūrākau indicate that learning rāranga or pounamu skills can provide a foundation for believing in your potential, contribute to cultural identity, improve confidence and communication skills, help an individual be bestowed or acquire mana, offer a type of therapy, enhance career progression and professional identity, provide financial rewards and stability, and help with the revitalisation and transfer of cultural knowledge. Ultimately, it is concluded that mahi toi skills such as rāranga and pounamu can contribute to the development of an individual’s personal and professional lives, but also has benefits for the organisation where they become employed as well as extended whānau, hapū and iwi.

year: 2018