title: Building computational thinking through programming in K-6 education: A New Zealand experience

authors: Falloon, Garry

subjects: computational

abstract: The recent inclusion of computational skills in core curriculum by governments in the UK and Australia, has been linked to industry calls for schools to better equip young people with capabilities and dispositions aligned with needs of future high-tech industries and rapidly changing workplaces. This move has stimulated much interest in New Zealand, and while lacking any compulsory curriculum mandate, many teachers in K-12 classrooms are exploring the potential of coding tasks for developing computational skills as part of their mathematics, science and technology curricula. 
This paper reports findings from a study that used a unique data capture app embedded in iPads to record 9&10 year old students while they used two apps of very different designs for coding tasks. Using Studiocode video analysis software, data were analysed using a framework developed from Brennan and Resnick’s [1] three dimensions of computational thinking, to learn more about how these apps constituted useful environments for developing computational thinking. Results suggest that coding apps of a ‘teaching’ design complement apps where computational concepts and practices are applied to project creation, and indeed may be more efficient if the desired outcome specifically targets the learning of concepts. Implications for teachers exploring coding apps for computational thinking development are drawn.

text: Building computational thinking through programming in K-6 education: A New Zealand experience The recent inclusion of computational skills in core curriculum by governments in the UK and Australia, has been linked to industry calls for schools to better equip young people with capabilities and dispositions aligned with needs of future high-tech industries and rapidly changing workplaces. This move has stimulated much interest in New Zealand, and while lacking any compulsory curriculum mandate, many teachers in K-12 classrooms are exploring the potential of coding tasks for developing computational skills as part of their mathematics, science and technology curricula. 
This paper reports findings from a study that used a unique data capture app embedded in iPads to record 9&10 year old students while they used two apps of very different designs for coding tasks. Using Studiocode video analysis software, data were analysed using a framework developed from Brennan and Resnick’s [1] three dimensions of computational thinking, to learn more about how these apps constituted useful environments for developing computational thinking. Results suggest that coding apps of a ‘teaching’ design complement apps where computational concepts and practices are applied to project creation, and indeed may be more efficient if the desired outcome specifically targets the learning of concepts. Implications for teachers exploring coding apps for computational thinking development are drawn.

year: 2015

title: Indigenous data sovereignty

authors: Rainie, Stephanie Carroll

abstract: • Indigenous Data Sovereignty (IDS) has emerged as an important topic over the last three years, raising fundamental questions about assumptions of ownership, representation, and control in open data communities. 
• IDS refers to the right of Indigenous peoples to control data from and about their communities and lands, articulating both individual and collective rights to data access and to privacy.
• Ideas from IDS provide a challenge to dominant discourses in open data, questioning current approaches to data ownership, licensing, and use in ways that resonate beyond Indigenous contexts, drawing attention to the power and post-colonial dynamics within many data agendas.
• Growing IDS networks are working to shape open data principles to better respect the rights of Indigenous peoples.

text: Indigenous data sovereignty • Indigenous Data Sovereignty (IDS) has emerged as an important topic over the last three years, raising fundamental questions about assumptions of ownership, representation, and control in open data communities. 
• IDS refers to the right of Indigenous peoples to control data from and about their communities and lands, articulating both individual and collective rights to data access and to privacy.
• Ideas from IDS provide a challenge to dominant discourses in open data, questioning current approaches to data ownership, licensing, and use in ways that resonate beyond Indigenous contexts, drawing attention to the power and post-colonial dynamics within many data agendas.
• Growing IDS networks are working to shape open data principles to better respect the rights of Indigenous peoples.

year: 2019

title: Māori & Psychology Research Unit Annual Report 2015

authors: Waitoki, Waikaremoana

abstract: The Māori and Psychology Research Unit (MPRU) was established in August of 1997. The Unit acts as a catalyst and support network for enhancing research concerning the psychological needs, aspirations, and priorities of Māori people. The MPRU is well situated to draw together skilled and experienced interdisciplinary research groups by networking and establishing working relationships with staff and students within the School of Psychology, the Faculty of Arts and Social Sciences, the wider University and general community.

text: Māori & Psychology Research Unit Annual Report 2015 The Māori and Psychology Research Unit (MPRU) was established in August of 1997. The Unit acts as a catalyst and support network for enhancing research concerning the psychological needs, aspirations, and priorities of Māori people. The MPRU is well situated to draw together skilled and experienced interdisciplinary research groups by networking and establishing working relationships with staff and students within the School of Psychology, the Faculty of Arts and Social Sciences, the wider University and general community.

year: 2015