title: Students’ Voice on Mobile Technology and Web 2.0 Tools for Learning

authors: Vesey, Patricia Edna

subjects: students' voice

abstract: Literature tells us, and from my own observations as an experienced teacher, when students have a mobile device in hand they show signs of being motivated, and a phenomenon takes place where students display a natural curiosity and engagement with the device through various interactions. The purpose of this study was to validate students’ voice by allowing them to express their views on the use of mobile technology and Web 2.0, whether they found them motivating and engaging, and how they perceived them as being useful for learning. Students’ perceptions of current and emerging technologies and their usefulness can differ to teachers’ perceptions, therefore research involving conversations with students are needed to better understand how they perceive and relate to these technologies. This study has had such conversations in order to uncover students’ perceptions. Gathering students’ views gives us a first-hand view on what affects them. It identifies factors that perpetuate or diminish their learning, that educators may not have considered before. Knowing and understanding how it is for students, helps to improve learning conditions for them.

While there is an initial phase of excitement and curiosity that students have when using mobile technology and Web 2.0, this quickly passes and there are learning conditions that need to be met in order for motivation and engagement to be sustained. To sustain their motivation, students need to have self-determination. For students to be self-determining, their needs for autonomy, competence, and relatedness must be met. This thesis has determined, through the voice of students, that their need for autonomy can be met through the affordances of mobile technology and Web 2.0, but the teacher’s role is vital for meeting their needs for competence and relatedness.

The findings from this study strongly argue that the teacher has a vital role to play in ensuring students’ learning experiences supported by technologies are effective, and assumptions around students’ knowledge, skills and understanding of using technology in formal learning situations needs to be checked. Teachers need to robustly scaffold the use of technology in learning situations until students have built up competence. Teachers need to keep relating to and conversing with students, and not assume students do not need support when using technologies characterised by autonomy and independence. It also found that the learning conditions must support students’ needs for self-determination if students are to stay motivated and engaged – the use of technology alone is insufficient. It also highlighted equity and access to technology learning opportunities for all students, students’ informal learning, and influences on students’ perceptions as to whether they considered technologies were useful for learning.

text: Students’ Voice on Mobile Technology and Web 2.0 Tools for Learning Literature tells us, and from my own observations as an experienced teacher, when students have a mobile device in hand they show signs of being motivated, and a phenomenon takes place where students display a natural curiosity and engagement with the device through various interactions. The purpose of this study was to validate students’ voice by allowing them to express their views on the use of mobile technology and Web 2.0, whether they found them motivating and engaging, and how they perceived them as being useful for learning. Students’ perceptions of current and emerging technologies and their usefulness can differ to teachers’ perceptions, therefore research involving conversations with students are needed to better understand how they perceive and relate to these technologies. This study has had such conversations in order to uncover students’ perceptions. Gathering students’ views gives us a first-hand view on what affects them. It identifies factors that perpetuate or diminish their learning, that educators may not have considered before. Knowing and understanding how it is for students, helps to improve learning conditions for them.

While there is an initial phase of excitement and curiosity that students have when using mobile technology and Web 2.0, this quickly passes and there are learning conditions that need to be met in order for motivation and engagement to be sustained. To sustain their motivation, students need to have self-determination. For students to be self-determining, their needs for autonomy, competence, and relatedness must be met. This thesis has determined, through the voice of students, that their need for autonomy can be met through the affordances of mobile technology and Web 2.0, but the teacher’s role is vital for meeting their needs for competence and relatedness.

The findings from this study strongly argue that the teacher has a vital role to play in ensuring students’ learning experiences supported by technologies are effective, and assumptions around students’ knowledge, skills and understanding of using technology in formal learning situations needs to be checked. Teachers need to robustly scaffold the use of technology in learning situations until students have built up competence. Teachers need to keep relating to and conversing with students, and not assume students do not need support when using technologies characterised by autonomy and independence. It also found that the learning conditions must support students’ needs for self-determination if students are to stay motivated and engaged – the use of technology alone is insufficient. It also highlighted equity and access to technology learning opportunities for all students, students’ informal learning, and influences on students’ perceptions as to whether they considered technologies were useful for learning.

year: 2013

title: Michael J. Selby (1936-2018) ONZM, BA(Hons), MA, DipEd, DPhil, DSc and David A. Burns (1953-2018) BSc, MSc, CMEngNZ(PEngGeol) [obituaries]

authors: Lowe, David J.

abstract: Michael Selby died in Auckland on 21 January 2018 aged 82. In his professional career as an Earth scientist at the University of Waikato for nearly 40 years, Michael began as a junior lecturer and ended as deputy vice chancellor (Fig.1). He played a pivotal role in helping to establish the Department of Earth Sciences, and its unique, integrative multi-disciplinary approach, at the University of Waikato from 1970.

text: Michael J. Selby (1936-2018) ONZM, BA(Hons), MA, DipEd, DPhil, DSc and David A. Burns (1953-2018) BSc, MSc, CMEngNZ(PEngGeol) [obituaries] Michael Selby died in Auckland on 21 January 2018 aged 82. In his professional career as an Earth scientist at the University of Waikato for nearly 40 years, Michael began as a junior lecturer and ended as deputy vice chancellor (Fig.1). He played a pivotal role in helping to establish the Department of Earth Sciences, and its unique, integrative multi-disciplinary approach, at the University of Waikato from 1970.

year: 2018

title: Waiata anthems: How Aotearoa (New Zealand) popular and contemporary music is addressing generational trauma and revitalising te reo Māori (the Māori language)

authors: Walker, Alroy

abstract: Waiata is translated as song or chant from te reo Māori (the Māori language), yet it has many forms and important functions in te ao Māori (the Māori world). Waiata is most commonly experienced publicly in Aotearoa in support of whaikõrero (oration, formal speech-making), but it also serves to reinforce Māori interconnectedness to others, the natural world and to the supernatural world. Enduring from pre-encounter oral culture, waiata serve as vessels and a mode of transmission for mātauranga Māori (Māori knowledge), histories (whanau, iwi) and culture. This presentation focuses on emergent and contemporary modes of waiata (punk, hardcore and indie) in a post-colonial context, examining musician motivations, the role that music plays in the revitalisation of te reo Māori, and how it honours the purpose of waiata tawhito (traditional waiata). The project is part of ongoing research supported by the partnership agreement between Prifysgol Caerdydd and University of Waikato.

text: Waiata anthems: How Aotearoa (New Zealand) popular and contemporary music is addressing generational trauma and revitalising te reo Māori (the Māori language) Waiata is translated as song or chant from te reo Māori (the Māori language), yet it has many forms and important functions in te ao Māori (the Māori world). Waiata is most commonly experienced publicly in Aotearoa in support of whaikõrero (oration, formal speech-making), but it also serves to reinforce Māori interconnectedness to others, the natural world and to the supernatural world. Enduring from pre-encounter oral culture, waiata serve as vessels and a mode of transmission for mātauranga Māori (Māori knowledge), histories (whanau, iwi) and culture. This presentation focuses on emergent and contemporary modes of waiata (punk, hardcore and indie) in a post-colonial context, examining musician motivations, the role that music plays in the revitalisation of te reo Māori, and how it honours the purpose of waiata tawhito (traditional waiata). The project is part of ongoing research supported by the partnership agreement between Prifysgol Caerdydd and University of Waikato.

year: 2023-11-22