title: Understanding Teacher Educators' Pedagogical and Technological Cultural Habitus (PATCH): An Ethnographic Study in the Maldives

authors: Adam, Aminath Shafiya

subjects: Pedagogy

abstract: A substantial body of literature discusses the complexity of integrating technology in teachers’ pedagogical practices (Mishra & Koehler, 2006). The literature over the last two decades, specifically suggests that teachers and teacher educators have shown limited pedagogical changes regardless of their frequent use of technologies in their teaching. However, the literature overlooks the impact teachers’ culture may have when investigating their use of technologies in their practices. Bourdieu (1977) argues that people’s practices are embodied within their cultures; hence they form habitus through their past and present experiences, both consciously and unconsciously. I argue that teachers’ pedagogical and technological practices cannot be fully understood without considering the social and cultural norms of their specific cultures. My thesis aims to explain the impact of Maldivian teacher educators’ culture and background on their pedagogical and technological practices. The main research question therefore is: How do teacher educators’ pedagogical and technological practices form in the Maldives? Sub-questions arising from this are: 
1) What are the social and cultural learning norms that influenced teacher educators’ use of technologies in their pedagogy? 
2) How does the institutional context influence teacher educators’ use of technologies in their pedagogical practice?
3) How do teacher educators form their pedagogical and technological practice?
  
My research used an ethnographic methodology, linked with Bourdieu’s (1977) habitus as a lens for exploring teacher educators’ practices in the Maldives. Data were gathered from eleven teacher educators who work in a Maldivian university context: using interviews, observations, focus groups and the hanging out approach. The findings were generated through grounded theory for capturing an in-depth understanding of how these teacher educators’ pedagogical and technological practices were formed. Key findings demonstrated that teacher educators’ pedagogical and technological practices were influenced by their own culture, early learning experiences in the Maldives, and their workplace (institutional context).  The study revealed that these teacher educators selected and used specific digital technologies available in their workplace to deliver content. As a result, they formed their pedagogical (content-oriented) and technological (PowerPoint-assisted) cultural habitus that most often mirrored their existing pedagogical thinking.
 
This study has contributed to the research field by recognising the impact of these teacher educators’ culture and background on their pedagogical and technological practices. It fills a critical gap (i.e. a connection between technology use, pedagogy, and culture) which has been neglected in the technology integration research and models. My research therefore, contributes a PATCH framework for understanding teacher educators’ pedagogical and technological habitus and an additional layer into the TPACK framework to represent teacher’s PATCH. Through applying Bourdieu’s habitus lens, I have devised a conceptual framework for investigating pedagogical contexts, an outline of ethnographic process and an analysis model for understanding qualitative data using various technological tools.

text: Understanding Teacher Educators' Pedagogical and Technological Cultural Habitus (PATCH): An Ethnographic Study in the Maldives A substantial body of literature discusses the complexity of integrating technology in teachers’ pedagogical practices (Mishra & Koehler, 2006). The literature over the last two decades, specifically suggests that teachers and teacher educators have shown limited pedagogical changes regardless of their frequent use of technologies in their teaching. However, the literature overlooks the impact teachers’ culture may have when investigating their use of technologies in their practices. Bourdieu (1977) argues that people’s practices are embodied within their cultures; hence they form habitus through their past and present experiences, both consciously and unconsciously. I argue that teachers’ pedagogical and technological practices cannot be fully understood without considering the social and cultural norms of their specific cultures. My thesis aims to explain the impact of Maldivian teacher educators’ culture and background on their pedagogical and technological practices. The main research question therefore is: How do teacher educators’ pedagogical and technological practices form in the Maldives? Sub-questions arising from this are: 
1) What are the social and cultural learning norms that influenced teacher educators’ use of technologies in their pedagogy? 
2) How does the institutional context influence teacher educators’ use of technologies in their pedagogical practice?
3) How do teacher educators form their pedagogical and technological practice?
  
My research used an ethnographic methodology, linked with Bourdieu’s (1977) habitus as a lens for exploring teacher educators’ practices in the Maldives. Data were gathered from eleven teacher educators who work in a Maldivian university context: using interviews, observations, focus groups and the hanging out approach. The findings were generated through grounded theory for capturing an in-depth understanding of how these teacher educators’ pedagogical and technological practices were formed. Key findings demonstrated that teacher educators’ pedagogical and technological practices were influenced by their own culture, early learning experiences in the Maldives, and their workplace (institutional context).  The study revealed that these teacher educators selected and used specific digital technologies available in their workplace to deliver content. As a result, they formed their pedagogical (content-oriented) and technological (PowerPoint-assisted) cultural habitus that most often mirrored their existing pedagogical thinking.
 
This study has contributed to the research field by recognising the impact of these teacher educators’ culture and background on their pedagogical and technological practices. It fills a critical gap (i.e. a connection between technology use, pedagogy, and culture) which has been neglected in the technology integration research and models. My research therefore, contributes a PATCH framework for understanding teacher educators’ pedagogical and technological habitus and an additional layer into the TPACK framework to represent teacher’s PATCH. Through applying Bourdieu’s habitus lens, I have devised a conceptual framework for investigating pedagogical contexts, an outline of ethnographic process and an analysis model for understanding qualitative data using various technological tools.

year: 2015

title: The integration of heat pumps with biomass boiler flue gas for generating hot water

authors: Muldoon, Catherine

subjects: Biomass boiler

abstract: Achieving the goal of net zero greenhouse gases by 2050 requires reducing demand and switching from fossil fuels to renewables. Process heat in New Zealand is a significant source of greenhouse gas emissions. Transitioning to biomass boilers could lower emissions and offer opportunities for waste heat recovery by integrating heat pumps with the flue gas.
This thesis evaluates heat pump integration for hot water production, supplying low temperature process heat. Using an industrial case study, a boiler model is developed and confirmed against industrial measurements. Flue gas composition is modelled to determine temperature-enthalpy profiles, and therefore the heat available for recovery and upgrade. Combustion is modelled for different biomass fuels and varying flue gas oxygen levels. The higher moisture fuels showed increased availability of heat for utilisation, which decreased as flue gas oxygen levels increased.
Three heat pump cycles are explored to maximise efficiency. Refrigerant selection is considered with respect to environmental factors and thermodynamic suitability. Using a basic cycle heat pump the three most promising refrigerants, ammonia, propane and cyclopropane, were identified and considered in more detail for the industrial case. Subcooling improved efficiency and should be maximised. An internal heat exchanger also improves efficiency and reliability and should be considered. Two zeotropic mixtures were investigated to take advantage of the temperature glide. The propane-pentane (50wt%-50wt%) blend matched the temperature profile more closely and provided increases in COP.
To make the most of the latent heat in the flue gas, the evaporator temperature must be much lower than the dew point. However, absorbing heat from low source temperatures results in lower COPs, but higher volumes of hot water generated.

text: The integration of heat pumps with biomass boiler flue gas for generating hot water Achieving the goal of net zero greenhouse gases by 2050 requires reducing demand and switching from fossil fuels to renewables. Process heat in New Zealand is a significant source of greenhouse gas emissions. Transitioning to biomass boilers could lower emissions and offer opportunities for waste heat recovery by integrating heat pumps with the flue gas.
This thesis evaluates heat pump integration for hot water production, supplying low temperature process heat. Using an industrial case study, a boiler model is developed and confirmed against industrial measurements. Flue gas composition is modelled to determine temperature-enthalpy profiles, and therefore the heat available for recovery and upgrade. Combustion is modelled for different biomass fuels and varying flue gas oxygen levels. The higher moisture fuels showed increased availability of heat for utilisation, which decreased as flue gas oxygen levels increased.
Three heat pump cycles are explored to maximise efficiency. Refrigerant selection is considered with respect to environmental factors and thermodynamic suitability. Using a basic cycle heat pump the three most promising refrigerants, ammonia, propane and cyclopropane, were identified and considered in more detail for the industrial case. Subcooling improved efficiency and should be maximised. An internal heat exchanger also improves efficiency and reliability and should be considered. Two zeotropic mixtures were investigated to take advantage of the temperature glide. The propane-pentane (50wt%-50wt%) blend matched the temperature profile more closely and provided increases in COP.
To make the most of the latent heat in the flue gas, the evaporator temperature must be much lower than the dew point. However, absorbing heat from low source temperatures results in lower COPs, but higher volumes of hot water generated.

year: 2024

title: Te Whatu Kakahu: Assessment in Kaupapa Maori Early Childhood Practice

authors: Rameka, Lesley Kay

subjects: Kaupapa Maori

abstract: Through the exploration of Kaupapa Māori assessment approaches, I examine the reclaiming and reframing of Māori ways of knowing and being within early childhood practice. Assessment is the vehicle for reclaiming and reframing while Kaupapa Māori theory is the fuel that ignites and drives the vehicle.

The effects of successive education policies remain today with Māori children, and their families continuing to disengage from education and consistently receiving disproportionately lower outcomes, opportunities and benefits. Reclaiming and reframing Māori ways of knowing and being within early childhood assessment thinking and practice is a means of addressing the cultural and educational disparities faced by Māori children within an education system that upholds western cultural and educational superiority, privilege and truths.  Key questions in this process of reclaiming and reframing are: Who has the power to define?  Whose truths are being reflected and how are these truths constructed? 

The metaphor of whatu kākahu or weaving of clothing has been used to frame this thesis. The process has involved weaving the Kaupapa Māori theory elements of conscientisation, resistance, transformative praxis and Māori ways of knowing and being, across and within historical, cultural and educational paradigms and understandings, to fashion assessment kākahu that afford comfort, warmth and flexibility in a contemporary early childhood context. This research case studies the progress of three Māori early childhood services and kōhanga reo towards the development of Kaupapa Māori early childhood assessment understandings and framings (kākahu), that reflect their particular ways of knowing and being, context and aspirations for children. This thesis has been about their assessment journeys. These journeys are a work in progress and that work continues.

A qualitative, Kaupapa Māori research methodology was used to gather, collate and analyse data in this research.  In accordance with Kaupapa Māori research aspirations and expectations, this research focuses on areas of importance and concern for Māori, and involved retrieving space for Māori voices to be heard. This research can be seen as a means of privileging Māori approaches, perspectives and ways of knowing and being in early childhood assessment practice.

Kaupapa Māori assessment is an important agenda for early childhood.   It builds upon Māori philosophical and epistemological understandings that express Māori ways of knowing and being. Kaupapa Māori assessment is able to contribute significantly to children’s learning and potential growth and is an important tool in constructing educational outcomes for Māori children. It is therefore an important agenda for early childhood.

text: Te Whatu Kakahu: Assessment in Kaupapa Maori Early Childhood Practice Through the exploration of Kaupapa Māori assessment approaches, I examine the reclaiming and reframing of Māori ways of knowing and being within early childhood practice. Assessment is the vehicle for reclaiming and reframing while Kaupapa Māori theory is the fuel that ignites and drives the vehicle.

The effects of successive education policies remain today with Māori children, and their families continuing to disengage from education and consistently receiving disproportionately lower outcomes, opportunities and benefits. Reclaiming and reframing Māori ways of knowing and being within early childhood assessment thinking and practice is a means of addressing the cultural and educational disparities faced by Māori children within an education system that upholds western cultural and educational superiority, privilege and truths.  Key questions in this process of reclaiming and reframing are: Who has the power to define?  Whose truths are being reflected and how are these truths constructed? 

The metaphor of whatu kākahu or weaving of clothing has been used to frame this thesis. The process has involved weaving the Kaupapa Māori theory elements of conscientisation, resistance, transformative praxis and Māori ways of knowing and being, across and within historical, cultural and educational paradigms and understandings, to fashion assessment kākahu that afford comfort, warmth and flexibility in a contemporary early childhood context. This research case studies the progress of three Māori early childhood services and kōhanga reo towards the development of Kaupapa Māori early childhood assessment understandings and framings (kākahu), that reflect their particular ways of knowing and being, context and aspirations for children. This thesis has been about their assessment journeys. These journeys are a work in progress and that work continues.

A qualitative, Kaupapa Māori research methodology was used to gather, collate and analyse data in this research.  In accordance with Kaupapa Māori research aspirations and expectations, this research focuses on areas of importance and concern for Māori, and involved retrieving space for Māori voices to be heard. This research can be seen as a means of privileging Māori approaches, perspectives and ways of knowing and being in early childhood assessment practice.

Kaupapa Māori assessment is an important agenda for early childhood.   It builds upon Māori philosophical and epistemological understandings that express Māori ways of knowing and being. Kaupapa Māori assessment is able to contribute significantly to children’s learning and potential growth and is an important tool in constructing educational outcomes for Māori children. It is therefore an important agenda for early childhood.

year: 2012