Digital technologies in 2018

While holding fast to tradition, Māori have long embraced technologies, whether they have been used in the whare or on the marae to nourish, create shelter, warmth, and protection for their people. Travel forward to today — more and more kura are also embracing the potential that modern technologies can bring to learning in kura, in the whare, and on the marae.

In 2018, digital technologies will be recognised as a whenu within the Hangarau Wāhanga Ako. Learning in digital technologies will link to learning across all Wāhanga Ako in Te Marautanga o Aotearoa. To support kura with this, CORE Education’s Arareo Māori team piloted the Hangarau Matihiko ā-Takiwā (HMāT) project. This is part of the MOE’s Strengthening Digital Technologies initiative, and one of nine projects. This project is designed to involve kura in Digital Fluency and build the possibilities afforded to our tamariki with Hangarau Matihiko, and what is already working well in our kura. There are three distinct outcomes for this project:

1. Raising the level of confidence and competence of kaiako and whānau to provide digital learning experiences with a Māori worldview and with facilitation in te reo Māori
2. Strengthen the engagement between kura, kaiako, and whānau
3. Gather data from participants to evaluate the specific project objective, which is bringing kura and whānau together for learning purposes.

Why? The benefits?

• De-mystify learning associated with hangarau matihiko
• Inspire other kura to participate/engage
• Awareness of the possibilities of learning with digital technologies
• Students and whānau learn together — ako.

Snapshot of the pūrākau at a kura involved in the HMāT project

Here’s a snapshot of one of the pūrākau at a kura involved in the HMāT project.

Me mahi tahi te kura, te whānau, te hapū, te iwi me te hapori.

By inviting the whole whānau (kaiako, ākonga, and whānau) into the HMāT project, we were able to support whānau engagement in teaching and learning, thus strengthening digital fluency across the kura. The holistic approach of inviting whānau into the process ensured these key outcomes (supporting whānau engagement and growing digital fluency) were met.

The approach used was to facilitate a full day of learning in the kura, using a range of hangarau matihiko with a group of senior ākonga. The focus was contextualised, as the upcoming new classroom build for the kura meant ākonga were also invited to design their new classroom. The programme design was co-constructed with kura, and was identified as the most effective use of PLD time with the facilitators. Senior ākonga were chosen to work on the project, as they would be able to teach the other ākonga, and it also fitted into their current topics for learning. The following were identified as being crucial to the success of the day:

• Feedback from both ākonga and kaiako indicated that ākonga thoughts on what Hangarau Matihiko was, had expanded. For example, one ākonga initially talked about learning and the internet at the beginning of the day, and then realised Hangarau Matihiko was much more than they originally thought.
• As the facilitators introduced new concepts and elements of Hangarau Matihiko, ākonga could identify new opportunities and include them in their new classroom plans.

The ākonga had plenty of exploration time with the hangarau matihiko and, as a result, ākonga could identify the opportunities and demonstrate these to each other. The approach taken was driven by the authentic context of the new build the kura was about to start planning for. This empowered ākonga (with a variety of different learning styles) to engage and work independently or in groups. One ākonga confessed being a “non-engager” and, because of the day, was now working with his peers a lot better and completing his work.

Engagement levels were high and ākonga showed enjoyment of their mahi and were on task all day. At lunch time, half the ākonga didn’t want to have kai; they stayed and finished their projects despite being encouraged to have a break.

A whānau hui took place at night at the local marae to coincide with the HmāT visit. This was an opportunity for the ākonga to share their learning from the day. Ākonga spoke about what they had learned, such as using robotics, animations and design thinking, and how they had applied this to their completed designs for the new build. A sense of pride was visible, and one ākonga went so far as to ask a friend to attend so he could share his learning.

The crucial part was that whānau were heard and had the opportunity to see what their tamariki had learned during this experience. They could see the excitement on their faces, and were able to ask questions and get some answers. For example, one question was about the isolation of the community and whether this was a barrier to access further learning and employment opportunities. The opportunities —now the kura and area has access to fibre — were discussed, and how this connectivity is starting to overcome this barrier.

The biggest challenge the HMāT team faced, was to make the most of the limited face-to-face time with the kura. The desire to make the most of the face-to-face opportunity was to the fore in the programme design for the day. The design and goals of this project helped to overcome this challenge by ensuring we tailored learning experiences based on what we knew about the ākonga.

The whānau hui highlighted the success of the day and the value of this project. It was also an opportunity to share new learning led by the ākonga. Tumuaki also spoke about the use of hangarau matihiko at the kura. The HMāT team also talked about the many opportunities of the kaupapa as stated by the ākonga.

In our work with kura, we have identified several challenges and opportunities that can further enhance ākonga and kaiako use of digital learning technologies into the future. In general, these challenges and opportunities include:

• Develop culturally appropriate methods of understanding how digital technologies impact on ākonga and whānau learning.
• Ensure equitable access to high-quality and relevant reo and tikanga Māori digital resources for kaiako, ākonga, and whānau. This includes sourcing and designing digital mediums platforms that can be linked to curriculum areas and the diversity of the Māori medium sector; and
• Provide ongoing and tailored professional learning and development opportunities to assist kura to initiate, embed, and sustain effective Māori-medium content, pedagogy, and infrastructure.

Resources

CORE Education Māori Resources: Kīwaha, Whakataukī and Te Whānau Pū Cards

CORE Education’s Arareo Māori team provides several products and services to cater for kura, schools and private and public organisations. This includes professional development, te reo Māori consultancy, publications, research and events. Ki te hiahia whakapā mai, tuku īmēra ki arareomaori@core-ed.org.

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Anaru White

Anaru White is an Advisor with the Connected Learning Advisory and is a lead facilitator in CORE Education’s Professional Learning programmes. He works alongside CoLs, kura and schools to enhance outcomes through Modern Learning Practice and the effective use of digital technologies. Anaru has a background in teaching in primary and secondary settings.

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