School of Māori, Social and Cultural Studies in Education How did one initial teacher educator develop engaging flexible and online resources for students

School of Māori, Social and Cultural Studies in Education

How did one initial teacher educator develop engaging flexible and online resources for students learning te reo Māori online when stimulated by earthquakes?

DEANZ ConferenceRachel Martin April- May 2014

Waitaha Ngāti Mamoe Ngāi Tahu

Ngāi Tuahuriri Rūnanga

Te Taumutu Rūnanga

Te Rūnanga o Rapaki

Te Rūnanga o Onuku

Wairewa Rūnanga

Te Rūnanga o Arowhenua

Te Rūnanga o Waihao

Te Rūnanga o Moeraki

Kāti Huirapa ki Puketeraki RūnangaTe Rūnanga Otākou

Hokonui Rūnaka

Kaikōura Rūnanga

Oraka Aparima Rūnaka

Waihopai RūnakaAwarua Rūnanga

Te Rūnanga o Koukourarata

Te Rūnanga o Makawhio Inc

Kati Waewae Rūnaka

Te Waipounamu


September 4, 2010 (12900 quakes) February 22, 2011 (8472 quakes)

June 13, 2011 (4530 quakes) December 23, 2011 (2606 quakes)


http://www.christchurchquakemap.co.nz/all

http://www.christchurchquakemap.co.nz/february

http://www.christchurchquakemap.co.nz/february

http://www.christchurchquakemap.co.nz/june

http://www.christchurchquakemap.co.nz/june

http://www.christchurchquakemap.co.nz/december




Each year NZ has a wiki o te reo Māori (Māori language week). In 2013 it was about New Zealand place names- look closely at the houses in Christchurch.




Phase 1: React, Recover, and Redesign

Phase 2: Restart

Phase 3: Reconsolidate

Phase 4: Review and Reflect



Geopolitical stages These stages reflect how schooling has affected language learning in New Zealand over 150 years and I add digital technology into this discussion.

Stages of LanguageRuiz (1984)

Socio-historical Stages of Language OrientationGarcia (2009)

Māori Language Historical PerspectivesSkerrett (2011)

Stage One One nation, one language Subtractive Language Policy

Language as a Problem

Stage Two Questioning-negotiated right Domination of English-New schools

Language as a Right

Stage Three

Globalisation intercultural education

Māori English Bilingualism for all

Language as a Resource



Stage One Language

as a problem

Socio-historical Stages of Language OrientationGarcia (2009) Global


Positivistic/technicist approaches to language in education

Towards English MonolingualismLinguistically assimilating Māori

Structuralist/modernist frameworkOne nation one language ideology. Nation state facilitates urbanisation, secularisation and citizen transformation from a traditional to a modern disposition. World Wars I and IIMajority- colonial languages

Subtractive language policy1900-1925 - Māori children generally monolingual Māori speaking but put into schools which aimed to subtract their Māori language and replace it with English (often violently)1925-1950 - Māori children still bilingual English Māori speaking (BEMS)http://www.teara.govt.nz/en/maori-education-matauranga/page-31950-1975 - Accelerated English language monolingualism by force coincided with urbanisation.

http://www.teara.govt.nz/en/maori-education-matauranga/page-3

http://www.teara.govt.nz/en/maori-education-matauranga/page-3


Stage Two

Language as a right



Language as a Right Māori Sovereignty Rights to Language

Critical/postmodern approaches to language in education

Critical FrameworksWorldwide economic downturn widening of Social inequities

1970s structuralist modernist policies called into question and role of socio- historical processes (e.g., class, ethnicity, race, language and gender) in shaping particular forms of bilingual education given increased attention

1970s total domination of English-language with taha Māori programmes which were criticised. 1971 report by researcher Richard Benton which showed the Māori language was in a critical "near-death" stage

Māori facing language death and move into revitalisation mode.

Time for change


StageThreeLanguage

as a Resource



Language as ResourceCounter-colonial Frame

Language as IdentityTino Rangatiratanga Frame

Intercultural (ecological) Approaches in Education - encourage understanding between different population groups and rights

Ecological Frameworks21st century challenge of the sovereignty of statesGlobalisation – greater movement of peoples and increasing awareness of other languages and the dominance of some languagesEg English, Chinese, Spanish and ArabicMonolingual schooling inappropriate

Language differences are seen as a resource

Tino Rangatiratanga FrameworksNational support for Declaration of the Rights of Indigenous PeoplesLegislative change for teachers – Graduating Teacher Standards and Registered Teaching CriteriaFurther political lobbying for te reo – promoting bilingualism through policy development WAI 262 – working on different models of bilingual education for te reo Māori (further collaboration needed with TPK, Te Taura whiri, TKR, KKM)


Language, identity and e learning

Māori language- Microsoft office and XP, translation of over 900,000 words (2003-2007)

Google interface in te reo Māori 2008

Google translator toolkit 2009 http://translate.google.com/toolkit New Zealand Māori Internet

Society (worked for over 10 years) now web presence is a facebook page.

Dictionaries http://putaiao.tki.org.nz/Papakupu-Putaiao/Nga-Kupu-Ingarihi


http://translate.google.com/toolkit

http://putaiao.tki.org.nz/Papakupu-Putaiao/Nga-Kupu-Ingarihi



http://images.google.co.nz/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/f/f8/Flag_and_map_of_New_Zealand.png&imgrefurl=http://commons.wikimedia.org/wiki/Image:Flag_and_map_of_New_Zealand.png&h=585&w=414&sz=19&hl=en&start=129&um=1&tbnid=HLQlekl5ajMbhM:&tbnh=135&tbnw=96&prev=/images?q=%22New+Zealand%22+map&start=120&ndsp=20&um=1&hl=en&sa=N



Monolingual interface does not reflect our current bilingual population (note the previous picture) of New Zealand

Need to be linked to ngā āhuatanga Māori customs, culture and language

Link to the context, rohe (regional area)

e Wānanga environment A true bilingual interface feature

is already in the pipeline as a future Moodle development solution.

“Another essential element is to merge Māori epistemology and tikanga with technology. Instead of viewing this with incredulity and scepticism, we need to look at this as a challenge that is attainable and exciting. Kaupapa Māori has both changeable elements that allow us to remain authentic to āhuatanga and tikanga Māori as well as participate in the modern world. (Ohia, 2006)



i-Decolonize apps Developer: Hika Group This app is a lot of fun. It features twelve

categories of language from Days of the Week to Spiritual Protocol. I like that you can click an info button to learn about these categories within the context of Maori culture (“Singing to guests after saying your Hika Welcome reinforces your words of welcome). Selecting a category takes users to a screen divided into four sections (parts of speech), which users swipe with a finger to interchange phrases and form a sentence. Users can click to hear each part of speech individually or play the sentence in entirety. This is the only app I’ve found that allows you to select a female or a male indigenous speaker for audio recordings. I could spend hours remixing these phrases, which the app allows users to share via SMS or email. This is a fun way to learn different phrases, although it might be difficult for systematic visual learners to pick up on the finer points of Maori grammar using this app.

http://hikagroup.com/

http://hikagroup.com/



App name: Kura Language: Maori (New Zealand) Developer:

Victoria University’s Faculty of Education (Te Kura Maori)

I had a bit of trouble getting this app to load on my iPhone, although to their credit, the Kura app includes a disclaimer that it takes time (and an internet connection) to load the first time you open it. I love this app, in part because I can’t entirely evaluate it: it targets people already somewhat proficienct in te reo Maori. Most indigenous language apps overlook this critical immediate crowd of users. Often young indigenous speakers lack confidence in their skills or mix native language with elements of the dominant language. The folks behind Kura Maori hope to engage these speakers to have fun with and strengthen their te reo skills. The app features a number of imaginative interactive games, each of which builds upon the previous to gradually advance language level. You can even customize a digital “persona” and compete against friends and other users.

https://itunes.apple.com/us/app/kura/id658132814?mt=8

http://www.victoria.ac.nz/education/about/staff/te-kura-maori

http://www.victoria.ac.nz/education/about/staff/te-kura-maori


Kaupapa Māori context -remains grounded in the intellectual histories of indigenous people.

Collective effort to protect the rights of people to live in accordance with traditional ways

1. Cultural practices and e-Learning

2. How te reo Māori may be more appropriately incorporated into e-Learning.

3. Resourcing


Literature review

4. Barriers- content development instead of context and learner experience, lack of evaluation, roles of designers


1. Benefits of e-Learning 2. Teaching practice 3. Creating opportunities

through e-Learning 4. Challenges to cultural

practices


Literature review 2010

Teaching and learning

1. The importance of the learning environment

2. Quality relationships

3. Cultural understandings

4. Challenges to pedagogical practices


Pedagogy: S.J Tiakiwai and H Tiakiwai 2010 dominant knowledge forms in which e-Learning is grounded

instructional designers,“ are not immune from the influence of their own cultural blinders”

The often taken for granted assumption that Western knowledge is a useful grounding for instructional designers may not always apply in an increasingly global environment

New Zealand context -Incorporating more “relevant and real situations where Māori students can bring the reality of their community into the virtual classroom” was seen as being an important and effective way of incorporating Māori cultural knowledges into e-Learning environments



Matching the communities ?!!!! Search engines are the gateway to

public information and control to a large degree what will be viewed by users and what will be inaccessible


Google

Googles autocomplete function (a mechanism that offers search suggestions)


Current courses and what works Lectures

Workshops

Noho Marae

Forums


Ākona te Reo

Pātakā Reo

Language Perfect

Moodle (Learn)


Four different ways to use LP

DEANZ ConferenceRachel Martin April- May 2014Positive impact of Language Perfect

“It engaged my eyes, ears and fingers.” (#47)

http://www.languageperfect.com/login/#page=TestSetup

Reading Writing Dictation Listening

Target Language English

English Target Language



Māori text to English

English text to Māori

Spoken Māori to Māori text

Spoken Māori to English text




ProficiencyTeaching readiness

Mean SD Mean SD

Lectures 7 2.83 0.79 2.72 0.71

Workshops 4 3.16 0.79 3.06 0.79

Noho marae 2 3.32 0.74 3.31 0.63

Forums 8 2.66 0.76 2.54 0.71

Ākona re Reo 3 3.24 0.67 3.21 0.65

Pātakā Reo 6 2.89 0.68 2.89 0.53

Learn - other 5 3.03 0.56 3.00 0.59

Language Perfect

1 3.62 0.62 3.35 0.66

Strongly agree 4

Agree 3

Disagree 2

Strongly disagree

1

NA (didn’t use) -

OverallRank Proficiency

Teaching readiness

Mean SD Mean SD

Language Perfect

1 3.62 0.62 3.35 0.66

Noho marae 2 3.32 0.74 3.31 0.63

Ākona te Reo 3 3.24 0.67 3.21 0.65

Workshops 4 3.16 0.79 3.06 0.79

Learn - other 5 3.03 0.56 3.00 0.59

Pātakā Reo 6 2.89 0.68 2.89 0.53

Lectures 7 2.83 0.79 2.72 0.71

Forums 8 2.66 0.76 2.54 0.71

“Noho marae was the most

helpful aspect of the course – gave me so

many ideas for what and how to teach, and the

confidence to do so” (#47)

DEANZ ConferenceRachel Martin April- May 2014Noho marae – attitudinal shift


Culturally based education CBE 6 elements Demmert and Towner (2003)

Treaty protection of te reo Māori

It is a home, school and community partnership

At the moment in NZ the focus is on each of these as separate issues

DEANZ ConferenceRachel Martin April- May 2014 Education


Challenges How can you incorporate indigneous knowledges into

your courses? Who’s worldview are you presenting? How can you capture what the student is really thinking? What examples and models of elearning are you using in

your courses? What languages are you using? What is your online

identity? Using te reo Māori with large numbers of distance students while

maintaining relationships Support people that speak reo Māori and live the tikanga of the

region is important to maintain the cultural context, community, and tribal experience is important for the next generation

There are more and more resources being developed but what is the most useful to our students can’t keep adding more ..what do we delete before we add the new



Maintenance, PD of the new possibilities, Pātaka reo site Having a site that works for new speakers of te reo Māori

and fluent speakers or reo Māori Teaching te reo Māori and using te reo Māori Access to good technology for 100 level students at

home- learning at home Lack of reo Māori speaking support staff Maintaining the mana of te reo Māori when teaching

students that are new to tikanga and learning reo Māori Support materials for mātauranga Māori Use of Māori values and tikanga on line (virtual tikanga) Non- Māori staff using tikanga and reo Māori in their

courses



http://learn.canterbury.ac.nz/course/view.php?id=2711&section=1

Assessment

Show ākona te reo siteShow assessment 300 level






Ka oi Ruaumoko, ka piri a Waitaha Despite the heaving earth, we unite together.



Ka oi Ruaumoko, ka piri a Waitaha Despite the heaving earth, we unite together.


References: Mackey, J., Gilmore, F., Dabner, N., Breeze, D. and Buckley, P. (2012) Blended learning for

academic resilience in times of disaster or crisis. Journal of Online Learning and Teaching 8(2): 122-135. http://jolt.merlot.org/vol8no2/mackey_0612.htm. (Journal Articles)

Greenwood, J., Te Aika, L. and Davis, N. (2011) Creating Virtual Marae: An Examination of How Digital Technologies Have Been Adopted by Maori in Aotearoa New Zealand. In P.R. Leigh (Ed.), International Exploration of Technology Equity and the Digital Divide: Critical, Historical and Social Perspectives: 58-79. Charlotte: Information Age Press. http://dx.doi.org/10.4018/978-1-61520-793-0.ch004.

Elers , J. (2014) Māori are scum, stupid, lazy: Māori according to google Te Kaharoa , vol 7 Ministry of Education Sarah-Jane Tiakiwai & Hans Tiakiwai Kiore Enterprises Ltd (2010) A

Literature Review focused on Virtual Learning Environments (VLEs) and e-Learning in the Context of Te Reo Māori and Kaupapa Māori Education

Keegan, P. J., Keegan, T. T. A. G., & Laws, M. (2011). Online Māori Resources and Māori Initiatives for Teaching and Learning: Current Activities, Successes And Future Directions. Mai Review, 1, 1-13.


http://jolt.merlot.org/vol8no2/mackey_0612.htm

http://dx.doi.org/10.4018/978-1-61520-793-0.ch004


References: Anchimbe, E., Ed. (2007). Linguistic Identity in Postcolonial Multilingual Spaces. Multilingualism, postcolonialism, and linguistic

identity:towards a new vision of postcolonial spaces. Newcastle, United Kingdom, Cambridge Scholars Publishing. Durie, Mason. (2003). Māori educational Advancement at the Interface Between Te Ao Māori and Te Ao Whānui –presented to

Hui Taumata Mātauranga Tuatoru, 9 March, Turangi/Taupo. Garcia, O. (2009). Bilingual Education in the 21st Century a Global Perspective. United Kingdom, Wiley-Blackwell Martin,R and Skerrett M (2012)Language Advancement at the Tribal level and at the centre, with children in

Ōtautahi/Christchurch New Zealand Pavlenko, A. and A. Blackledge, Eds. (2004). Negotiation of identities in Multilingual Contexts. England, Multilingual Matters. Penetito, W. (2010). What's Māori about Māori Education? Wellington, Victoria University Press Te Paepae Motuhake (2011). Te Reo Mauriora te arotakenga o te rāngai reo māori me te rautaki reo Māori, review of the Māori

language sector and the Māori language strategy. Te Puni Kōkiri. Wellington. Te Rūnanga o Ngāi Tahu (2011). He huanui ara ake mō Waitaha-a pathway to recovery for Canterbury, Ngāi Tahu's preliminary

tribal positions and priorities for the draft CERA Recovery Strategy for Greater Christchurch. Christchuch: 1-11.

Mihi Dr Mere Skerrett University of Canterbury


Documents

School of Māori, Social and Cultural Studies in Education How did one initial teacher educator develop engaging flexible and online resources for students