How might the research question relate to a Kaupapa Māori approach to gathering knowledge and community priorities?

Research Questions:

1. What types of professional development has the greatest influence on teachers’ implementing the digital technology curriculum?

2. What support do teachers think is needed for the continued integration of digital technology curriculum?

This question was developed in response to our school receiving professional development in 2019 for the implementation of the revised Technology Curriculum.  As I have taken on a new role of developing the school-wide curriculum,  from years 0-13, the need to get a snapshot of where teachers are at in 2020, with implementing digital technology is vital and to find out from a teacher’s perspective what support they require, moving forward.  From this, I feel the leadership team will have a better understanding of how to support teachers to continue to integrate digital technology to a place of whakararau or embedded - unconscious competence (MOE, 2020c).  An analysis of the strategic and annual plans (including resourcing) could also support getting an overall picture of the alignment between policy, leadership,  and teaching and learning. 

At a national level the Ministry of Education has produced documentation supporting the ongoing implementing and integration of the digital outcomes.  They see this as an ongoing process for now, and these documents seem to provide useful, practical means of assessing where the school is at and what practical steps need to be taken. The 'Supporting your school’s journey in 2020' document also suggests ways to approach the continual integration of the curriculum.  Community and educational priorities (National Educational Guidelines 9) are about addressing the gap between Māori and non-Māori achievement.  The New Zealand teacher standards and e-learning encourage teachers to work collaboratively, share knowledge, undertake inquiry learning, problem-solving and professional learning. 

Ako

Professional development is about developing teachers to implement new learning in the classroom to support student ‘equity and excellence’.  Teachers need to understand why this change is needed, what specific content knowledge is required, and how it will be taught (pedagogy).  By working in a collaborative team or Kāhui Ako, individual teachers can build their knowledge base from one another reflecting the principles of Kaupapa Māori ie manaakitanga and reciprocity.  Using the ideas from the ITL Research (2012), could also support an authentic learning environment, encourage teacher engagement and hopefully, this will give teachers the skills and confidence to plan and implement appropriate learning programmes.  The big ideas to consider would be, teachers have a shared responsibility, they make substantive decisions and their work is interdependent (ITL Research, 2010).  I think these big ideas will also support the objectives of a  Kāhui Ako.  The collaborative nature of the Communities of Learning are designed to promote ‘equity and excellence’ and to accelerate underachieving in Māori and Pasifika students.  

Āta

The principle of Āta within the Kaupapa Māori theory represents respectful relationships, building and nurturing relationships and wellbeing (Rangahau, n.d).  When supporting teachers to implement new learning, leadership needs to consider the most relevant leadership styles i.e. coaching, that supports building respectful relationships. From the perspective of a Kaupapa Māori approach building relationships with teachers and in the wider educational context, will help towards supporting teachers and their aspirations for their learners.  If a teacher’s needs are met and their culture of learning is valued, i.e. they get support if they require a more personalised programme, this will hopefully build confidence and self-determination to achieve (Te Akau ki Papamoa School, n.d).  I feel creating a learning culture that builds on the knowledge of teachers, and their needs and aspirations (tino rangatiratanga) would encourage teachers to engage with new learning more readily.  Also, with regards to building and nurturing relationships and teacher well-being, the way in which teachers are ‘grouped’ for learning i.e. curriculum teams or year level teams could be flexible to meet the needs and interests of teachers.  There are similarities between knowledge creation and that of the Kaupapa Māori philosophy. Moreover, āta conveys the notion of respectfulness, reciprocity and that relationships demand effort and energy (Pohatu, 2013).  Learning in a collaborative way may be preferred by Māori learners; teachers or students.   

Another theme is developing the skills to communicate in a digital world.  Due to the nature of digital technology, students are navigating how to best get their message across in a mindful way. What is the etiquette for communication online?  How is user well-being monitored and by whom?  The idea of communication presents itself through the Kaupapa principles of Āta and Whānau.  However, to my knowledge communicating face-to-face is preferred in Māori culture.  How does teacher professional development address the integration of kaupapa Māori principles and digital technology/21st century skills? Developing an understanding of how to communicate in the 21st century will be necessary for humankind.  “Communication is at the heart of all human interaction”  (ITL Research, p 37, 2012).  

Reference 

ITL Research (2012). 21CLD Learning Activity Rubrics. Retrieved from https://fcl.eun.org/documents/10180/14691/5.3x+-+21cld+learning+activity+rubrics+2012.pdf/e240da11-07c2-4633-a86e-06c12f00d8ad?version=1.0

Ministry of Education (2020c).  Digital technology in the revised Technology Learning Area: Supporting your school’s journey in 2020. Retrieved from https://technology.tki.org.nz/Technology-in-the-NZC/Digital-technologies-support/DT-implementation-support-tool

Pohatu, T. W (2013). Āta. Ata: Journal of Psychotherapy Aotearoa New Zealand, 17(1), 13-26.  Retrieved from https://ojs.aut.ac.nz/ata/index.php/ata/article/view/121

Rangahau (n.d). Principles of Kaupapa Māori. Retrieved from http://www.rangahau.co.nz/research-idea/27/

Stevens, K. (2019). Supporting Teacher Confidence and Perceived Competence in Relation to Culturally-Responsive Pedagogy Utilising Communities of Learning Kahui Ako. Kairaranga, 20(2), 30-39.  Retrieved from https://files.eric.ed.gov/fulltext/EJ1240096.pdf