Pub Date : 2021-07-01DOI: 10.26686/NZAROE.V26.6858
L. Carvalho
Schools and universities in Aotearoa New Zealand have been transitioning into new spatial configurations. These spaces are being carefully (re)designed to accommodate technology-rich activity, and to enable collaborative teaching and learning in ways that actively engage students in scaffolded inquiry. As teachers and students shift from traditional classroom layouts into flexible learning arrangements, educators are having to deeply rethink their own practices. In addition, the recent Covid-19 outbreak raised new questions in education about the role of technology in learning. This article argues that it is critical that Aotearoa educators understand (i) how to (re)design and (re)configure learning spaces in ways that support what they value in learning; and (ii) how they can tap on the digital to extend students experiences, both across and beyond schools and universities’ physical settings. The article introduces a way of framing the design and analysis of complex learning situations and reports on qualitative findings from a recent survey, which explored educators’ experiences of learning environments across Aotearoa New Zealand.
{"title":"(Re)Shaping spaces for learning","authors":"L. Carvalho","doi":"10.26686/NZAROE.V26.6858","DOIUrl":"https://doi.org/10.26686/NZAROE.V26.6858","url":null,"abstract":"Schools and universities in Aotearoa New Zealand have been transitioning into new spatial configurations. These spaces are being carefully (re)designed to accommodate technology-rich activity, and to enable collaborative teaching and learning in ways that actively engage students in scaffolded inquiry. As teachers and students shift from traditional classroom layouts into flexible learning arrangements, educators are having to deeply rethink their own practices. In addition, the recent Covid-19 outbreak raised new questions in education about the role of technology in learning. This article argues that it is critical that Aotearoa educators understand (i) how to (re)design and (re)configure learning spaces in ways that support what they value in learning; and (ii) how they can tap on the digital to extend students experiences, both across and beyond schools and universities’ physical settings. The article introduces a way of framing the design and analysis of complex learning situations and reports on qualitative findings from a recent survey, which explored educators’ experiences of learning environments across Aotearoa New Zealand.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131638420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.26686/nzaroe.v26.6933
Linda Hogg, M. Volman
This paper provides an overview of the funds of identity (FoI) concept, theoretical framework, and applications, with a focus on its theoretical origins and application in education. Funds of identity (FoI) theory aims to complement the funds of knowledge (FoK) conceptual framework that draws attention to knowledge and competencies of minoritised students. Funds of identity theory is distinctive because of its focus on funds that are defined as significant by students themselves. Grounded in Vygotskian perspectives on identity, funds of identity scholarship offers a conceptual framework and concrete methods for the enactment of education that is personally meaningful. The paper concludes by exploring the relevance of FoI theory within the New Zealand setting, especially to support social justice for Māori learners.
{"title":"Funds of identity","authors":"Linda Hogg, M. Volman","doi":"10.26686/nzaroe.v26.6933","DOIUrl":"https://doi.org/10.26686/nzaroe.v26.6933","url":null,"abstract":"This paper provides an overview of the funds of identity (FoI) concept, theoretical framework, and applications, with a focus on its theoretical origins and application in education. Funds of identity (FoI) theory aims to complement the funds of knowledge (FoK) conceptual framework that draws attention to knowledge and competencies of minoritised students. Funds of identity theory is distinctive because of its focus on funds that are defined as significant by students themselves. Grounded in Vygotskian perspectives on identity, funds of identity scholarship offers a conceptual framework and concrete methods for the enactment of education that is personally meaningful. The paper concludes by exploring the relevance of FoI theory within the New Zealand setting, especially to support social justice for Māori learners.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132151037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.26686/NZAROE.V26.6854
Gavin T. L. Brown
Assessment for learning (AfL) is a major approach to educational assessment that relies heavily on pedagogical practices, such as involving students in assessment, making transparent objectives and criteria, and asking open-ended questions that provoke higher order thinking. In this perspective piece, I argue that without the possibility of opening classroom activities to systematic and rigorous inspection and evaluation, AfL fails to be assessment. AfL activities happen ephemerally in classrooms, leading to in-the-moment and on-the-fly interpretations and decisions about student learning. In these contexts, determination of the degree of error in those judgements does not happen. Because human performance is so variable and because the samples teachers use to make judgements are not robustly representative, there is considerable error in their judgements about student learning. Nonetheless, despite the difficulties seen in putting AfL into practice, they appear to be good classroom teaching practices. In contrast, assessment proper requires careful inspection of data so that alternative explanations can be evaluated, leading to a preference for the most valid and reliable interpretation of performance evidence. Psychometric methods not only quantify amounts or qualities of performance, but also evaluate the degree to which judges agree with each other, leading to confidence in the validity and reliability of insights. Consequently, because AfL activities lack the essential characteristics of paying attention to error and methods of minimising its impact on interpretations, I recommend we stop thinking of AfL as assessment, and instead position it as good teaching.
{"title":"Responding to Assessment for Learning","authors":"Gavin T. L. Brown","doi":"10.26686/NZAROE.V26.6854","DOIUrl":"https://doi.org/10.26686/NZAROE.V26.6854","url":null,"abstract":"Assessment for learning (AfL) is a major approach to educational assessment that relies heavily on pedagogical practices, such as involving students in assessment, making transparent objectives and criteria, and asking open-ended questions that provoke higher order thinking. In this perspective piece, I argue that without the possibility of opening classroom activities to systematic and rigorous inspection and evaluation, AfL fails to be assessment. AfL activities happen ephemerally in classrooms, leading to in-the-moment and on-the-fly interpretations and decisions about student learning. In these contexts, determination of the degree of error in those judgements does not happen. Because human performance is so variable and because the samples teachers use to make judgements are not robustly representative, there is considerable error in their judgements about student learning. Nonetheless, despite the difficulties seen in putting AfL into practice, they appear to be good classroom teaching practices. In contrast, assessment proper requires careful inspection of data so that alternative explanations can be evaluated, leading to a preference for the most valid and reliable interpretation of performance evidence. Psychometric methods not only quantify amounts or qualities of performance, but also evaluate the degree to which judges agree with each other, leading to confidence in the validity and reliability of insights. Consequently, because AfL activities lack the essential characteristics of paying attention to error and methods of minimising its impact on interpretations, I recommend we stop thinking of AfL as assessment, and instead position it as good teaching.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"173 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114004474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.26686/nzaroe.v26.6929
D. Munro, J. Clarke
Background: In 2020, nearly four weeks into the first semester of the academic year, the University of Canterbury (UC) in Christchurch, New Zealand, transitioned to online delivery of all teaching in response to the nation-wide lockdown due to Covid-19. With 48 hours’ notice, all on-campus activities ceased and were replaced with lectures delivered live via Zoom or recycled from previous delivery, and simulated, or otherwise facilitated, practical experiences. Assessments were temporarily halted, then resumed over a more compressed timetable with online and “take home” activities largely replacing traditional invigilated assessments. Purpose: Our research explored the challenges and successes of UC’s fast transition to online learning, with a particular emphasis on understanding the impact of the loss of face-to-face delivery on practical experiences normally delivered through laboratory and field activities. Our goal was to develop a set of best practices to improve our response to future emergency situations. Methods: A two-part survey was electronically distributed to students enrolled in a 4-year engineering programme and a 3-year sport coaching programme at the University of Canterbury. Results: While students strongly appreciated efforts of lecturers and tutors to support their learning, differences in communication approaches affected student experience both positively and negatively. A clear need for two-way communication as well as consistency and clarity in messaging were key findings. A general dissatisfaction with replacement practical activities was expressed, demonstrating a need for contingency measures to be in place to mitigate the impact of future disruptive events on practical learning. Efforts to manage online assessment of learning were generally well received, even in a compressed timeframe, though several unhelpful practices were highlighted. Students also identified many positive aspects of their learning experiences, including live tutorials and made-for-purpose video presentations.
{"title":"Best practices for supporting student experiential learning in an online environment during emergency situations","authors":"D. Munro, J. Clarke","doi":"10.26686/nzaroe.v26.6929","DOIUrl":"https://doi.org/10.26686/nzaroe.v26.6929","url":null,"abstract":"Background: In 2020, nearly four weeks into the first semester of the academic year, the University of Canterbury (UC) in Christchurch, New Zealand, transitioned to online delivery of all teaching in response to the nation-wide lockdown due to Covid-19. With 48 hours’ notice, all on-campus activities ceased and were replaced with lectures delivered live via Zoom or recycled from previous delivery, and simulated, or otherwise facilitated, practical experiences. Assessments were temporarily halted, then resumed over a more compressed timetable with online and “take home” activities largely replacing traditional invigilated assessments. Purpose: Our research explored the challenges and successes of UC’s fast transition to online learning, with a particular emphasis on understanding the impact of the loss of face-to-face delivery on practical experiences normally delivered through laboratory and field activities. Our goal was to develop a set of best practices to improve our response to future emergency situations. Methods: A two-part survey was electronically distributed to students enrolled in a 4-year engineering programme and a 3-year sport coaching programme at the University of Canterbury. Results: While students strongly appreciated efforts of lecturers and tutors to support their learning, differences in communication approaches affected student experience both positively and negatively. A clear need for two-way communication as well as consistency and clarity in messaging were key findings. A general dissatisfaction with replacement practical activities was expressed, demonstrating a need for contingency measures to be in place to mitigate the impact of future disruptive events on practical learning. Efforts to manage online assessment of learning were generally well received, even in a compressed timeframe, though several unhelpful practices were highlighted. Students also identified many positive aspects of their learning experiences, including live tutorials and made-for-purpose video presentations.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127250237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.26686/nzaroe.v26.6931
Lisa Darragh
Internet access and the availability of digital devices in the classroom have grown exponentially. Correspondingly, we have online platforms for learning mathematics that are subscription-based and available for schools or individuals to purchase. Research in mathematics education tends to focus on the benefits to teaching and learning afforded by digital technology, while less attention is given to the implications of having commercial applications in our mathematics classrooms, and their considerable cost. This paper reports on a study of online mathematics instructional programmes in primary schools of New Zealand. Data sources include a survey sent to mathematics leaders of all primary schools, and a discursive analysis of the websites of the most commonly used instructional programmes. There was an obvious similarity found between the promises of the websites and the rationales expressed by school leaders for using the programmes, suggesting that schools are succumbing to the seductive promises of these commercial programmes. It is argued that we need to further examine the implications of using such programmes in our mathematics classrooms, especially in the context of profit-making inside public education.
{"title":"'Seductive promises' and the use of online mathematics instructional programmes in New Zealand primary schools","authors":"Lisa Darragh","doi":"10.26686/nzaroe.v26.6931","DOIUrl":"https://doi.org/10.26686/nzaroe.v26.6931","url":null,"abstract":"Internet access and the availability of digital devices in the classroom have grown exponentially. Correspondingly, we have online platforms for learning mathematics that are subscription-based and available for schools or individuals to purchase. Research in mathematics education tends to focus on the benefits to teaching and learning afforded by digital technology, while less attention is given to the implications of having commercial applications in our mathematics classrooms, and their considerable cost. This paper reports on a study of online mathematics instructional programmes in primary schools of New Zealand. Data sources include a survey sent to mathematics leaders of all primary schools, and a discursive analysis of the websites of the most commonly used instructional programmes. There was an obvious similarity found between the promises of the websites and the rationales expressed by school leaders for using the programmes, suggesting that schools are succumbing to the seductive promises of these commercial programmes. It is argued that we need to further examine the implications of using such programmes in our mathematics classrooms, especially in the context of profit-making inside public education.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115248149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.26686/nzaroe.v26.6959
J. Higgins
Overview of Cancelled Conference Conversations
取消会议对话概述
{"title":"Overview of Cancelled Conference Conversations","authors":"J. Higgins","doi":"10.26686/nzaroe.v26.6959","DOIUrl":"https://doi.org/10.26686/nzaroe.v26.6959","url":null,"abstract":"Overview of Cancelled Conference Conversations","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127285387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.26686/nzaroe.v26.7138
Tanya Wendt Samu
This essay charts (and critiques) the formal education of Pacific-heritage peoples in Aotearoa New Zealand. As a diverse minority group, the education of Pacific-heritage peoples has been an explicit strategic priority for the Ministry of Education for over two decades, although the provision and experience of education for and by Pacific-heritage peoples in this country has, at the very least, a fifty year whakapapa. The author traces the current position of Pacific peoples using a broad socio-historical lens anchored in post-structural analysis principles, with an indigenous Pacific philosophical cast, in order to present a critique of the past that illuminates the present. Why is this important? The author argues that a deepened knowledge of such developments is an imperative for informed decision making in policy and practice, and for the research that should inform both.
{"title":"Charting the origins, current status and new directions within Pacific/Pasifika education in Aotearoa New Zealand","authors":"Tanya Wendt Samu","doi":"10.26686/nzaroe.v26.7138","DOIUrl":"https://doi.org/10.26686/nzaroe.v26.7138","url":null,"abstract":"This essay charts (and critiques) the formal education of Pacific-heritage peoples in Aotearoa New Zealand. As a diverse minority group, the education of Pacific-heritage peoples has been an explicit strategic priority for the Ministry of Education for over two decades, although the provision and experience of education for and by Pacific-heritage peoples in this country has, at the very least, a fifty year whakapapa. The author traces the current position of Pacific peoples using a broad socio-historical lens anchored in post-structural analysis principles, with an indigenous Pacific philosophical cast, in order to present a critique of the past that illuminates the present. Why is this important? The author argues that a deepened knowledge of such developments is an imperative for informed decision making in policy and practice, and for the research that should inform both.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"274 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116420725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.26686/nzaroe.v26.7141
S. McNaughton
{"title":"Commentary on Cancelled Conference Conversations series","authors":"S. McNaughton","doi":"10.26686/nzaroe.v26.7141","DOIUrl":"https://doi.org/10.26686/nzaroe.v26.7141","url":null,"abstract":"","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132317174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.26686/nzaroe.v26.6928
J. Clarke, D. Munro
Background: Five weeks into the start of a new academic year, the University of Canterbury (UC) in Christchurch, New Zealand experienced a rapid transition from traditional on-campus education to online distance learning. On-campus lectures were replaced by a combination of interactive live-streamed Zoom sessions, pre-recorded classes, compiled videos and laboratory sessions, and other activities. It was unknown how students’ learning was impacted by this sudden change to an online environment. Purpose: Our research sought to explore the main challenges perceived by students in the transition to an online learning environment in order to gain an understanding of how teaching staff can best address student needs in future emergency situations. Methods: A two part survey was electronically distributed to students enrolled in a 4-year engineering programme and a 3-year sport coaching programme at the University of Canterbury. Results: Student responses indicated a clear desire for structured, in-person delivery of tertiary education. The ability to gain rapid feedback from lecturers was missed, as was social interaction and informal learning among peers. The use of timetabled tutorials and small-stakes assessment items helped facilitate regular contact with the course material and interaction among students and between students and teaching staff. Assessment practices which constrained time to respond to questions, although useful in limiting opportunities for cheating, was unpopular with students and was associated with increased anxiety. Students preferred untimed assessments, such as written assignments and take-home tests. In addition, it was found to be important to provide practise opportunities for modified-for-online assessments prior to formal testing to help reduce stress in an already stressful environment.
{"title":"Student experiences of online learning due to Covid-19","authors":"J. Clarke, D. Munro","doi":"10.26686/nzaroe.v26.6928","DOIUrl":"https://doi.org/10.26686/nzaroe.v26.6928","url":null,"abstract":"Background: Five weeks into the start of a new academic year, the University of Canterbury (UC) in Christchurch, New Zealand experienced a rapid transition from traditional on-campus education to online distance learning. On-campus lectures were replaced by a combination of interactive live-streamed Zoom sessions, pre-recorded classes, compiled videos and laboratory sessions, and other activities. It was unknown how students’ learning was impacted by this sudden change to an online environment. Purpose: Our research sought to explore the main challenges perceived by students in the transition to an online learning environment in order to gain an understanding of how teaching staff can best address student needs in future emergency situations. Methods: A two part survey was electronically distributed to students enrolled in a 4-year engineering programme and a 3-year sport coaching programme at the University of Canterbury. Results: Student responses indicated a clear desire for structured, in-person delivery of tertiary education. The ability to gain rapid feedback from lecturers was missed, as was social interaction and informal learning among peers. The use of timetabled tutorials and small-stakes assessment items helped facilitate regular contact with the course material and interaction among students and between students and teaching staff. Assessment practices which constrained time to respond to questions, although useful in limiting opportunities for cheating, was unpopular with students and was associated with increased anxiety. Students preferred untimed assessments, such as written assignments and take-home tests. In addition, it was found to be important to provide practise opportunities for modified-for-online assessments prior to formal testing to help reduce stress in an already stressful environment.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123100267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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