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Exploring a culturally- sensitive blend of New Zealand initial teacher education: online and on a regional campus with Maori
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, University of Canterbury New Zealand, New Zealand ; , , University of Canterbury, New Zealand

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper explores ‘effective practices’ used within a New Zealand university as identified by year two students and their lecturers within a regional initial teacher education distance option that blends online with on campus courses in a culturally relevant approach that fits with partner schools with a high proportion of Indigenous People. Evidence was gathered through interviews, focus group discussion, observations of e-learning and reflective discussions by the three lecturers about their experiences. Thematic analysis identified emerging ‘effective practices’ in blended learning and teaching. A strong sense of ako (reciprocity of learning and teaching) and tuakana–teina (mentoring and reciprocal mentoring) was displayed as students and lecturers embarked on individual and collective learning journeys. The most effective practices involved the use of forums for course-related discussions, the use of video conference for tutorials and videoing of lectures.

Citation

Hunt, A.M., Needham, V. & McMurray, L. (2012). Exploring a culturally- sensitive blend of New Zealand initial teacher education: online and on a regional campus with Maori. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 455-462). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 25, 2019 from .

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