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 Conference Rachel 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 Rūnanga Te Rūnanga Otākou Hokonui Rūnaka Kaikōura Rūnanga Oraka Aparima Rūnaka Waihopai Rūnaka Awarua Rūnanga Te Rūnanga o Koukourarata Te Rūnanga o Makawhio Inc Kati Waewae Rūnaka Te Waipounamu

School of Māori, Social and Cultural Studies in Education September 4, 2010September 4, 2010 (12900 quakes) February 22, 2011 (8472 quakes) June 13, 2011 (4530 quakes) December 23, 2011 (2606 quakes)February 22, 2011 June 13, 2011 December 23, 2011 DEANZ Conference Rachel Martin April- May 2014

School of Māori, Social and Cultural Studies in Education 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. DEANZ Conference Rachel Martin April- May 2014

School of Māori, Social and Cultural Studies in Education DEANZ Conference Rachel Martin April- May 2014  Phase 1: React, Recover, and Redesign  Phase 2: Restart  Phase 3: Reconsolidate Phase 4: Review and Reflect

School of Māori, Social and Cultural Studies in Education DEANZ Conference Rachel Martin April- May 2014  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 Language Ruiz (1984) Socio-historical Stages of Language Orientation Garcia (2009) Māori Language Historical Perspectives Skerrett (2011) Stage One One nation, one languageSubtractive Language Policy Language as a Problem Stage Two Questioning-negotiated rightDomination of English-New schools Language as a Right Stage Three Globalisation intercultural education Māori English Bilingualism for all Language as a Resource

Stages of Language Ruiz (1984) Stage One Language as a problem Socio-historical Stages of Language Orientation Garcia (2009) Global Māori Language Historical Perspectives Skerrett (2011) Positivistic/technicist approaches to language in education Towards English Monolingualism Linguistically assimilating Māori Structuralist/modernist framework One nation one language ideology. Nation state facilitates urbanisation, secularisation and citizen transformation from a traditional to a modern disposition. World Wars I and II Majority- colonial languages Subtractive language policy Māori children generally monolingual Māori speaking but put into schools which aimed to subtract their Māori language and replace it with English (often violently) Māori children still bilingual English Māori speaking (BEMS) education-matauranga/page Accelerated English language monolingualism by force coincided with urbanisation.

Stages of Language Ruiz (1984) Stage Two Language as a right Socio-historical Stages of Language Orientation Garcia (2009) Global Māori Language Historical Perspectives Skerrett (2011) Language as a Right Māori Sovereignty Rights to Language Critical/postmodern approaches to language in education Critical Frameworks Worldwide 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 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

Stages of Language Ruiz (1984) Stage Three Language as a Resource Socio-historical Stages of Language Orientation Garcia (2009) Global Māori Language Historical Perspectives Skerrett (2011) Language as Resource Counter-colonial Frame Language as Identity Tino Rangatiratanga Frame Intercultural (ecological) Approaches in Education - encourage understanding between different population groups and rights Ecological Frameworks 21 st century challenge of the sovereignty of states Globalisation – greater movement of peoples and increasing awareness of other languages and the dominance of some languages Eg English, Chinese, Spanish and Arabic Monolingual schooling inappropriate Language differences are seen as a resource Tino Rangatiratanga Frameworks National support for Declaration of the Rights of Indigenous Peoples Legislative change for teachers – Graduating Teacher Standards and Registered Teaching Criteria Further 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)

School of Māori, Social and Cultural Studies in Education Language, identity and e learning  Māori language- Microsoft office and XP, translation of over 900,000 words ( )  Google interface in te reo Māori 2008  Google translator toolkit 2009   New Zealand Māori Internet Society (worked for over 10 years) now web presence is a facebook page.  Dictionaries -Putaiao/Nga-Kupu-Ingarihi -Putaiao/Nga-Kupu-Ingarihi DEANZ Conference Rachel Martin April- May 2014

School of Māori, Social and Cultural Studies in Education DEANZ Conference Rachel Martin April- May 2014  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)

School of Māori, Social and Cultural Studies in Education DEANZ Conference Rachel Martin April- May 2014 i-Decolonize apps  Developer: Hika GroupHika 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 . 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.

School of Māori, Social and Cultural Studies in Education DEANZ Conference Rachel Martin April- May 2014  App name: KuraKura  Language: Maori (New Zealand)  Developer: Victoria University’s Faculty of Education (Te Kura Maori)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.

School of Māori, Social and Cultural Studies in Education  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 DEANZ Conference Rachel Martin April- May 2014 Literature review  4. Barriers- content development instead of context and learner experience, lack of evaluation, roles of designers

School of Māori, Social and Cultural Studies in Education  1. Benefits of e-Learning  2. Teaching practice  3. Creating opportunities through e-Learning  4. Challenges to cultural practices DEANZ Conference Rachel Martin April- May 2014 Literature review 2010  Teaching and learning  1. The importance of the learning environment  2. Quality relationships  3. Cultural understandings  4. Challenges to pedagogical practices

School of Māori, Social and Cultural Studies in Education  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 DEANZ Conference Rachel Martin April- May 2014

School of Māori, Social and Cultural Studies in Education  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 DEANZ Conference Rachel Martin April- May 2014 Google  Googles autocomplete function (a mechanism that offers search suggestions)

School of Māori, Social and Cultural Studies in Education Current courses and what works  Lectures  Workshops  Noho Marae  Forums DEANZ Conference Rachel Martin April- May 2014  Ākona te Reo  Pātakā Reo  Language Perfect  Moodle (Learn)

School of Māori, Social and Cultural Studies in Education Four different ways to use LP DEANZ Conference Rachel Martin April- May 2014 Positive impact of Language Perfect “It engaged my eyes, ears and fingers.” (#47) gin/#page=TestSetup gin/#page=TestSetup ReadingWritingDictationListening Target Language  English English  Target Language Target Language  English Māori text to English English text to Māori Spoken Māori to Māori text Spoken Māori to English text

Proficiency Teaching readiness MeanSDMeanSD Lectures Workshops Noho marae Forums Ākona re Reo Pātakā Reo Learn - other Language Perfect Strongly agree4 Agree3 Disagree2 Strongly disagree 1 NA (didn’t use)- Overall Rank Proficiency Teaching readiness MeanSDMeanSD Language Perfect Noho marae Ākona te Reo Workshops Learn - other Pātakā Reo Lectures Forums “ 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 Conference Rachel Martin April- May 2014 Noho marae – attitudinal shift

School of Māori, Social and Cultural Studies in Education  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 Conference Rachel Martin April- May 2014 Education

School of Māori, Social and Cultural Studies in 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 DEANZ Conference Rachel Martin April- May 2014

School of Māori, Social and Cultural Studies in Education  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 DEANZ Conference Rachel Martin April- May 2014

School of Māori, Social and Cultural Studies in Education Assessment Show ākona te reo site Show assessment 300 level DEANZ Conference Rachel Martin April- May 2014

School of Māori, Social and Cultural Studies in Education DEANZ Conference Rachel Martin April- May 2014 Ka oi Ruaumoko, ka piri a Waitaha Despite the heaving earth, we unite together.

School of Māori, Social and Cultural Studies in Education DEANZ Conference Rachel Martin April- May 2014 Ka oi Ruaumoko, ka piri a Waitaha Despite the heaving earth, we unite together.

School of Māori, Social and Cultural Studies in Education  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): (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: Charlotte: Information Age Press.  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, DEANZ Conference Rachel Martin April- May 2014

School of Māori, Social and Cultural Studies in Education  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: Mihi Dr Mere Skerrett University of Canterbury DEANZ Conference Rachel Martin April- May 2014