Digital Technologies and e-Learning for Transformative Education - TECP317

Artifact One
www.bookcreator.com
Purpose
This activity supports a bicultural teaching pedagogy with the use of te reo Māori, as well as
supporting tamariki to engage with technology, introduce themselves and share information
about their personal identity. Te Whāriki (2017,p12) states that tamariki need to be offered
mana-enhancing opportunities to have their culture, language and identity recognised within
the curriculum. Book creator is a digital resource that can be facilitated, at an early childhood
level, with kaiako or parental support. However, tamariki have agency over the information
that is to be shared, they can introduce themselves, their whānau, their pets and where they
live using video recordings with assistance from an adult. Tamariki are able to access the
Bitmoji app with the help of kaiako and choose the attributes that they believe best represent
themselves, then adding this to their introduction book. With assistance, book creator is
accessible at an early childhood level, whether tamariki have the ability to communicate
verbally or non-verbally. Thus, exposing tamariki to print, signs and pictures offers a
Universal Design for Learning opportunity that incorporates a range of abilities (Stockall,
Dennis & Miller, 2012).

Connections

This activity links to all of the strands of Te Whāriki (2017), but more so the area of
communication and early literacy. Understanding that symbols can be read and facilitate the
sharing of information, becoming confident in the use of their first language \as well as an
appreciation for te reo Māori (Ministry of Education[MoE], 2017, p42). Additionally,
tamariki have control over contributing information about themselves and their background
to their ECE environment, knowing that what they share is valued (MoE, 2017, 37).

Artifact Two

www.tinytap.com

Purpose

The purpose of the activity designed on www.tinytap.com is to link official languages in

Aotearoa New Zealand, incorporate a bi-cultural practice and to teach tamariki to recognise
the pictures of fruit and then connect them to their English and te reo Māori names. The
names are role-modelled through voice recordings. The activity is easily adapted, changing
the recordings, to include basic te reo Māori phrasing to extend knowledge, ‘He āporo tēnei –
this is an apple’ or ‘He panana tēnā – that is a banana’. Stockall, Dennis & Miller (2012) state
that the curriculum should be intentional, maintaining flexibility to differentiate context for
learners. Tamariki are encouraged to use their fingers or a mouse to manipulate the activity
which consolidates the use of technology as a medium to increase understanding and
learning. These actions work to develop early digital competencies at an early childhood
level, that will allow them to use technology to problem solve when they progress to further
use at primary school (MoE, 2020).

Ryan Simpson TECP317 Assignment One 323305099

Connections
Tamariki need to be able to access te reo Māori in their early learning setting (MoE,
2017,p12), kaiako are facilitators, ensuring te reo Māori is valued and is promoted with
adherence to Te Tiriti o Waitangi. The ‘He aha huarākau tēnei?’ activity is meaningful with
it’s link to early literacy concepts and acknowledgement of treaty partners. The activity
promotes the recognition of the link between words and pictures in a digital format as a
means of communication (MoE, 2017,p42).

Artifact Three
Google Slides - https://docs.google.com/
Purpose
The purpose of this activity is also promoting bicultural learning by way of including te reo
Māori number, shape and fruit knowledge and waiata encouraging interaction and
collaboration. In order to maximise the benefits of digital technologies, kaiako need to be
intentional and effective in their practices, this range of activities is inclusive and is
responsive to diverse learning needs (MoE, 2015). Using the TPACK approach to integrating
technology, the content is reflective of a mat time experience in an early childhood setting.
Included is an opportunity for tamariki to interact in their own time, consolidating and then
extending on current knowledge. Tamariki collaborate with kaiako/presenters during the
session as they recite waiata that houses basic, foundational information in both English and
te reo Māori. Tamariki are introduced to the concept of weather and how presently in
Aotearoa New Zealand the season is spring, which is represented by new life through a
change in temperature, including animals and flowers. Reminiscent of a physical mat time,
the slide includes access to music and movement activities for gross motor development and
yoga for relaxation and breathing techniques for calming. Adding kaiako pedagogical
knowledge of teaching and learning, specific to tamariki in their care, then accessing the
Google Slide as a digital tool, brings the process of technological integration into the
classroom (Koehler, Mishra & Cain, 2013).
Connections
The Google Slide presentation is designed to be a representation of the mat time experience
away from the centre environment. It is meaningful in the respect that the activities are
familiar to tamariki as they are enacted on a daily or regular basis, and tamariki can resonate,
interact and attain mana-enhancing confidence through their skilled participation with them.
Te Whāriki (2017,p12) encourages settings to deliver a curriculum that enables the active
participation of all tamariki, inclusive of diverse learning needs. With the support of parents,
family or whānau members, tamariki can develop agency, using this technology, to make
decisions and develop interests reflective of choice that that have made (MoE, 2017,p18).
Plowman & McPake (2013), make specific reference to allowing tamariki to further develop
dispositions for learning and operational learning through the use of technology, this is
evident through access to a Google Slide which provides the ability to build self-confidence
and self-esteem in the ability to choose activities that are of most interest to an individual.

Ryan Simpson TECP317 Assignment One 323305099

 Reference list:

Koehler, M., Mishra, P. & Cain, W. (2013). What is Technological Pedagogical Content
Knowledge (TPACK)? Journal of Education, 193(3).
Ministry of Education. (2015). New Zealand Education in 2025: Lifelong Learners in a
Connected World – An illustrative Vision. Ministry of Education
Ministry of Education. (2020). Learning Using Digital Technologies.
https://parents.education.govt.nz/primary-school/learning-at-school/learning-
using-digital- technologies/
Plowman, L. & McPake, J. (2013). Seven myths about young children and technology.
Childhood Education, 89(1). Doi:10.1080/00094056.2013.757490
Stockall, N., Dennis, L. & Miller, M. (2012). Right from the start: Universal design for
preschool. Teaching Exceptional Children, 45(1). Doi:10.1177/004005991204500103

Ryan Simpson TECP317 Assignment One 323305099