Digital technologies and engaging with whānau
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Authors
Dunn, Jeffrey Simon
Author ORCID Profiles (clickable)
Degree
Master of Applied Practice
Grantor
Unitec Institute of Technology
Date
2018
Supervisors
Mane, Jo
Maurice-Takerei, Lisa
Maurice-Takerei, Lisa
Type
Masters Thesis
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
New Zealand
Bay of Plenty (N.Z.)
East Coast (N.Z.)
Māori students
primary students
early childhood education
community-school collaboration
rural schools
whānau view
kaupapa Māori
Ngai Tuhoe
Te Whānau-ā-Apanui
Bay of Plenty (N.Z.)
East Coast (N.Z.)
Māori students
primary students
early childhood education
community-school collaboration
rural schools
whānau view
kaupapa Māori
Ngai Tuhoe
Te Whānau-ā-Apanui
Citation
Dunn, J. S. (2018). Digital technologies and engaging with whānau. An unpublished thesis submitted in partial fulfilment of the requirements for the degree of Master of Applied Practice - Digital and Collaborative Learning Pathway. Unitec Institute Of Technology – Te Whare Wananga O Wairaka, New Zealand
Abstract
RESEARCH QUESTIONS:
1. How does an initiative to introduce whānau to digital technologies used in the school affect school/whanau relationships?
2. Can the initiative increase links between the school and whānau in terms of student learning?
The growth of digital technologies as learning tools in education has been one of the most significant changes to modern-day education. Due to the rapid evolution, many parents and whānau members have not had the opportunity to learn how and why their children are using these tools. Research from New Zealand and international sources emphasises the significance of whānau engagement with schools in terms of the effect that home- partnerships have on student learning and; in improving student achievement.
This research aims to explore whether a whānau digital education programme will increase whānau understanding of their child’s learning with the use of digital technologies as a learning tool. Whānau engagement has many definitions, for this study whānau engagement is defined as; when whānau are actively involved with and informed about their children’s learning.
The methodology for this research was teacher-practitioner research that was further informed by kaupapa Maori research approaches, guidelines and principles. This study was conducted as a mixed method single group case study, using a computer assisted self-administered questionnaire and a focus group to collect data.
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