DEANZ Conference
Rachel Martin April- May 2014
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?
Te Waipounamu
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Waitaha
Ngāti Mamoe
Ngāi Tahu
Kaikōura Rūnanga
Kati Waewae
Rūnaka
Te Rūnanga o Makawhio
Inc
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 Te Rūnanga o Arowhenua
 Te Rūnanga o Waihao
 Te Rūnanga o Moeraki
 Kāti Huirapa ki Puketeraki Rūnanga
 Te Rūnanga Otākou
Oraka Aparima
Rūnaka

Hokonui Rūnaka
Waihopai Rūnaka
 Awarua Rūnanga

Ngāi Tuahuriri Rūnanga
Te Rūnanga o
Rapaki

Wairewa Rūnanga 
 Te Rūnanga o Koukourarata
 Te Rūnanga o
 Te TaumutuOnuku
Rūnanga
DEANZ Conference
Rachel Martin April- May 2014
School of Māori, Social and Cultural Studies in Education
September 4, 2010 (12900 quakes) February 22, 2011 (8472 quakes)
June 13, 2011 (4530 quakes) December 23, 2011 (2606 quakes)
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
Phase 1: React,
Recover, and
Redesign
 Phase 2:
Restart
 Phase 3:
Reconsolidate
 Phase 4:
Review and
Reflect
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DEANZ Conference
Rachel Martin April- May 2014
School of Māori, Social and Cultural Studies in Education

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)
Stage One One nation, one language
Māori Language Historical
Perspectives
Skerrett (2011)
Subtractive Language Policy
Language as a Problem
Stage Two Questioning-negotiated right Domination 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)
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
Language modern disposition.
World Wars I and II
as a
problem Majority- colonial languages
Stage
One
Subtractive language policy
1900-1925 - Māori children generally
monolingual Māori speaking but put
into schools which aimed to subtract
their Māori language and replace it
with English (often violently)
1925-1950 - Māori children still
bilingual English Māori speaking
(BEMS)
http://www.teara.govt.nz/en/maorieducation-matauranga/page-3
1950-1975 - Accelerated English
language monolingualism by force
coincided with urbanisation.
Stages of
Language
Ruiz (1984)
Socio-historical Stages of
Language Orientation
Garcia (2009) Global
Language as a Right
Māori Language Historical
Perspectives
Skerrett (2011)
Māori Sovereignty Rights
to Language
Critical/postmodern approaches to language in education
Stage
Two
Critical Frameworks
Worldwide economic downturn
widening of Social inequities
Language 1970s structuralist modernist policies
as a right called into question and role of sociohistorical processes (e.g., class,
ethnicity, race, language and gender)
in shaping particular forms of
bilingual education given increased
attention
1970s total domination of Englishlanguage with taha Māori programmes
which were criticised.
1971 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)
Socio-historical Stages of
Language Orientation
Garcia (2009) Global
Language as Resource
Counter-colonial Frame
Māori Language Historical
Perspectives
Skerrett (2011)
Language as Identity
Tino Rangatiratanga Frame
Intercultural (ecological) Approaches in Education - encourage
understanding between different population groups and rights
Ecological Frameworks
21st century challenge of the
sovereignty of states
Globalisation – greater movement of
peoples and increasing awareness of
Language other languages and the dominance of
as a
some languages
Resource Eg English, Chinese, Spanish and
Arabic
Monolingual schooling inappropriate
Stage
Three
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)
DEANZ Conference
Rachel Martin April- May 2014
School of Māori, Social and Cultural Studies in Education
Language, identity and e learning
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Māori language- Microsoft office
and XP, translation of over
900,000 words (2003-2007)
Google interface in te reo Māori
2008
Google translator toolkit 2009
http://translate.google.com/toolkit
New Zealand Māori Internet
Society (worked for over 10 years)
now web presence is a facebook
page.
Dictionaries
http://putaiao.tki.org.nz/Papakupu
-Putaiao/Nga-Kupu-Ingarihi
DEANZ Conference
Rachel
April2014
School of Māori,Martin
Social and Cultural
Studies May
in Education
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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.
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“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)
DEANZ Conference
Rachel Martin April- May 2014
School of Māori, Social and Cultural Studies in Education
i-Decolonize apps
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Developer: Hika 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 email. 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.
DEANZ Conference
Rachel Martin April- May 2014
School of Māori, Social and Cultural Studies in Education
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App name: Kura
Language: Maori (New Zealand)
Developer: 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.
DEANZ Conference
Rachel Martin April- May 2014
School of Māori, Social and Cultural Studies in Education
Literature review
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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 4. Barriers- content
Learning
development instead of
2. How te reo Māori may be context and learner
more appropriately
experience, lack of
incorporated into e-Learning. evaluation, roles of
3. Resourcing
designers
DEANZ Conference
Rachel Martin April- May 2014
School of Māori, Social and Cultural Studies in Education
Literature review 2010
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1. Benefits of e-Learning
2. Teaching practice
3. Creating opportunities
through e-Learning
4. Challenges to cultural
practices
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Teaching and
learning
1. The importance of
the learning
environment
2. Quality
relationships
3. Cultural
understandings
4. Challenges to
pedagogical practices
DEANZ Conference
Rachel
Martin
AprilMay 2014
School of Māori,
Social and Cultural
Studies in Education
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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
Google
School of Māori, Social and Cultural Studies in Education
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Matching the communities ?!!!!
Search engines are the gateway to Googles autocomplete
public information and control to a function (a mechanism that
large degree what will be viewed by offers search suggestions)
users and what will be inaccessible
DEANZ Conference
Rachel
Martin April- May 2014
School of Māori, Social and Cultural Studies in Education
Current courses and what works

Lectures

Ākona te Reo

Workshops

Pātakā Reo

Noho Marae

Language Perfect

Forums

Moodle (Learn)
DEANZ Conference
Rachel Martin April- May 2014
School impact
of Māori, Social
Cultural Studies inPerfect
Education
Positive
ofandLanguage
Four different ways to use LP
Reading
Writing
Dictation
Listening
English 
Target
Language  Target
English
Language
Target
Target
Language  Language 
English
English
Māori text to English text
English
to Māori
Spoken
Māori to
Māori text

“It engaged my eyes, ears
and fingers.” (#47)

http://www.languageperfect.com/lo
gin/#page=TestSetup
Spoken
Māori to
English text
DEANZ Conference
Rachel Martin April- May 2014
Noho marae – attitudinal shift
Overall
Rank
Mean
Mean
SD
SD
Mean
Mean
SD
SD
0.79
0.62
0.79
2.72
3.35
3.06
0.71
0.66
0.79
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)
“
Lectures
Language
Perfect
Workshops
1
4
2.83
3.62
3.16
Noho
marae
Noho
marae
2 2
3.32
3.32
0.74
0.74
3.31
3.31
0.63
0.63
Ākona
te Reo
Forums
3 8
3.24
2.66
0.67
0.76
3.21
2.54
0.65
0.71
Workshops
Ākona re Reo
4 3
3.16
3.24
0.79
0.67
3.06
3.21
0.79
0.65
Strongly agree
4
Learn
- other
Pātakā
Reo
5 6
3.03
2.89
0.56
0.68
3.00
2.89
0.59
0.53
Agree
3
Pātakā
LearnReo
- other
6 5
2.89
3.03
0.68
0.56
2.89
3.00
0.53
0.59
Disagree
2
0.71
0.66
Strongly
disagree
1
0.71
NA (didn’t use)
-
Language
Lectures
Perfect
Forums
7
Proficiency
Teaching
Teaching
readiness
readiness
7
8
1
2.83
3.62
2.66
0.79
0.62
0.76
2.72
3.35
2.54
DEANZ Conference
Rachel Martin April- May 2014
Education
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
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?
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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
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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
http://learn.canterbury.ac.nz/course/view.php?id=2711&section=1
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
Ka oi Ruaumoko, ka piri a Waitaha
Despite the heaving earth, we unite together.
DEANZ Conference
Rachel
Martin April- May 2014
School of Māori, Social and Cultural Studies in Education
Ka oi Ruaumoko, ka piri a Waitaha
Despite the heaving earth, we unite together.
DEANZ Conference
Rachel
Martin
School of
Māori, Social Apriland Cultural May
Studies in2014
Education
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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):
122-135. http://jolt.merlot.org/vol8no2/mackey_0612.htm. (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: 58-79. Charlotte: Information Age Press.
http://dx.doi.org/10.4018/978-1-61520-793-0.ch004.
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, 1-13.
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DEANZ Conference
Rachel
Martin
School of
Māori, Social Apriland Cultural May
Studies in2014
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: 1-11.
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Mihi
Dr Mere Skerrett University of Canterbury