scholarly journals A Case Study: How Young Children and Teachers Use an Interactive Whiteboard in a New Zealand  Kindergarten Setting for Visual Art Learning Experiences

2021 ◽  
Author(s):  
◽  
Lisa Terreni
Keyword(s):  
New Zealand ◽  
Young Children ◽  
Visual Art ◽  
Best Practice ◽  
Participant Observation ◽  
Learning Experiences ◽  
Interactive Whiteboard ◽  
Cultural Perspective ◽  
Traditional Art

<p>This case study examines how an interactive whiteboard (IWB) was used in a New Zealand kindergarten to support young children's visual art learning experiences. A qualitative approach was used to investigate the use of the IWB. Data were collected through participant observation, analysis of teachers' narrative assessments of children, and focus group interviews with teachers and parents. A socio-cultural perspective on visual art education for young children provided a framework for analysing and interpreting the data. The findings of the research indicated that when an IWB is integrated into a kindergarten visual art programme it can be a useful tool for motivating and assisting children with visual art learning experiences. The affordances of the IWB allow for some new art experiences to occur that are different from that of traditional art mediums. It was observed, however, that creative art ideas developed with an IWB can be translated into traditional art mediums and vice versa. Problems and issues were also identified in the study, in particular the need for appropriate professional development for teachers to help them maximise the potential of the IWB for early childhood teaching. Areas for further research are discussed, and some recommendations are made for best practice with an IWB for supporting children's visual art learning experiences.</p>

scholarly journals A Case Study: How Young Children and Teachers Use an Interactive Whiteboard in a New Zealand  Kindergarten Setting for Visual Art Learning Experiences

2021 ◽  
Author(s):  
◽  
Lisa Terreni
Keyword(s):  
New Zealand ◽  
Young Children ◽  
Visual Art ◽  
Best Practice ◽  
Participant Observation ◽  
Learning Experiences ◽  
Interactive Whiteboard ◽  
Cultural Perspective ◽  
Traditional Art

<p>This case study examines how an interactive whiteboard (IWB) was used in a New Zealand kindergarten to support young children's visual art learning experiences. A qualitative approach was used to investigate the use of the IWB. Data were collected through participant observation, analysis of teachers' narrative assessments of children, and focus group interviews with teachers and parents. A socio-cultural perspective on visual art education for young children provided a framework for analysing and interpreting the data. The findings of the research indicated that when an IWB is integrated into a kindergarten visual art programme it can be a useful tool for motivating and assisting children with visual art learning experiences. The affordances of the IWB allow for some new art experiences to occur that are different from that of traditional art mediums. It was observed, however, that creative art ideas developed with an IWB can be translated into traditional art mediums and vice versa. Problems and issues were also identified in the study, in particular the need for appropriate professional development for teachers to help them maximise the potential of the IWB for early childhood teaching. Areas for further research are discussed, and some recommendations are made for best practice with an IWB for supporting children's visual art learning experiences.</p>

“But I had it first!” Young children, possession, and social problem solving

2020 ◽  
Vol 24 (2) ◽  
pp. 21-25
Author(s):  
Julie Treweek ◽  
Janette Kelly-Ware
Keyword(s):  
New Zealand ◽  
Problem Solving ◽  
Young Children ◽  
Social Problem ◽  
Teaching Practice ◽  
Qualitative Case Study ◽  
Case Study Research ◽  
Social Problem Solving ◽  
Problem Solve

This qualitative case study research explored children’s social disputes in one New Zealand kindergarten. The disputes typically related to the possession of resources and space. “First possession” was found to be significant, hence the name of this article. The notion that children have to experience “possession” and “ownership” to learn about these fundamental concepts was reinforced. Young children’s problem solving during peer disputes was identified and teachers were seen “stepping back”, thus providing children with time and space to work through their disputes. Teachers reading this article will recognise the importance of having a shared philosophy that drives teaching practice. They will also be provoked to consider how they support children to problem solve and work through their disputes with others, and consider video as a reflective tool for improving their practice.

Seismic risk management of a large public facilities portfolio: a New Zealand case study

Facilities ◽  
2016 ◽  
Vol 34 (13/14) ◽  
pp. 809-827 ◽  
Author(s):  
Kevin Quinn Walsh ◽  
Reza Jafarzadeh ◽  
Nicola M. Short ◽  
Jason M. Ingham
Keyword(s):  
New Zealand ◽  
Best Practice ◽  
Geographic Location ◽  
Seismic Retrofitting ◽  
Management Decision ◽  
High Exposure ◽  
Content Type ◽  
Public Facilities ◽  
Evaluation Programme

Purpose The purpose of this article is to assist facilities asset managers who are dealing with regulatory environments pertaining to earthquakes and buildings. These professionals can learn a great deal from the successes and short-comings of a case study programme from the Auckland Council Property Department (ACPD), which manages the public facilities portfolio for the largest local administrative region in New Zealand in both population and landmass. Design/methodology/approach ACPD has initiated its response to New Zealand’s earthquake mitigation mandates by identifying buildings most at risk to an earthquake in its large and varied portfolio through the use of a rapid building evaluation programme strategically targeted to vulnerable building types with consequential attributes, including service type, number of occupants, floor area and geographic location. Findings ACPD was able to rapidly cull down its portfolio of approximately 3,500 buildings to just over 100 “high-exposure” buildings in urgent need of evaluation, set priorities for future evaluations, estimate needed operational and capital expenditures for long-term planning and provide useful information to more general facilities management decision-making processes. Originality/value A number of major cities around the world in areas of high seismicity have enacted ordinances mandating seismic retrofitting. However, much of the existing guiding literature regarding earthquake-related portfolio evaluations and costs pertains to specific scenarios involving real or hypothetical earthquakes. This case study, in contrast, details the approach taken by a public portfolio owner responding to legal mandates and attempting to quantify and reduce its life-safety risk exposure across a large portfolio as efficiently as possible using readily available information, a rapid building evaluation programme and best-practice predictive models for consulting and construction work.

scholarly journals SUSTAINABLE TOURIST VILLAGES MANAGEMENT BASED ON JAVANESE LOCAL WISDOM ‘MEMAYU HAYUNING BAWONO’ BEST PRACTICE OF DESA WISATA PENTINGSARI, YOGYAKARTA

2020 ◽  
Vol 7 (2) ◽  
pp. 41-53
Author(s):  
Ramang H. Demolinggo ◽  
Darmawan Damanik ◽  
Kadek Wiweka ◽  
Putu Pramania Adnyana
Keyword(s):  
Best Practice ◽  
Role Model ◽  
Sampling Method ◽  
Participant Observation ◽  
Sustainable Tourism ◽  
Tourism Management ◽  
Tourist Village ◽  
Depth Interviews ◽  
Economic And Social Impacts

Purpose of the Study: This study aims to identify the potential of Pentingsari Tourist Village and tourist characteristics and analyze the presence of local wisdom Memayu Hayuning Bawono in Pentingsari Village, especially its implementation in the sustainable Tourist Villages management. Methodology: This research uses a "multi-method" or mixed-method approach. In addition to conducting non-participant observation in the Pentingsari tourism village, researchers also conducted in-depth interviews with a purposive sampling method. While the accident sampling method was adopted to distribute questionnaires involving 72 respondents (tourists). Main Findings: This research found that tourism and local wisdom have become unity and seem to strengthen one another. In other words, harmonization between the environment, arts and culture, and community life aspects through local wisdom, can become a tourism commodity. On the other hand, tourism provides economic and social impacts to preserve the local sense of the community. Implication/Applications: This case study can be useful as a role model of sustainable tourism management based on local knowledge. Besides, this study can enrich references related to the concept of sustainable tourism based on local wisdom. Originality of the study: The paper is original, and this is the current study to examine the local wisdom Memayu Hayuning Bawono in Pentingsari Village, particularly related to tourism issues.

scholarly journals Cross-Curricular Analysis of Picture Books in the Fifth Grade of Primary School: A Case Study

2020 ◽  
Vol 10 (4) ◽  
pp. 165-185
Author(s):  
Janja Batič ◽  
Petra Lebar Kac
Keyword(s):  
Primary School ◽  
Picture Books ◽  
Visual Art ◽  
Picture Book ◽  
Participant Observation ◽  
Fifth Grade ◽  
Book Design ◽  
Multimodal Texts ◽  
School Year

Picture books discussed with pupils in primary school are considered multimodal texts, as they combine at least two communication codes (verbal and visual). A discussion involving picture books will normally be included in Slovenian language lessons, with pupils focussing mostly on the text. The visual aspect, which equally carries a message, is often neglected. The objective of the present case study that was conducted among fifth-grade primary school pupils in the 2018/19 school year was to explore how a cross-curricular approach to planning and executing the lessons in the Slovenian language and visual art can help pupils learn about the characteristics of the picture book as a multimodal text. We conducted a set of didactic activities entitled Getting to know the picture book, introducing selected picture books to pupils as part of their Slovenian language classes, which resulted in them developing their receptive skills while observing and defining the structure of the texts. In visual art classes, the pupils learned about the visual features of the picture book. As a productive response to the picture book discussed, the pupils were instructed to complete the following tasks: design a cover for their own picture book, design endpapers, illustrate their own poem, and produce their own leporello.  The survey involved 21 pupils, a generalist teacher, and a researcher in art didactics. The case study was completed in five weeks. The data were obtained by means of initial and final testing, questionnaires for pupils, and participant observation.

scholarly journals How Does Professional Development Impact on  Teachers' Use of an Interactive Whiteboard  in New Zealand Primary Classrooms?

2021 ◽  
Author(s):  
◽  
Robyn Grover
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Qualitative Case Study ◽  
Interactive Whiteboard ◽  
Teacher Pedagogy ◽  
Effective Professional Development ◽  
Primary Classrooms ◽  
Multi Media ◽  
The Impact

<p>My research examined how professional development impacts on teachers' use of an interactive whiteboard in New Zealand primary classrooms. The research, in the form of a survey and qualitative case study, specifically looked at the professional development experienced by teachers with an IWB and contextual factors that enhance and constrain the introduction of an IWB for teachers learning to use it in their class programme. It also explored how an IWB is used in the classroom programme. Sociocultural theory provided the theoretical framework to analyse the data. The findings of the research showed that professional development featured as both an enhancing and constraining factor. This was determined by the content of the activity. Sustained professional development appeared to have the most impact on teachers' IWB use. The data examined how and why teachers like to use an IWB, and the impact of the unique and multi-media features of the IWB had on teacher pedagogy and students. Recommendations are made for effective professional development for IWB users and areas for further research are discussed.</p>

scholarly journals Post-Pandemic Recovery: A Case of Domestic Tourism in Akaroa (South Island, New Zealand)

World ◽  
2021 ◽  
Vol 2 (1) ◽  
pp. 127-138
Author(s):  
Asif Hussain ◽  
Francesc Fusté-Forné
Keyword(s):  
New Zealand ◽  
Participant Observation ◽  
Recovery Process ◽  
Working Environment ◽  
Domestic Tourism ◽  
Travel Restrictions ◽  
Cruise Tourism ◽  
The Government

The current pandemic (Covid-19) disrupted businesses and challenged societies all over the world. In particular, destinations are being urged to keep the attraction and value of their products and services in post-pandemic tourism recovery programs. Drawing from a qualitative study based on published reports and research, and using participant observation, this research analyses the situation of tourism in Akaroa, South Island of New Zealand, during the coronavirus outbreak and the first stages of the recovery process. Results of the research show that while crisis management led to the closure of the sector due to strict social and travel restrictions, the confinement measures adopted by the government and the progressive reopening of the country has resulted in a shift from “cruise tourism” into a gradual return of “domestic tourism”. This paper argues that local peoples’ perspectives must be kept in mind when developing a tourism recovery strategy. This case study also shows that because of the nature of changing working environment, there is potential to change local demography in the form of an increase in residents putting pressure on local infrastructure. In a rural and marine environment, local stakeholders’ attention is required to focus on “quality” of tourism rather than “quantity”. Nature-based resources and outdoor activities are expected to be the critical ingredients for tourism’s immediate and sustainable future.

scholarly journals How Does Professional Development Impact on  Teachers' Use of an Interactive Whiteboard  in New Zealand Primary Classrooms?

2021 ◽  
Author(s):  
◽  
Robyn Grover
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Qualitative Case Study ◽  
Interactive Whiteboard ◽  
Teacher Pedagogy ◽  
Effective Professional Development ◽  
Primary Classrooms ◽  
Multi Media ◽  
The Impact

<p>My research examined how professional development impacts on teachers' use of an interactive whiteboard in New Zealand primary classrooms. The research, in the form of a survey and qualitative case study, specifically looked at the professional development experienced by teachers with an IWB and contextual factors that enhance and constrain the introduction of an IWB for teachers learning to use it in their class programme. It also explored how an IWB is used in the classroom programme. Sociocultural theory provided the theoretical framework to analyse the data. The findings of the research showed that professional development featured as both an enhancing and constraining factor. This was determined by the content of the activity. Sustained professional development appeared to have the most impact on teachers' IWB use. The data examined how and why teachers like to use an IWB, and the impact of the unique and multi-media features of the IWB had on teacher pedagogy and students. Recommendations are made for effective professional development for IWB users and areas for further research are discussed.</p>

Beyond the Gates: Examining the Issues Facing Early Childhood Teachers when they Visit Art Museums and Galleries with Young Children in New Zealand

2017 ◽  
Vol 42 (3) ◽  
pp. 14-21
Author(s):  
Lisa Terreni
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Young Children ◽  
Visual Art ◽  
Mixed Methods Research ◽  
Large Scale ◽  
Early Childhood Teachers ◽  
Art Museums ◽  
Learning Opportunities ◽  
Key Factors

EXCURSIONS TO CULTURAL CENTRES, such as art museums and galleries, can add new and valuable learning opportunities for young children. This paper presents the findings from a large scale national questionnaire that asked early childhood (EC) teachers in New Zealand about their engagement with art museums and galleries for learning experiences, outside of their EC centres. As part of a mixed methods research project, the questionnaire also sought to ascertain the degree to which the EC sector uses art museums and galleries as excursion destinations, and the ways in which they are used (or not). The findings suggest that key factors that both help and hinder visiting art museums and galleries with young children include: the pedagogical approaches EC teachers have in relation to visual art education, the ways in which teachers view successful learning opportunities for young children, and a teacher's own perceptions and fears of art museums and galleries. This study suggests that teachers have mixed views about whether visiting art museums and galleries will provide appropriate experiences for young children.

scholarly journals Narrative Elicitation as Ethnography: Methodological Insights From the Examination of Children's Perspective Marking in Amdo Tibetan

2021 ◽  
Vol 12 ◽  
Author(s):  
Shannon M. Ward
Keyword(s):  
Young Children ◽  
Language Socialization ◽  
Interaction Analysis ◽  
Participant Observation ◽  
Belief Systems ◽  
Video Recording ◽  
Ethnographic Methods ◽  
Interaction Interaction ◽  
Audio Video

This paper employs a case study with Amdo Tibetan children to demonstrate the benefits of narrative elicitation for ethnographic language socialization research in under-studied languages. Primarily by examining spontaneous verbal interaction, existing language socialization research has demonstrated how salient grammatical resources shape children's understanding of cultural belief systems pertaining to sociality and the appropriate display of emotion. However, spontaneous data do not always capture children's full linguistic repertoires and competencies, and may therefore present a partial picture of their mastery over particular grammatical systems. One such area that remains to be studied is how children use interactional cues to build their emerging knowledge of grammatical perspective marking in Tibetan languages. This paper integrates narrative elicitation with ethnographic methods from language socialization to examine how Amdo Tibetan children mark perspective using evidentiality, the grammatically-obligatory encoding of knowledge source, an area not frequently documented in language socialization studies. Language socialization research involved 15-months of participant observation, audio-video recording, and analysis of spontaneous interactions with children aged 1–4. This ethnographic research found that adults' narratives highlighted local theories about the importance of compassion (Tib. snying rje) by using grammatical evidentiality to emphasize characters' direct experiences in the story-world. However, grammatical evidentiality was under-represented in children's spontaneous talk. To provide further insight into children's mastery of evidentiality in this culturally salient communicative genre, I conducted narrative elicitation tasks with seven Amdo Tibetan children, aged 2–7. By framing narrative elicitation tasks as forums for social interaction in family homes, I adapted a method traditionally used in experimentation to complement the study of naturalistic interaction. Interaction analysis of the elicited narratives found that family members positioned young children as novice narrators, leading to dialogic rather than monologic narratives. Young children co-constructed shared perspectives on narrated events, and used evidentiality in conventionalized ways by mirroring the grammatical forms of adults' previous utterances. By adapting narrative elicitation tasks to language socialization's ethnographic methods, this paper models how qualitative researchers can locate patterns in children's experiences of language across complementary settings of data collection, an endeavor that is particularly important to research with child speakers of under-documented languages.

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