Kiatiakitanga and digital technologies building community

Context

Omahu School, a small rural school is located between Napier and Hastings and has a roll of 60 students.  18 of their year 5-8 students attended the Raranga Matihiko | Weaving Digital Futures programme facilitated out of MTG Hawke’s Bay.  The Raranga Matihiko | Weaving Digital Futures programme supports teacher and student understanding of the new digital technologies and hangarau matihiko curricula content through their existing classroom curriculum.  Students are supported to enable participation, solve real world problems and enhance and enrich their identities.  They are able to access the rich national and local collections that the network of museums hold and co-create and curate their own learning using digital technologies.

The school does not have much in the way of digital technologies, having two desktop computers that are available for students.  Since seeing the value and ease of digital technologies and computational thinking to the curriculum, the school via the MTG Hawke’s Bay team, have been in touch with a local computer recycler and will be gifted some recycled devices.

Learning


Students, and their teachers, discovered and created with a range of digital technologies and computational thinking strategies while engaging with their inquiry focus of Kaitiakitanga/Sustainability.  This way, rather than teaching digital technology as a separate subject, students are able to build their knowledge of a range of digital technologies and thinking skills while drawing on, and strengthening, their knowledge of Kaitiakitanga.  And of course, being in the museum meant that they could draw inspiration and knowledge from the exhibitions and collection material.

Learning that students undertook included:

  • Using an augmented reality quest to explore and gather information on Kaitiakitanga that would help inform later work
  • Designing and creating a sustainable whare in 3D design tool Tinkercad. Students were prompted to think about materials that they would build it and what energy supply they might use.
  • Creating a stop motion animation that retells the story of Maui fishing up the North Island.
  • Using Green Screen software to create a documentary highlighting different perspectives of Kaitiakitanga with some students highlighting the impact of 1080 and others choosing dolphins and the bottled ocean.

Curriculum Links

During this programme, literacy and numeracy skills were also further developed as student wrote and planned their work, programmed robots to move, developed algorithms, looked for patterns etc.  Key Competencies linked into the programme were Thinking Using creative, critical, and metacognitive processes to make sense of information, experiences, and ideas AND Relating to othersInteracting effectively with a diverse range of people in a variety of contexts.

By having a flexible approach and enabling students to work on an area of interest and skill set of their choice, student could not only support their own learning but showed evidence of transition between progress outcomes.  In specific regard to the digital technologies curriculum content, learning occurred:

In specific regard to the digital technologies curriculum content, learning occurred: