Year 7 & 8 Technology – A journey of transformational change

In 2021, kaiako representing 6,500 students joined a community of practice (CoP), shared their practice in road shows, and engaged in mentoring by Grow Waitaha facilitators Catherine Frost and Neville Myers.

This incredible journey began with 3 focus areas - cultural capability, digital fluency, and local curriculum - decided on by Year 7 & 8 Technology leads at the end of 2019. These focus areas guided the facilitation design of the CoP and evaluation. 

Kia Rima | Knowing your learners was the wero issued by Janelle Riki-Waaka,  cultural capability consultant. Throughout the journey this wero was a spotlight activity for kaiako to continue questioning and challenging their practice. 

“Janelle's challenges over the year have had a profound effect on me.”

- Technology kaiako

How did the CoP support kaiako to connect to the importance of identity, language, and culture of Māori learners, whānau, and community? 

At the beginning, Janelle engaged kaiako with learning about the why - what Te Tiriti o Waitangi means in the context of designing learning outcomes. 

“This CoP is a safe space. Nobody is judging where you’re at. If you want to explore that [cultural capability], this is the place to do that.” 

- CoP facilitator

From there kaiako explored ways to work in partnership with learners and how to amplify different perspectives and experiences learners bring into the classroom.

“Jaye shared a story today - pōhā mata me te rākau - and I'm going to use it as an introduction to the proper way to gather resources (with planning and permission) when we gather harakeke.” 

- Technology kaiako

The CoP moved from “I don’t have time to get to know my students, my curriculum is full and that’s all I have room for” to “I know this is the most important part of what I do”.

“It has made me more determined to make a difference for our Maori learners.” 

- Technology kaiako

Reimagining learning programme design to uplift cultural capabilities was a regular part of the CoP.

The CoP took a trip back through history to understand the shifts in the roles, responsibilities, and actions of kaiako who teach technology. Technology education has changed dramatically to reflect the value we now place on innovation, creativity, and a learner-centred approach. 

Throughout the CoP, reflective questions and documented perspectives prompted kaiako to think deeply about what these changes meant for their practice, and for their learners. Once upon a time the focus was on delivering technical manual training to students using a skills focused “show-then do” approach. However, the CoP explored how the technology learning area now prompts kaiako to promote agentic learning. CoP facilitators encouraged kaiako to reflect: which elements are still needed in your classroom?

By understanding that “technology is intervention by design” kaiako were encouraged to ask questions with a wider, more future focused, and learner-centric approach. 

One example of transformational change is from the Mid Canterbury Technology Centre and their student agency two year transition programme. Kaiako flipped their approach to unit planning - this now includes knowing their learners, improving consistency, and pedagogy. 

“We have adjusted many of our projects to engage the cultural kete of our students.”

- Mid Canterbury Technology Centre 

As a result, if we walk into a technology classroom in Canterbury, there might be 15 different things happening, rather than every learner doing the same thing. Kaiako deliberately plan for an authentic, local, and culturally capable project based environment. 

An essential part of the CoP was learning with and from each other, and supporting kaiako from other kura. 

“Hearing what is happening at other schools is insightful and challenging and inspiring.”

- Technology kaiako

The “Slam Dunk” sessions challenged kaiako to stand up and share their programmes of learning, the impact of these on learners, what they do now, and how they decide what to do next. 

A special mission was given to kaiako in the CoP to design learning programmes where all 3 focus areas - cultural capability, local curriculum and digital fluency - could be clearly identified and trialled with at least 1 other centre or provider. Building partnership was a key part of transformation change. 

“The resources, the networking, the discussions, are all invaluable to continue the learning journey we should all be on as kaiako. Never standing still, always questioning what we do. This CoP has continued to challenge our thinking in every way.’ 

- Technology kaiako

Regular collaboration with other kaiako was a critical feature of how kaiako achieved transformational change. Kaiako willingly shared resources that identified clear learning outcomes for students, planning, delivery practices, and reporting to whānau.  

What are the first steps for kaiako starting out on their journey of transformational change? 

Here are our top tips:

+ build trusted relationships with learners, whānau, and local community

+ “know me before you teach me” - get to know your learners and get to know where they come from 

+ adopt a life-long learning mindset

+ get to know your partner school’s cultural narrative and tikanga Māori

+ enable all stakeholders to have a voice

+ plan regular community events such as roadshows which are about sharing good pedagogical practice in a relaxed environment

+ empower decision making around learning; start with learners, whānau, community, and principals 

“...once you know better, do better” 

- Maya Angelou