A literature review focused on Virtual Learning Environments (VLEs) and e-Learning in the context of Te Reo Māori and Kaupapa Māori education

Publication Details

The Ministry of Education has identified the need to further explore the use of Virtual Learning Environments particularly in the context of te reo Māori and kaupapa Māori education. This literature review was sought to provide further understanding for the Ministry of Education in this area.

Author(s): Sarah-Jane Tiakiwai and Hans Tiakiwai, Kiore Enterprises Limited. Report prepared for the Ministry of Education.

Date Published: March 2010

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This report is available as a download (please refer to the 'Downloads' inset box).  To view the individual chapters please refer to the 'Sections' inset box.

Section 6: Bibliography

  • Andrews, R., & Haythornthwaite, C. (2007). Introduction to e-learning research. In R. Andrews & C. Haythornthwaite (Eds.), Handbook of E-Learning Research. (pp. 1-52). London: Sage.
  • Bishop, R. (1996). Collaborative research stories: Whakawhānaungatanga. Palmerston North: Dunmore Press.
  • Bishop, R., Berryman, M., Tiakiwai, S., & Richardson, C. (2003). Te Kotahitanga: Experiences of Year 9 and 10 Māori students in mainstream classrooms (Final report to the Ministry of Education). Wellington: Ministry of Education.
  • Bishop, R., & Tiakiwai, S. (2002). Implementing national curriculum in kura and mainstream units: Teachers' experiences in te reo Māori, Pāngarau and across the curriculum (Report to the Ministry of Education). Hamilton: University of Waikato.
  • Bolstad, R. (2004). Digital Opportunities Pilot Project 2001-2003. Evaluation of the Digital Opportunities Project: Notebook  Valley (Final Report). Wellington: Ministry of Education.
  • Bolstad, R., & Gilbert, J. (2006). Creating digital age learners through school ICT projects: What can the Tech Angels project teach us? Wellington: New Zealand Council for Educational Research.
  • Bowers, C., Vasquez, M., & Roaf, M. (2000). Native people and the challenge of computers: Reservation schools, individualism and consumerism. American Indian Quarterly, 24 (2): 182-199.
  • Campbell, N., & Hawkesworth, L. (1999). The nuts and bolts of learning with the internet in indigenous contexts. Computers in New Zealand Schools, 11(3), 34–37. Cited in, New Zealand Council for Educational Research. (2004). Critical success factors and effective pedagogy for e-learning in tertiary education (Background paper for ITP New Zealand).
  • Carr-Chellman, A. (2005). Stealing our smarts:  Indigenous knowledge in on-line learning. Seminar.net - International Journal of Media, Technology and Lifelong Learning 1 (2): 1-10.
  • Chandra, V., & Lloyd, M. (2008). The methodological nettle: ICT and student achievement. British Journal of Educational Technology, 39 (6): 1087-1098.
  • Condie, R., & Livingstone, K. (2007). Blending online learning with traditional approaches: Changing practices. British Journal of Educational Technology, 38 (2): 337-348.
  • E-Learning Advisory Group. (2002). Highways and pathways. Exploring New Zealand's e-learning opportunities. (Report of the E-Learning Advisory Group). 
  • Ereaux, J. (1998). The impact of technology on Salish  Kootenai College. Wicazo Sa Review, 13 (2): 117-135.
  • Gilbert, J., Morton, S., & Rowley, J. (2007). E-Learning: The student experience. British Journal of Educational Technology, 38 (4): 560-573.
  • Ham, V., & Wenmoth, D. (2007). Evaluation of the E-Learning Collaborative Development Fund. (Final Report to Tertiary Education Commission). Wellington: Tertiary Education Commission.
  • Harlow, A., Cowie, B., & Jones, A. (2008). Will the teacher's lap transform learning? Computers in New Zealand Schools, July 2008, pp. 51-59.
  • Hodson, J. (2004). Aboriginal learning and healing in a virtual world. Canadian Journal of Native Education; 28 (1/2): 111-122. Retrieved June 15, 2009 from Academic Research Library. (Document ID: 724870461).
  • Howe, C. (1998). Cyberspace is no place for tribalism. Wicazo Sa Review, 13 (2): 19-28.
  • Institutes of Technology and Polytechnics of New  Zealand. (undated). Critical success factors for effective use of e-learning with Māori learners. Wellington: ITPNZ.
  • Jacobs, S., Tulle, S., & Martinez, E. (1998). Multimedia technology in language and culture restoration efforts at San Juan Pueblo. A brief history of the development of the Tewa Language Project. Wicazo Sa Review, 13 (2): 45-58.
  • McLoughlin, C., & Oliver, R. (2000). Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level. Australian Journal of Educational Technology, 16 (1): 58-72.
  • May, S., & Hill, R. (2005). Māori-medium education: Current issues and challenges. The International Journal of Bilingual Education and Bilingualism, 8 (5): 377-403.
  • May, S., Hill, R., & Tiakiwai, S. (2004). Bilingual/Immersion education: Indicators of good practice. (Final report to the Ministry of Education). Wellington: Ministry of Education.
  • Marri, A. (2007). Working with blinders on. A critical race theory content analysis of research on technology and social studies education. Multicultural Education and Technology Journal, 1(3): 144-161.
  • Ministry of Education, (2006). Enabling the 21st century learner. An e-learning action plan for schools 2006-2010. Wellington: Ministry of Education. 
  • New Zealand Council for Educational Research. (2004). Critical success factors and effective pedagogy for e-learning in tertiary education. (Background paper for ITP New Zealand).
  • Parr, J., & Fung, I. (2000). A review of the literature on computer-assisted learning, particularly integrated learning systems, and outcomes with respect to literacy and numeracy. Final report. (Report to the Ministry of Education). Wellington: Ministry of Education.
  • Piccoli, G., Ahmad, R., & Ives, B. (2001). Web-based virtual learning environments: A research framework and a preliminary assessment of effectiveness in basic IT skills training. In MIS Quarterly, 25 (4): 401-426.
  • Pihama, L., & Penehira, M. (2005). Building baseline data on Māori whānau development and Māori realising their potential. (Report to Te Puni Kōkiri). Wellington: Te Puni Kōkiri.
  • Pihama, L., Smith, K., Taki, M., & Lee, J. (2004). A literature review on kaupapa Māori and Māori education pedagogy. (A report for ITPNZ). Auckland: International Research Institute for Māori and Indigenous Education, University of Auckland.
  • Porima, L. (undated). Understanding the needs of Māori learners for the effective use of eLearning. Wellington: ITPNZ.
  • Rata, E. (2004). Ethnic ideologies in New Zealand education. The problem with Kaupapa Māori. TEFANZ Teacher Education in Aotearoa/New Zealand Conference. 5-7 July 2004.
  • Raza, A., & Murad, H. (2008). Knowledge democracy and the implications to information access. In Multicultural Education & Technology Journal, 2 (1): 37-46.
  • Roberts, A. (2004). Analysing patterns and relationship around a bond of common text: Purposes, dilemmas, and possibilities of a virtual community. In Journal of Research on Technology in Education, 37 (1): 1-27.
  • Rogers, P. Graham, C., & Mayes, C. (2007). Cultural competence and instructional design: Exploration research into the delivery of online instruction cross-culturally. In Education Technology and Research Development, 55 (3): 197-217.
  • Roy, L. (1998). Four Directions: An indigenous education model. In Wicazo Sa Review, 13 (2): 59-69.
  • Schutte, J. (1997). Virtual teaching in higher education: The new intellectual superhighway or just another traffic jam?  California State University, Northridge, California.
  • Scott, T. (2006). Watch out for the W/HOLE! Student multimedia projects and culturally based education. In Canadian Journal of Native Education, 29 (1): 43-57.
  • Smith, G. (1997). The development of Kaupapa Māori: Theory and praxis. Unpublished PhD thesis, Auckland: University of Auckland.
  • Smith, L. (1999). Decolonising methodologies. Research and indigenous peoples. London: Zed Books.
  • Stevens, K. (2005). Rural schools as regional centres of e-learning and the management of digital knowledge: The case of Newfoundland and Labrador. In International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2 (4): 119-127.
  • Trewern, A., & Wenmoth, D. (2008). Evaluation of student facing web-based services: WickED (CORE Education). (Report to the Ministry of Education). Wellington: Ministry of Education.
      Two Horses, M. (1998). Gathering around the electronic fire: Persistence and resistance in electronic formats. In Wicazo Sa Review, 13 (2): 29-43.
  • Underwood, J. (2007). Te Wānanga o Raukawa. eCDF ePortfolio project implementation case study.
  • Waiti, P. (2005). Evaluation of Kaupapa Ara Whakawhiti Matauranga (KAWM). Wellington: Ministry of Education.
  • Wall, K. (2008). Reinventing the wheel? Designing an Aboriginal recreation and community development program. In Canadian Journal of Native Education, 31 (2): 70-93.
  • Warner, L. (1998). Technology issues in Indian Country today. In Wicazo Sa Review, 13 (2): 59-69.
  • Wild, M., & Henderson, L. (1997). Contextualising learning in the World Wide Web: Accounting for the impact of culture. In Education and Information Technologies, 2 (3): 179-192.
  • Wilson, B. (2004). Designing e-learning environments for flexible activity and instruction. In Educational Technology Research and Development, 52 (4): 77-84.

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