Category: New Zealand Context

Te Ao Māori AI in Education: Integrating Cultural Values Through a Wharenui Framework

Oct 31, 2023

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by

Graeme Smith

in Education, Artficial Intelligence, Artificial Intelligence, Artificial Intelligence in Education, cultural, cultural awareness, Cultural Capability, Cultural Competency, Cultural diversity, Cultural diversity and inclusion, Cultural Exploration, Cultural Inclusion, Cultural Safety, Cultural Sensitivity, education technology, Ethical AI, Ethical Considerations, Indigenous education, Indigenous knowledge, Indigenous knowledge and practices., Institutional Accountability, Māori Cultural Safety, New Zealand Context, New Zealand Education, Pedagogical Strategies, Sustainability in Education, Te Ao Māori

Te Ao Māori AI in Education Explore the integration of Te Ao Māori values into AI in education through a unique Wharenui Framework. Learn how principles like whanaungatanga and manaakitanga can enrich AI systems, making them more culturally sensitive and ethically robust.
New Fiction: Te Kererū, Book 2 – Shaking the Nest is out…!

Jul 2, 2020

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by

Graeme Smith

in New Zealand Context, Amazon Book, Fiction, gumroad, how, How do I, How do I get started, How do you, How to, How to improve, New Zealand, NZ, NZ Context, NZ made, Read, Read better, Reading, Science Fiction, self-publishing, SG SMITH, Speculative Fiction, Susan Smith, What shall I read, Write, Writing

Are you looking for some new fiction to read? Wanna read some new New Zealand Literature? Check out Te Kererū by SG Smith After much editing, Book 2 in SG Smith’s Te Kererū series is finally out…! This is the second instalment and it’s about another 100 pages with more of Kate’s adventures. If you…
Strategies: What are your opportunities & constraints?

Mar 24, 2017

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by

Graeme Smith

in Context, Contextualised, Instructional Strategies, Learning Strategies, New Zealand Context, NZ Context, Reading Comprehension Strategies, Strategies, Uncategorized

In order to develop some working strategies for embedding literacy and numeracy, you need to do an analysis of opportunities and constraints. This means looking at the opportunities that might be in front of you for embedding, but also what the potential roadblocks or barriers are as well. As part of this, we need you…
Strategies: What’s your context for embedding literacy and numeracy?

Mar 24, 2017

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by

Graeme Smith

in Context, Contextualised, Instructional Strategies, Learning Strategies, New Zealand Context, NZ Context, Reading Comprehension Strategies, Strategies, Strategy, Uncategorized

This is the first section in your assessment. You need to summarise your particular teaching or training context. And you do this by answering three questions. What kind of training or teaching do you do? What kind of learners do you have? What are the objectives of your programme? We don’t need a long essay…
CONTEXT – New Content for the new NZCALNE Assessment 1 with ALEC

Mar 1, 2017

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by

Graeme Smith

in Context, Contextualised, Definitions, factors, Framework, Frameworks, New, New Zealand Context, NZ Context, NZCALNE, NZCALNE (Voc), Uncategorized

Teach Better Now with ALEC in 2017 We’re in the middle of a transition from the existing NCALNE (Voc) to the newer version of this qualification – the NZCALNE (Voc). Most qualifications are now in the process of shifting from the old “National” qualifications to the current “New Zealand” quals. It’s a bit of a…
The context for adult literacy and numeracy: Some things to think about before we move on…

Feb 21, 2017

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by

Graeme Smith

in Context, Contextualised, Embed literacy and numeracy, Embed numeracy, Literacy, Literacy and Numeracy, New Zealand Context, NZ Context, Uncategorized

From here you can move on to the second section. Next up we’re going to look at some of the approaches we use in adult teaching. Before that, though, you should have a think about your answers to the questions below. The questions aren’t assessed, so you don’t have to hand in your answers. But…
Wanna help Graeme design the new NZCALNE qualification…?

Jul 1, 2016

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by

Graeme Smith

in ALEC, Education, Embed literacy and numeracy, Embed numeracy, Embedded numeracy, Embedding numeracy, Literacy and Numeracy, NCALNE, NCALNE (Ed), NCALNE (Educator), NCALNE (Voc), NCALNE Lite, NCLANA, NDipALNE, New Zealand, New Zealand Context, NZ, NZ Context, NZ Dip ALNE, NZATD, NZCALN, NZCALNE, NZCALNE (Voc), NZCER, NZDALN, NZDALNE, NZDipALNE, NZQA, Professional Development, Qualifications

The existing NCALNE (Voc) qualification is fit for purpose for a while yet. However, the new version is on the framework. We’ve finished working on the new assessment standards. but they won’t be available until later this year. In the meantime, it’s time to start thinking about what the redesign of our course will look…
How do I get started on Assessment 5 of the NCALNE (Voc) and demonstrating that I’m actually embedding literacy and numeracy into my training?

Nov 5, 2014

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by

Graeme Smith

in 2.0, 2015, 21204, Activities, Adult, ALEC, ALNE, Assessment, Assessment 5, Complete NCALNE, Design, Edtech, Education, Education delivery model, Education resources, Educator’s Journey, ELN Tutor, Embed, Embed literacy and numeracy, Embed numeracy, embedded, Embedded numeracy, embedding, Embedding numeracy, Evaluation, Finish NCALE, Finish NCALNE, Graeme Smith, How do I get started, Knowing what to do, Learning, Learning Outcomes, Learning Progressions, Literacy, Literacy and Numeracy, Literacy Numeracy Pro, Literacy Numeracy Professionals, Literacy Numeracy Symposium, LiteracyNumeracyPro.com, LNPro, Low literacy levels, Low numeracy levels, Maths, Meaning, MOOC, MOOC 2.0, National register, NCALNE, NCALNE (Ed), NCALNE (Educator), NCALNE (Voc), NCALNE Lite, NCLANA, NDipALNE, New Zealand, New Zealand Context, Numeracy, Numeracy activity, NZ, NZCALNE, NZCALNE (Voc), Pathways Awarua, Personal development, Practitioners, Professional Development, Reading, Reading comprehension, Resources, Self development, Speaking, Trainer, Training, Tutor, Vocabulary, what is, Writing

If you’re up to this stage, you’re actually about, or even over, half way. This section is a big chunk… but it’s also the teaching component of the qualification. Basically, after having mapped the literacy and numeracy demands, and diagnosed your learners literacy and numeracy needs, you actually need to get out there and do some…
How do I get started on Assessment 3 of the NCALNE (Voc) including Mapping with the Learning Progressions?

Nov 4, 2014

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by

Graeme Smith

in 2.0, Activities, Adult, ALEC, Assessment 3, Blog, Complete NCALNE, Education delivery model, Education resources, Educator’s Journey, ELN Tutor, Embed, Embed literacy and numeracy, Embed numeracy, embedded, Embedded numeracy, embedding, Embedding numeracy, Graeme Smith, Improve teaching practice, Learning Progressions, Literacy, Literacy and Numeracy, Literacy indicators, Literacy Numeracy Pro, Literacy Numeracy Professionals, Literacy Numeracy Symposium, LiteracyNumeracyPro.com, LNAAT, Low literacy levels, Low numeracy levels, Map the literacy and numeracy demands, Map the literacy demands, Map the numeracy demands, Mapping, MOOC, MOOC 2.0, NCALNE, NCALNE (Ed), NCALNE (Educator), NCALNE (Voc), NCALNE Lite, NCLANA, New Zealand, New Zealand Context, NZCALNE, Online assessment, Online learning, Pathways, Pathways Awarua, Personal development, Professional Development, Qualifications

If you need a hand getting cracking on your Assessment 3, which involves doing an analysis of the literacy and numeracy demands of your course, there are several resources online that might be useful: If you haven’t seen it already, all of our course content is now online in interactive modules as part of the Pathways Awarua…
Let’s just sort out the confusion around steps versus levels when it comes to literacy and numeracy

Oct 30, 2014

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by

Graeme Smith

in Edtech, Education, Embed literacy and numeracy, Embed numeracy, Embedded numeracy, Embedding numeracy, Learning Progressions, Literacy and Numeracy, Literacy Numeracy Pro, Literacy Numeracy Professionals, LiteracyNumeracyPro.com, LNAAT, LNPro, Map the literacy demands, Map the numeracy demands, Mapping, NCALNE, NCALNE (Ed), NCALNE (Educator), NCALNE (Voc), NCALNE Lite, NCLANA, NDipALNE, New Zealand, New Zealand Context, Professional Development, Qualifications, Uncategorized

I didn’t create this confusion, but I’d like to clear it up… One of the things that people I meet seem constantly confused about is the difference between some very similar sounding language that we use in education, and in particular, in the field of literacy and numeracy, to describe things like skills. Here are…