He Rourou https://herourou.themindlab.ac.nz/index.php/herourou <p>The interdisciplinary publication He Rourou draws together the work of both <a href="http://techfutureslab.com/" target="_blank" rel="noreferrer noopener">Tech Futures Lab</a> and <a href="http://themindlab.com/" target="_blank" rel="noreferrer noopener">The Mind Lab</a> and is published semiannually and bilingually.</p> <p>He Rourou is open access and aims to celebrate and share the work of our students, staff and partners. Often the voices missing from the knowledge base are of the teachers and innovators who are deeply grounded in the day-to-day of their practice.</p> <p>He Rourou aims to acknowledge this by providing an output for practitioner-based knowledge and research.</p> The Mind Lab en-US He Rourou 2744-7413 The Post-Covid Impact on Distance Learning for New Zealand Teachers https://herourou.themindlab.ac.nz/index.php/herourou/article/view/7159 Darcy Vo Karen Lambrechts Copyright (c) 2022 He Rourou https://creativecommons.org/licenses/by-nc-sa/4.0 2022-10-25 2022-10-25 2 1 139 140 10.54474/herourou.v2i1.7159 Ka muri, ka mua – Walking backwards into the future https://herourou.themindlab.ac.nz/index.php/herourou/article/view/7155 Violet Aydon-Pou Copyright (c) 2022 He Rourou https://creativecommons.org/licenses/by-nc-sa/4.0 2022-10-25 2022-10-25 2 1 126 131 10.54474/herourou.v2i1.7155 Whanaungatanga in the Time of COVID: Strategic and Value-Based Responses to the Challenges of COVID-19 in a South Auckland Primary School https://herourou.themindlab.ac.nz/index.php/herourou/article/view/7157 Brendon Shaw Copyright (c) 2022 He Rourou https://creativecommons.org/licenses/by-nc-sa/4.0 2022-10-25 2022-10-25 2 1 132 138 10.54474/herourou.v2i1.7157 Supporting Executive Functioning in a Play-Based Environment https://herourou.themindlab.ac.nz/index.php/herourou/article/view/7141 <p>This project examines how executive function is exercised in a New Zealand primary school. This project aimed to bring together two fields of research: current conceptions of executive functioning and the features of high-quality play-based environments, to uncover the executive functioning skills of children in play and the supports teachers employ in their development.&nbsp;&nbsp;</p> <p>To implement the project, consideration was given to creating an environment that demonstrated quality play practices to support the development of executive functioning. The action research design was undertaken in three iterations that included 16 Year 1 and 2 student participants. The first two iterations focused on capturing student behaviours using researcher observations and audio recordings, and the third used third-party observations to capture teacher behaviour. An observational tool developed by Moreno et al., (2017) was adopted to analyse student and teacher behaviours for markers of executive function.</p> <p>The findings of the project suggested that executive function primarily occurs as conversations outside the play itself as it sets the rules that allow a suspension of reality and push the narrative forward. To maximise executive function in guided play, teachers can use a range of verbal supports to support students' executive functioning and provide many opportunities for children to organise their cognition in self-directed and guided play with an intentional adult. These findings are significant because they support current research trends to place executive functions back into the contexts in which they are embedded (Doebel, 2020). To ground these findings in practice, several classroom-ready resources were created. A reflective questionnaire to support teachers to stocktake their current play practices and shift them towards promoting student executive function.&nbsp;A questioning prompt linked to the items in the observational tool. An executive function checklist to determine strengths and areas of support for executive functioning adapted from Stowell (2018). Future research would focus on how classroom practitioners could use these resources in everyday Year 0–2 classrooms to support teachers wanting to develop executive functioning skills in a play-based environment.&nbsp;</p> Hannah Newton Copyright (c) 2022 He Rourou https://creativecommons.org/licenses/by-nc-sa/4.0 2022-10-25 2022-10-25 2 1 1 23 10.54474/herourou.v2i1.7141 Improving Wellbeing Through a Modern, Integrated Experience https://herourou.themindlab.ac.nz/index.php/herourou/article/view/7145 <p>This article is a summary of the research undertaken on the concept of improving individuals’ wellbeing which was carried out between February 2021 and February 2022. This involved desktop research, a consumer survey and stakeholder interviews.&nbsp;Key factors that contribute to wellbeing are investigated (with a focus on personal finance) as well as existing solutions that are available to improve wellbeing in New Zealand (NZ).</p> <p>From this research a wellbeing eco-system consisting of four elements is defined: personal, financial, community and environmental wellbeing. These elements are interlinked and together present a holistic approach to improving wellbeing.&nbsp;The benefits of improving wellbeing are also discussed. Just as the elements are interlinked, there are demonstrated flow-on benefits to improving wellbeing in each area. Using this framework as a basis, a modern, end-to-end solution is designed, incorporating value-driven products and services and other features that contribute to improving wellbeing which could be developed, empowering people to thrive.&nbsp;</p> Alaine Perrott Copyright (c) 2022 He Rourou https://creativecommons.org/licenses/by-nc-sa/4.0 2022-10-25 2022-10-25 2 1 24 45 10.54474/herourou.v2i1.7145 Bridging the Gap: The Impact Project-Based Contextualization has on the Motivation of Junior Technology Students https://herourou.themindlab.ac.nz/index.php/herourou/article/view/7147 <p>This study seeks to improve learning motivation of Year 10 Technology students at a secondary school in South Auckland. Despite the emphasis in New Zealand schools on university education, the majority of students in low-decile schools do not follow this pathway. The emphasis on higher education decreases student motivation in the classroom and highlights economic, qualification, and occupational inequities in low socio-economic communities. This study aims to help students make informed choices for career pathways after school, with an emphasis on trade apprenticeships as an alternative to the traditional university pathway. This research seeks to understand how contextualising the Technology curriculum through a project-based assignment affects motivation in the classroom. It also seeks to understand how exposing students to opportunities in the construction industry affects career aspirations. Students participated in visits to industry worksites while working in groups to design and construct seating projects for a stakeholder in their school community. This project mirrored a real-world inquiry project, with students acting as professionals in the college environment while also being exposed to industry workplaces. This helped them to make connections between classroom learning and the workplaces. In doing so, they learned both subject knowledge and <em>how to apply</em> that knowledge to different concepts and contexts outside the classroom. Qualitative and quantitative data was collected in the form of journal reflections, surveys, and observations before and after the intervention to measure the change in student motivations and aspirations. The data was evaluated using Ajzen’s (1991) motivation theory framework to analyse the factors of self-efficacy, social pressures, task-value, and the added factor of cost. The findings from the data showed that contextualising classwork with industry exposure increased student motivation and impacted career aspirations.&nbsp;&nbsp;</p> Jacob Doak Copyright (c) 2022 He Rourou https://creativecommons.org/licenses/by-nc-sa/4.0 2022-10-25 2022-10-25 2 1 46 71 10.54474/herourou.v2i1.7147 Loneliness in Aotearoa https://herourou.themindlab.ac.nz/index.php/herourou/article/view/7149 <p>Loneliness is a severe problem in New Zealand and most prevalent among the young, namely Generation Z. In March 2020, New Zealand went into lockdown due to Covid-19, and there was a spike in young people indicating loneliness as an issue. This age group experienced feeling the loneliest.</p> <p>The experience of loneliness is subjective for all individuals; however, feeling lonely relates to broader and shared social, economic, political, and environmental issues. As we have recently become regular social media users and have more screen time, disconnection and lack of deep human relationships and social connections are becoming serious issues for young people.&nbsp;</p> <p>It is widely reported that loneliness, social isolation, and living alone have increased the risk of heart disease, stroke, and dementia, leading to depression and death. Promoting social connection is imperative for people and our community’s well-being and health.</p> <p>This research used documentary as a methodology to explore the thoughts and perceptions of people involved in understanding loneliness to help provide viewers with a deeper understanding, raise social awareness for people experiencing loneliness, and reduce the impact of being lonely.&nbsp;</p> <p>The ‘Loneliness in Aotearoa’ documentary indicates that New Zealand’s young people are currently suggesting that they are more lonely than other generations, and collectively there is a need to take action to minimise loneliness.</p> <p>In the UK, Tracey Crouch, appointed the first Minister of Loneliness in 2018, stated, “Nobody should feel alone or be left with no one to turn to. Loneliness is a serious issue that affects people of all ages and backgrounds, and it is right that we tackle it head-on.”</p> <p>In New Zealand, we have not appointed a Minister of Loneliness yet. There is the; question do we need one?&nbsp;</p> Melissa Fergusson Copyright (c) 2022 He Rourou https://creativecommons.org/licenses/by-nc-sa/4.0 2022-10-25 2022-10-25 2 1 72 89 10.54474/herourou.v2i1.7149 History Detectives in Action: Bringing History to Life Using Primary Sources https://herourou.themindlab.ac.nz/index.php/herourou/article/view/7151 <p>History Detectives in Action (HDIA), a programme designed to engage students, spark curiosity and prompt historical critical thinking in the social sciences, particularly suited to the new Aotearoa New Zealand Histories Curriculum (ANZHC), incorporates the principles of Universal Design for Learning and collaborative practice to expand teacher confidence and capacity to enact a place-based approach through embracing primary source materials. Additionally, HDIA provides the impetus for genuine and personal interactions with local history where engaged learning through active participation provides a more authentic learning experience.&nbsp;</p> <p>Findings showed teachers' confidence and mindset to employ primary sources as an introduction to local history beyond the classroom increased, and collaborative partnerships with a professional librarian were acknowledged and valued. Moreover, student curiosity, engagement and active participation were noted by all teacher, archivist and teacher-aide participants.&nbsp;&nbsp;</p> <p>As the ANZHC continues to be embraced by schools and other curriculum areas are refreshed through the Understand-Know-Do framework, there is a presupposition of meaningful local design to learning progressions and the HDIA approach provides a practical and applicable vehicle for teachers in both primary and secondary schools where an integrated, interdisciplinary approach is the expected outcome.</p> Senga White Copyright (c) 2022 He Rourou https://creativecommons.org/licenses/by-nc-sa/4.0 2022-10-25 2022-10-25 2 1 90 108 10.54474/herourou.v2i1.7151 The Impact of Design Thinking and Steam Learning on Student Engagement https://herourou.themindlab.ac.nz/index.php/herourou/article/view/7153 <p>Global opportunities in steam-related employment have contributed to the need for students to engage in developing skills of critical thinking, collaboration and problem solving. This need aligns well with Design Thinking, where students are encouraged to address big picture problem solving (Ideaco, 2013).&nbsp;Student engagement is strongly linked to achievement. It has long been the focus of educational researchers and is of increasing importance as educators grapple with preparing students for an emerging future (Fredricks et al., 2004).&nbsp;This research evaluates the impact of steam learning and Design Thinking on student engagement. The participants were a focus group of Year 4 students, plus students and teachers (Years 0–6), in a junior school environment. The findings of this project suggest that steam learning provides an excellent platform for students to use Design Thinking, be creative and feel successfully engaged in their learning. Furthermore, many students found collaboratively constructing learning in a personalised way using digital tools was very engaging.&nbsp;</p> Sarah Cooke Copyright (c) 2022 He Rourou https://creativecommons.org/licenses/by-nc-sa/4.0 2022-10-25 2022-10-25 2 1 109 125 10.54474/herourou.v2i1.7153 Whāia te mātauranga hei oranga mō koutou https://herourou.themindlab.ac.nz/index.php/herourou/article/view/7143 Huw Jones Copyright (c) 2022 He Rourou https://creativecommons.org/licenses/by-nc-sa/4.0 2022-10-25 2022-10-25 2 1 10.54474/herourou.v2i1.7143