Our Vision - To transform New Zealand education to better align skills and capabilities to the demands of the contemporary world. The goal of the programme is to influence teachers’ thinking and practice in ways that lead to transformation of teaching and learning. “Teachers need to look carefully, not only within themselves but also at their technological and social environments before they begin to implement innovative uses of technology in their own classrooms and teaching.“ Four enabling factors underpin our pedagogy on the Post Grad Course. ● Future Focussed Skills ● Growth Mindset ● Constructionist, Constructivist and Collaborative Practice ● Leadership skill
The surge of teachers transitioning to innovative learning environments (ILEs), together with the kn...
Two recent influences on the development of school learning environments in New Zealand have been th...
The day-to-day practice of educational leadership practice can be extremely complex, demanding and y...
In a world where change is the only constant, the perpetual challenge for educators is to provide an...
Currently the New Zealand school system is undergoing changes as it introduces a new national curric...
This presentation reports on research into a whole of institution curriculum renewal project in a Ne...
Technology education is a subject that has seen significant conceptual change within its curriculum ...
The official New Zealand Curriculum in technology education (MoE, 2007) counters past interpretation...
The Mātanga (Māori term for expert) project aimed to engage teachers with needs-based professional d...
This study explored the most effective methods of supporting teachers to make sustained change to th...
As technology and demand changes day by day, we as educators must be up to date too in the area of ...
To prepare 21st century learners for what has become known as the ‘knowledge age’ the New Zealand go...
The world is changing in complex and unpredictable ways. Our education system, set up to meet 20th ...
The twenty-first century Knowledge Age is seen as a tipping point (Gladwell, 2000), equivalent in ef...
In the twenty-first century, learning and teaching at school must prepare young people for engaging ...
The surge of teachers transitioning to innovative learning environments (ILEs), together with the kn...
Two recent influences on the development of school learning environments in New Zealand have been th...
The day-to-day practice of educational leadership practice can be extremely complex, demanding and y...
In a world where change is the only constant, the perpetual challenge for educators is to provide an...
Currently the New Zealand school system is undergoing changes as it introduces a new national curric...
This presentation reports on research into a whole of institution curriculum renewal project in a Ne...
Technology education is a subject that has seen significant conceptual change within its curriculum ...
The official New Zealand Curriculum in technology education (MoE, 2007) counters past interpretation...
The Mātanga (Māori term for expert) project aimed to engage teachers with needs-based professional d...
This study explored the most effective methods of supporting teachers to make sustained change to th...
As technology and demand changes day by day, we as educators must be up to date too in the area of ...
To prepare 21st century learners for what has become known as the ‘knowledge age’ the New Zealand go...
The world is changing in complex and unpredictable ways. Our education system, set up to meet 20th ...
The twenty-first century Knowledge Age is seen as a tipping point (Gladwell, 2000), equivalent in ef...
In the twenty-first century, learning and teaching at school must prepare young people for engaging ...
The surge of teachers transitioning to innovative learning environments (ILEs), together with the kn...
Two recent influences on the development of school learning environments in New Zealand have been th...
The day-to-day practice of educational leadership practice can be extremely complex, demanding and y...