Abstract:

The New Zealand Curriculum (2007) states that the vision for all young people in New Zealand is that they will be confident, connected, actively involved, lifelong learners. The principals, values, and key competencies to bring this about are made explicit in the front of the Curriculum document. This presentation tells the story of students from a small, rural secondary school in New Zealand whose Year 10 (age 14-15) Social Sciences class adopted this vision and turned it into reality by utilising every means available in a school with extremely limited electronic resources.

It is not the story of students who have ready access to high-level information and communication technology; it is the story of how a teacher's passionate commitment to creating authentic and meaningful learning for students combined with the determination and positive engagement of the students themselves created a context for learning that made real the vision of the New Zealand Curriculum.

Edgecumbe College is a school of approximately 350 comprising predominantly Maori students, located in the Eastern Bay of Plenty in the North Island of New Zealand. In general the Eastern Bay of Plenty has a younger population, a higher proportion of Māori (42% compared to 15% nationally), more geographical isolation, a lower than average education level, higher unemployment, more people per household, a higher proportion of one parent families and more socio-economic deprivation overall. These factors are regarded as barriers to the development of young people, and their successful engagement in the community. In addition, a recent survey carried out at the school identified that approximately 50% of the students do not have access to the internet at home and approximately 60% of students possess mobile phones. It is, therefore, the school's responsibility to do everything within its power to ensure students have equitable access to e-learning tools if the vision of the New Zealand Curriculum is to be realised in the lives of these young people.

The Te Ao Whanui programme integrates the best of educational practice: inquiry-based learning; personalised programmes; student choice and control over their learning; collaborative planning, learning, and evaluation; authentic contexts for learning; a real purpose and audience; connecting with other learners; utilising the technology available; in-depth learning of important sociological concepts, crossing sector barriers; and learning skills and developing knowledge when it is purposeful and can be applied in a meaningful context. Underpinning the whole programme is the principle of creating a learning environment driven by students' learning needs that also meets the requirements of the New Zealand Curriculum.

Despite the many challenges and barriers experienced along the way, student learning and social outcomes surpassed expectations and the students themselves have continued to make positive contributions to both local and global communities while achieving outstanding secondary school qualifications. This is their story, one which I hope will encourage other educators without ready access to the latest e-learning technology.

Keywords:

Local participation, global confidence, Edgecumbe, Bay of Plenty, New Zealand, curriculum, lifelong learners, inquiry-based learning, collaborative learning.