3. Research shows that digital content engages and
motivates students and has
a positive impact on student achievement.
Teachers use the digital resources to:
Introduce key concepts, skills, knowledge
Reinforce learning
Appeal to a range of learners - fun, engaging
Foster collaborative practice as well as independent thinking
Enable personalising of learning for diverse learners
Provide clear feedback on learning
Integrate into learning programmes
Encourage dialogue and reflection on learning
4. “While any object can be used for a learning purpose, a learning
object is designed for a learning purpose.” (TLF, 2003)
Learning Objects Resource Assets
Digital Images
Learning objects are chunks of
digital material - for example
graphics, text, audio, animation,
Sound Files
interactive tools - specifically
designed to engage and
Video Files
motivate students.
5. Digital Resources or Resource Assests
Re so ur ce A ss et s
Resources in digital form
Used to support teaching and learning
Not otherwise readily accessible
Single items which can be used by teachers
and students
6. http://www.tki.org.nz/r/digistore/protected/objects/?id=3684&vers=1.0
Re so ur ce A ss et s
Please refer to Conditions of use (This item contains non-TLF content)
Kete pükirikiri (basket), c1904
Description
This is a kete pükirikiri, or woven basket, made around 1904. Used to
carry gravel to kümara (sweet potato) beds, it is woven from haraheke
(flax) using the raranga (plaiting) technique, whereby strips of leaf are
laid diagonally. This is also an example of kete whakairo, or patterned
basket weaving. The kete is yellow in colour with a twill pattern. It has
plaited loops around the top for use with carry straps and also for
lacing the kete closed, to keep objects secure. It measures 33.5 cm x
73.0 cm x 1.2 cm.
Educational value
This resource is useful because it:
shows an artefact used for a variety of purposes in Mäori
society - kete were used for gathering cultivated and wild
food (including diving for seafood), transportation, serving
food, and storing objects and items of value
illustrates a use of haraheke in Mäori society - due to the
diversity of its uses, haraheke has become integral to
Mäori technology and craft
Acknowledgements shows an object that, while having a functional purpose,
also represents a traditional art form - kete whakairo
(patterned baskets) were considered to be of particular
value, due to the knowledge and skill used to produce
Copyright Reproduced courtesy of the Museum of New them that was passed on from generation to generation
Zealand Te Papa Tongarewa illustrates an important facet of Mäori technology and craft
Creator Unidentified - weaving is acknowledged as having its own life force,
and is accorded a level of respect depending on the mana
Identifiers Museum of New Zealand Te Papa
(status) of the weaver and the qualities of the weaving
Tongarewa number ME001757
process
TLF-Resource R3684
shows an artefact associated with traditional Mäori
Source Museum of New Zealand Te Papa
techniques for the cultivation of a staple food - the sweet
Tongarewa; http://www.tepapa.govt.nz
potato.
10. Learning Objects
Scaffolded learning tasks, providing students with feedback on
their learning in a variety of supportive and engaging ways.
Designed to engage and motivate student learning
Provide opportunities for learning that may not be possible in a
standard classroom because of access, complexity, safety costs etc
Are particularly useful when a concept is hard to represent,
difficult or dangerous to replicate, or when repetition is required.
11. Digital Content is most effective
when
supported by
embedded into effective
an existing teaching
combined with
Text relevant
programme of
other
learning
digital content
and learning
experiences
selected
supported by according to the
relevant offline needs and
experiences interests of the
(before and after learners work
learner
use) collaboratively.
(informed by
evidence)
12. Ways of Working
Large group Individual Pairs
• Model use and process • Work at own pace • Make meaning
collaboratively
• Focus students • Select appropriate level
• Share learning
• Initiate discussion • Make mistakes
• Practice vocabulary
• Introduce new knowledge and • Receive immediate
concepts feedback • Build social cooperative
skills
• Underpin learning activities • Identify learning needs
• Mentor and support
• Assess understanding, give • Manage own learning
feedback • Apply
• Build independence
• Work alongside students
• Share learning
14. LOs and KCs
Learning Objects and Software Key Competencies
Improve conceptual understanding and build content Thinking Actively seek, use and create knowledge
knowledge
Support and encourage learners to work Relating to others By working effectively together –
collaboratively and interact students develop new approaches, ideas, and ways
of thinking
Encourage learners to take responsibility for Managing self Self-motivation, supports students
learning, work at own pace seeing themselves as capable learners
Uses existing digital competencies to extend written, Using language, symbols, and texts
oral and visual learning Make meaning and confidently use ICT
Allow learners to use their learning in authentic Participating and Contributing Build capacity to
contexts, especially when combined with other ICT contribute as a group member
use
15. Access from TKI or NZMaths
Schools need to register for a user name and password
Check if you are registered or email help for password support
How do I access?
