Browsing by Author "Bryant, Hana"

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    How Māori support whānau to promote digital inclusion : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Auckland, New Zealand
    (Massey University, 2024) Bryant, Hana
    The Digital Inclusion Blueprint Te Mahere mō te Whakaurunga Matihiko, seeks to ensure that all New Zealanders can participate in, contribute to, and benefit from, the digital world. One in five New Zealanders face barriers to digital inclusion and for Māori the challenges have been more substantial. By examining the digital interactions and experiences within Māori households, educators, researchers and policymakers may gain valuable insights that can inform and guide initiatives and policy to promote digital inclusion and equitable access to technology within the Māori community. Digital literacy is a keystone skill set, equipping individuals with the knowledge and ability to navigate, critically engage with, and leverage digital technologies effectively. This research explores how whānau in five Māori households navigate the use of digital technologies in learning and everyday life. The project explores barriers and enablers that support the use of digital technologies, in relation to key concepts in digital inclusion, as highlighted in the Digital Inclusion Blueprint Te Mahere mō te Whakaurunga Matihiko. It also explores the extent of how social relationships contribute to digital inclusion for Māori, specifically looking at how rangatahi (youth) support pākeke (adults) and kaumātua (older people) with digital technologies. The research uncovers the crucial role that rangatahi play in assisting pākeke and kaumātua, showcasing the impact of intergenerational connections as a key component of digital inclusion. In particular, the concept of ‘mā te ariki, mā te tauira’ emerges as a significant driver of digital inclusion within the Māori community, as younger generations often act as digital mentors, bridging the digital gap for their elders. Key recommendations emerging from this research include ways of empowering tamariki and rangatahi to educate and assist pākeke, kaumātua, and fellow whānau members in enhancing their digital literacy skills. This includes adopting a coaching approach and involving Māori across all generations in the co-design and development of culturally responsive support programs and resources, which would ensure that interventions address their specific needs, values, and aspirations, leading to more effective outcomes in the Māori community.