“Pecha Kucha” is a Japanese term for “chit-chat”. A Pecha Kucha presentation is a unique format that focuses on telling a story using 20 images X 20 seconds per image (6:40 minutes in total). Used extensively, this format allows presenters to simply get their message across in a creative and rapidly paced manner.
We would like to thank the Dunedin Fringe Arts Trust and Mark McGuire for their support in preparing this session.

After Apple launched its iPad, a surge in studies/articles aimed at finding its educational uses was observed, as with the invention of many new technologies over the last 100 years (Cuban, 2001). This “mass screening” approach to integrating educational technologies has failed to transform teaching practices (Reeves, McKenney, & Herrington, 2011). How then should we approach the problem? Hint: not by marveling at the iPad’s 9.7-inch LED-backlit display.
References:
Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.
Reeves, T.C., McKenney, S., & Herrington, J. (2011) Publishing and perishing: The critical importance of educational design research. Australasian Journal of Educational Technology, 27(1), 55-65.

Each University paper generates data about the students that take it.  Did they turn up, did they hand in assessment, what was their mark? What can we do with this data to support our students, give us feedback on our teaching practice and give us ideas on how to improve educational outcomes for our students? We investigate our 200-level Zoology papers and present data that support our practice and data that surprised us.

Maori tertiary student success is impaired by complex factors, including being first generation academics, whanau expectations and obligations, and cultural differences. These factors are noted by low cultural continuity between home and the education environment, emergence of guilt for non-attendance at whanau events, and poor acculturation to campus life.
This presentation will use the conceptual framework of Maori social scientist, Tepora Pukepuke, who evokes the emotion and sentiment of using an auto-ethnographic account of her study journey. She demonstrates her own drive to succeed in a mostly hostile and certainly puzzling academic world. Told with honest diction and the ability to laugh at herself, she maps her own passage from rowdy off-task student to the serious academic combatant she is today. She pinpoints academic milestones that brought moments of celebration and great pleasure, the heart-hurting moments of failure and alludes to assignment disgrace. Lastly, she introduces the steadfast mentors and friends who gave her the greatest gifts for successful completion of studies - their companionship and faith in her abilities.
Tepora is now working in a Maori institution providing academic and pastoral support to students. She merges her own experiences with four years of study and research of
Mori student support to develop a range of academic workshops that embed tikanga Maori, allowing a more palatable approach to academic support for Mori. While the work is student-focused there is an importance to the work with academic staff to promote excellence in teacher delivery, curriculum development and raising academic standards. Although her workshops are designed for Maori students, the application is relevant to all tertiary students as another useful tool for understanding the complexities in achieving tertiary success.

What the ‘best dressed’ technology savvy teachers will be ‘wearing’ next year and some daring predictions for the next decade.
Under the critical spotlight in this pecha kucha session are
* All the alpha-learnings, e, m, and i plus the all new q!
* The one technology no teacher should be without, plus
* Out on the street - what’s hot from the teaching and learning trenches.

This short ‘chit chat’ style of presentation is an example of one feature that enables me to be an effective teacher - that of trying new techniques and styles of presentation in order to facilitate interest in the topic I am teaching, as well as the learning of new skills or ideas. I aim to engage students in their learning by being enthusiastic and knowledgeable about a topic, but also by enabling them to bring and use their life knowledge and experiences to the topic. This presentation will take only 6 minutes and 40 seconds and will illustrate my approach to being a social work educator at the University of Otago. Social work education requires the use of ‘real life’ case study examples and a reflexivity about one’s own personal life contexts, in order to provide realistic models of how to practice as a social worker. I will present up to 20 slides demonstrating what works for me as a teacher, and include commentary on some of the key principles of social work education, such as enabling access, equality of opportunity, people’s right to educated, and constant reciprocity between learners and educators; key values, such as optimism, enthusiasm, and empathy; and key strategies, such as the use of humour, persuasion, planning, timeliness and lollies.