Wicked: Labelling the Wharenui

This resource supports the learning of the different features of the Wharenui, and the cultural and historical meanings behind these features.

It is an interactive labelling game with added typing and listening features.

This resource would be useful for the teaching of specific Te Reo language, and extending students’ knowledge of tikanga Māori.

Year Level

Years 2-7

Digital Technology

Website–accessible from devices that have Flash Player, generally laptops, computers and Chromebooks.

Access

www.wicked.org.nz/Interactives/Maori-themed-interactives-in-English/Wharenui

Features

Māori and English translation options.
Three different learning areas (the wharenui, tukutuku panels, kōwhaiwhai panels).
Clear pop up instructions and explanations.
Drag and drop feature. User is to drop the label on to the corresponding part of the wharenui/tukutuku panels/kōwhaiwhai panels. When the answer is correct, the diagram becomes coloured, the explanations of what that specific part is, appears, and the user is required to type the word to hear how it is said, before moving on.
When the label is incorrect, a buzzer sounds and returns the label to the list.
Easy to navigate layout.

Review and Critique

This resource has the potential to extend students’ learning of both Te Reo and tikanga Māori has it reinforces not only the language, but the cultural meanings and history behind the parts of the wharenui. The use of a somewhat simplistic diagram with labels to manually match to it, further supports students’ learning because it fosters the making of connections between the visual, textual, and contextual knowledge being taught (Churchill, 2017).

When used collaboratively in groups or as a class, this resource can give students the time to interact with each other by drawing on prior knowledge and experiences of being on a marae, whilst simultaneously exploring the wharenui in a creative and unique way (Mayes & Freitas, 2013; Mills, 2014). Because of this, Wicked has the potential to be a highly engaging task that connects students and promotes communication based on making connections (Duchesne & McMaugh, 2016; Earl & Forbes, 2016; Kirkman, 2017).

Even though Wicked is arguably a drill and practise type of resource, the interactive nature of it has the potential to engage students and help them to solidify their learning through repetition and elaboration, helping to improve recall and retention of knowledge (Bransford et al., 2000; Churchill, 2017; Kirkman, 2017).

There are a few critiques for this resource, but overall, the concept of it is appropriate for consolidating learning on the wharenui. One issue is that Wicked does not work on mobile phones, tablets or iPads due to it being run through Flash Player. This could be an issue for classrooms where the only digital devices available are tablets or iPads. The resource is also very small in relation to the size of the screen. This would not be ideal for beginner readers or students with eyesight issues. There is also the factor of feedback. Feedback in this resource is limited to either correct (move to the next step) or incorrect (buzzer sounds). The correct answer moves to the next step which reinforces that the student is on the right track. However the negative buzzer sound when the question is wrong, could cause issues with students as it could deter them from trying again (Churchill, 2017).

Recommendations for Users and Developers

I would recommend that this resource be used to either gather prior knowledge of the students in regards to the wharenui, or as a support activity after one or more lessons have been taught on the parts and meanings of the marae. This resource is not intended to be used on its own (Churchill, 2017; Mills, 2014).

I have recommended this resource to be used in years 2-7 primarily because the Ministry of Education (2009) indicates in its guidelines for teaching and learning Te Reo Māori in English-Medium schools, that students should be learning about the marae at level 2-3 of the curriculum. This roughly indicates years 2-7, depending on what stage students are at in their learning and knowledge of Te Reo Māori.

A recommendation for the developers would be to adjust the resource so that it is able to be used on tablets and iPads because these are the devices that classrooms are generally using and have access to. I would also recommend enlarging the game itself so that is it easier to view. In regards to the feedback, replacement of the buzzer for a pop up that explains to the student the characteristics of that particular part of the Wharenui would be more effective in consolidating the learning.

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