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CINZS 2012, Vol 24, No 3.

Kia ora, welcome to Computers in New Zealand Schools: Learning, Teaching,Technology, 24(3).

This special edition of Computers in New Zealand Schools introduces readers to the concept of knowledge building as a pedagogical approach and also offers some preliminary reports that should provide some ideas of how knowledge-building classes can be implemented in New Zealand classrooms, as well as in distance classes. It is hoped that this special issue will stimulate further discussions of how children and young people can be supported to become knowledge creators in the 21st century.

Editorial

Special Issue: Knowledge building in New Zealand schools: The journey begins

  • Kwok-Wing Lai - College of Education, The University of Otago, Dunedin, New Zealand.

Articles - Non peer reviewed

Knowledge building: Rationale, examples, design, and assessment

  • Jan van Aalst - Faculty of Education, The University of Hong Kong, Hong Kong.

Knowledge building: What is it all about?

  • Jacqueline Russell - Southland Boys' High School, Invercargill, New Zealand.

Knowledge-building communities: What, why, how?

  • Sally O'Hare - Trident High School, Whakatane, Bay of Plenty, New Zealand.

Research Articles - Non peer reviewed

Knowledge building with senior secondary sciences students: The OUASSA project.

  • Kwok-Wing Lai - College of Education, The University of Otago, Dunedin, New Zealand.

Designing knowledge building communities in New Zealand secondary schools: Some preliminary reflections.

  • Kwok-Wing Lai, Conor Bolton, Carolyn Bennett, Madeline Campbell, Sharon Kelly, Tamara Yuill-Proctor, Ken Pullar, Darren Sudlow,Tony Zaloum - TLRI researchers, Dunedin College of education University of Otago. Dunedin, New Zealand.

Columns

While waiting for the Network for Learning we are building it!

  • Niki Davis - University of Canterbury, e-learning lab, Christchurch, New Zealand.

Kete Mātauranga: The journey from school library to iCentre.

  • Lisa Oldham - National Library of New Zealand.