Draw lines from the data log to the part of the body where you feel the sensation.
1. What is the most common physical feeling you have when using a device?
2. Were any of the sensations a surprise to you when you stopped to notice them?
3. Based on your data, what is one small change you could make to improve your physical well-being (Taha Tinana) when using a device?
Students will engage with this resource to explore digital kaitiakitanga — applying tikanga Māori principles of guardianship, manaakitanga, and whanaungatanga to their digital lives, spaces, and technologies.
Scaffold support: Provide sentence starters and visual frameworks to scaffold access at the entry level. Offer extension tasks that deepen ethical analysis — for example, comparing digital tikanga principles to international AI ethics frameworks.
ELL / ESOL: Pre-teach key kupu (kaitiakitanga, manaakitanga, whanaungatanga, tikanga) with bilingual glossaries. Allow students to express ideas in their home language first before translating to English.
Inclusion: Chunk tasks and provide clear visual instructions. Neurodiverse learners benefit from structured choice in how they demonstrate understanding (e.g., verbal, written, or visual). Affirm diverse digital experiences as valid starting points.
Mātauranga Māori lens: Digital kaitiakitanga frames technology through Te Ao Māori — our digital spaces are extensions of our marae, our data is part of our whakapapa, and our online behaviour reflects our mana. Tikanga Māori provides a powerful ethical compass for navigating the digital world.
Prior knowledge: No specialist digital technology knowledge required for entry-level engagement. Best used after introductory lessons on tikanga Māori or as part of a digital technologies unit.