In today’s society, technology can play either a supportive or hindering role in our lives and relationships. As educators, we face the challenge of delivering curriculum content effectively, impacting not only our students but also our wider community. Recently, the question of how the effective use of Chromebooks for learning can support or enable culturally responsive practices was posed. While the concept of culturally responsive practice warrants further discussion regarding its beneficiaries, my focus here lies in exploring the potential of Chromebooks in this context. 
The implementation of Chromebooks in our context not only introduces new challenges but also presents opportunities for fostering culturally responsive practices. Through the effective use of Chromebooks, we can create personalised learning experiences that cater to the diverse cultural backgrounds of students as well as their diverse needs. By using various educational apps and online resources, we can tailor instruction, making it more inclusive and accommodating to different learning styles and preferences.
While we assume that students should be digital natives or know how to use Chromebooks, in our context it’s worth considering that, unless they own Chromebooks, their preferred devices are often phones or Playstations rather than Chromebooks. Therefore, we need to ensure that we are giving students and whānau the skills to use their Chromebooks effectively for learning. Transitioning whānau (family) becomes vital when bridging the gap to fulfill equity, and will involve not only technical skill but also an understanding of how Chromebooks can be integrated into their learning journey successfully.
As the teacher of a digital class, effective communication skills are important in engaging students with their learning through Chromebooks. Upskilling in the use of apps and tools specific to Chromebooks is essential to facilitate a better digital learning experience. The reciprocity modelled by Tuakana (Expert) – Teina (Learner), emphasises collaboration in our learning. The specific digital skills needed by both teachers and students to utilise the full potential of Chromebooks encompasses not only technical proficiency in operating the device, but also the ability to create engaging digital content, but addresses Chromebook-related challenges through workshops, and staying updated on new learning. Digital Skills are taught through our local curriculum with the help of Kootuitui ki Papakura, rich discussion with students and our partnership with Manaiakalani. Self-help modules and professional learning is always essential and frequently reflected upon after each inquiry.
For students, digital skills extend beyond the ability to use Chromebooks; they encompass Digital Citizenship, Cybersmart practices, and Information Literacy as a priority. These skills are vital for navigating the internet responsibly, critically evaluating information, and contributing positively to the digital community. The integration of Kootuitui ki Papakura’s programme and mentorship provides a valuable framework for achieving these skills.
In conclusion, while the challenge of introducing Chromebooks in our context is acknowledged, the focus must now shift to the specific digital skills essential for both teachers and students. These skills go beyond technical know-how are essential for maximising the benefits of Chromebooks to create a culturally responsive and digitally inclusive learning environment. In our context, there is no ONE size fits all mentality. Ko Au, Ko Papakura, Ko Papakura, Ko Au – He Waka Eke Noa, kaati raa.
