There is an increasing recognition that computing education and the profession of computing has failed Māori. In order to consider reforming vocational education’s computing programmes so that they address the needs of Māori learners, we must first consider the role of computing as a negative colonising force that continues to the present. This paper uses pūrākau to provide context for a reframing of computing as a decolonising force. The development of the school curricula is considered as an example of the outcome of development in te Tiriti honouring partnerships. We then canvas some potential directions a transformation of vocational IT education might take. This paper is not intended to replace or pre-empt partnerships or by-Māori-for-Māori, but to nudge development towards an approach that honours te Tiriti and improves outcomes for all learners.