Examples and resources for the
e-Learning Planning Framework for
Principals and School leaders
Leadership and strategic direction
This dimension describes the aspects required to effectively lead e-learning in a school.
Enabling e-Learning: Leadership: Resources on leadership on Enabling eLearning.
Enabling e-Learning: Leadership community: A community for leaders of elearning to share and discuss experiences and practice.
1. Vision for e-learning
Discussion starters
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How is your vision for e-learning integrated with your school’s whole vision?
How does your vision explain how technologies will impact on student learning
outcomes?
In what ways, and to what extent, does the vision include developments for the learning
environment, such as flexible learning and accessibility to technologies?
Suggested practical steps
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Set aside time (workshops, meetings) to develop/review a concise statement that
describes the way e-learning will be integrated into your school’s vision.
Involve the whole school community (including students and parents) – organise
opportunities to deliberately inform, engage, and discuss the vision with all
stakeholders. Ensure your Māori community has a voice in this process.
Check that everyone understands the vision, including the direction for e-learning, – can
you see it filtering through school-wide documentation and classroom practice?
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Regularly evaluate how well the vision is being shared throughout the school and
community.
What might this look like?
The school-wide vision integrates e-learning and all stakeholders have embraced it. It is evident
throughout the school – from strategy through to implementation.
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Coley Street's development as a learning community - 2006: This clip from New Zealand
Curriculum Online shows a school working towards building a vision while actively
consulting with their students.
Developing a vision for Red Beach School: This clip from New Zealand Curriculum Online
shows an example of a school working towards whole school vision development.
Shared vision with a twist: Stuart Armistead discusses how the collaborative forming of
the “Stanley Avenue Learner” guides all learning and teaching at his school. In particular,
Stuart tells us how this vision is integral to the use of technology in a meaningful way.
Further support
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NZ Curriculum resources for vision, values, and principles: Guidance for schools as they
develop their vision.
A personal vision for education: In this EDtalks video, Turei Thompson shares his
personal view on the importance of providing an education that incorporates strong
values, and strong relationships with whānau, iwi, and the wider community.
NZ–Curriculum l Role of vision: This wiki, created by Trevor Bond, provides useful
guidance.
e-Learning vision: This link, from the Department of Education and Early Childhood
Development, Victoria, Australia, provides some helpful insights into developing a
school vision incorporating e-learning for your school.
2. Leadership of e-learning
Discussion starters
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How active is the principal in fostering e-learning across the school?
How is e-learning leadership distributed throughout the school?
Have the e-learning skills, knowledge, understanding, roles, and responsibilities for staff
been clearly identified?
How will individuals, teams, and the whole school be supported to build e-learning
capability?
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Suggested practical steps
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Establish a clear structure that shares responsibility for leading e-learning across the
school, led by the Principal.
Select key personnel with clear roles and responsibilities for e-learning.
Support individuals, teams, and whole-school through professional development
opportunities.
Make sure organisational systems (time, space, infrastructure) are in place for the
sustainable leadership of e-learning across the school.
Align reflection and review cycles to teacher learning and appraisal to sustain successful
e-learning leadership.
Implement a teacher appraisal system that aligns to your vision and specifically includes
e-learning and Māori learner achievement as a focus.
What might this look like?
Proactive leaders and learners of e-learning are clear about their roles and responsibilities to
ensure e-learning practices are successfully sustained throughout the school.
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Principal’s reflection: Mary-Anne Baxter, Principal of Hamilton Girls’ High School, shares
her strategies for being a leader and learner of e-learning in the Cobham cluster
reflection summary.
Strong leadership of e-learning (Te Apiti ICT Cluster): This reflective summary focuses on
developing e-learning leadership with school principals to drive change through
planning, facilitation, and the inquiry cycle.
Mt Albert school principal May 2011: Unasa Enosa Auva’a, principal of Mount Albert
School, articulates his role as leader of e-learning.
Further support
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Feel the fear – change and ICT leadership: Tony Gilbert is deputy principal at Greenway
High School. In this EDtalks video, he acknowledges that leading change associated with
the implementation of ICT, and changes in related pedagogy, can be quite daunting.
Tony outlines a range of strategies that might help make leading change in ICT easier for
school leaders.
Leading e-learning: In this video, educational consultant Julia Atkins discusses the
process of leading e-learning in a school.
Leading learning – preparing your school for change: This ICT PD module supports
school leaders engage with key thinking in leading learning.
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Leading and managing change: Enabling e-Learning has information and resources
focused on managing change and planning for the building of e-learning capability in
your school.
MGF Rubric 2.2: Effective educational leadership; culturally responsive learning contexts
and systems: This MS Word document supports you to evaluate how well leadership
and management have created and maintained a welcoming and inclusive learning
culture to support Māori learners.
e-Learning leadership: This link, from the Department of Education and Childhood
Development, Victoria, Australia, provides some useful quotes, ideas and resources to
support e-learning leadership in your school.
3. Strategic direction and policy
Discussion starters
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How does your strategic plan integrate e-learning to describe where you want your
learners to be? Does it align with your vision?
Does your strategic plan identify the processes and strategies that will ensure you
achieve your goals? How will you know you have achieved them?
How does your strategic plan reinforce best practice and policy for digital citizenship
(i.e. digital Key Competencies), including cybersafety?
How have you consulted with BOT, wider community, family/whānau, iwi, so that
everyone owns the strategic direction?
Suggested practical steps
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Form a strategy development committee to make sure that the school and community
are involved in developing and reviewing the strategic plan for e-learning.
Identify the strategic gap between where you are now and your vision. Make judgments
based on evidence – such as classroom practice, school documentation, audits, and
feedback. Create clear, measurable goals (with actions, responsibilities, and timeframes)
to move forward.
Ensure your e-learning strategy aligns with, and is embedded in:
o your school charter goals
o annual school-wide strategy
o the policies and practices related to diverse learner needs (Māori, Pasifika,
gifted and talented, special needs …)
o financial plans – infrastructure, resources, budgets (short term, mid and long
term)
o professional learning and development needs
o classroom planning and implementation.
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Establish evidence-based reflection and review processes (aligned with teacher
performance and appraisal) to review progress through your e-learning action plan. You
should be able to describe the impact on students’ learning and achievement.
What might this look like?
A 3–5 year strategic plan for e-learning is responsive to new initiatives and technological
developments. It shows clear links between the school’s vision for e-learning and processes for
implementing goals and outcomes.
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e-Wrapper cluster: all teachers and school leaders are expected to develop an e-learning
inquiry around how to effectively integrate e-learning principles, practices, and tools
into their regular learning programmes. They are also expected to share their learning
within the cluster.
Enner Glynn School (Whakatu cluster): A whole school approach to building their
understandings about “citizenship in a digital world”.
Examples of strategic plans for e-learning:
 Forest Hill School ICT strategic plan (PDF, 410 KB): This strategic planning document is
based on the Becta template.
 Springston School: ICT Strategic Plan 2007–2010 (PDF, 102 KB)
Further support
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Supporting the integration of ICT: In this EDtalks video, Colin Warner and Lyn Davie
briefly explain these elements, including having a shared vision, a strong leadership
team, and the power of the learning community.
Strategic leadership: Guidance from the Educational Leaders website on TKI.
Overview of ICT programmes for schools: The Strategy overview - e-Learning Action Plan
for Schools 2006-2010 and supporting resources are on this page of the Ministry
website.
MGF Rubric 1.2: Policy development and improvement to support best outcomes for
and with Māori (MS Word format 72 kb): This rubric helps schools evaluate:
o how effective their policy development is for Māori learners
o improvements to systems to enhance outcomes for Māori learners.
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Professional learning
This dimension describes the professional development aspects required for teachers and
schools to build their e-learning capability.
Enabling e-Learning: Professional Learning: A range of resources for schools on
TKI.
Enabling e-Learning: Professional Learning Community: A community for elearning-related professional development practice to share and discuss
experiences.
1. Sustaining a professional e-learning community
Discussion starters
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Within and beyond your school community, what does an effective professional learning
culture and community look like?
What is the relationship between effective professional learning, effective teacher
practice, and improved student outcomes?
How are you actively involved in leading and mentoring others’ e-learning professional
learning within your school?
Suggested practical steps
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Make sure these activities align to the strategic plan and the needs of the whole school.
Establish a clear structure, led by the Principal, which shares responsibility for leading elearning across the school and allows everyone to share new ideas and practice.
Plan for a range of approaches to professional learning (blended learning workshops,
visits, access to mentors/experts) that respond to staff strengths and needs.
Make time for regular opportunities for networking, reflection, and sharing resources
and experiences. Encourage formative risk-taking, pilots and innovation through ‘show
and tell’ staff sessions.
Make sure everyone has reliable and equitable access to ICT resources.
Deliberately capture evidence (e.g. feedback, appraisal, observation) of the impact of
professional learning and evaluate progress.
What might this look like?
Professional learning experiences allow staff to inquire into their e-learning practice, making
links between research and teaching activities, in ways that improve student outcomes.
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Manurewa ICT Cluster share how three schools come together for professional learning.
Sharing of knowledge, skills and resources aims to help students as they transition from
one school to another.
Further support
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Building communities of practice: In this EDtalks video, Cheryl Doing talks about the
importance of establishing norms and protocols when setting up communities of practice.
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Professional learning communities: Sheryl Nussbaum-Beach describes the way
professional learning communities have lead to change in teacher practice for teachers
in hundreds of schools in the state of Alabama.
Sustainability of professional learning: Dr. Pam O'Connell, Learning Media Ltd, describes
the findings from her three year investigation into professional development
programmes, and how schools planned for sustainability.
ICT Professional Learning: This page, from the Department of Education and Early
Childhood Development, Victoria, Australia, makes references to how schools can plan,
implement and evaluate effective ICT professional learning that contributes to improved
teacher ICT capabilities.
Learning communities: This link, from the Department of Education and Early Childhood
Development, Victoria, Australia, makes reference to how schools use ICT to extend
learning beyond the school to support and connect students, staff and families to local
and global learning communities.
2. Managing professional inquiry into e-learning
Discussion starters
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Can you describe what professional learning and evidence-based practice looks like in
your school. How, and to what extent, do teachers inquire into their use of e-learning?
How does your school support teachers to engage in new ways of thinking and new
ways of working to improve identified student outcomes?
Suggested practical steps
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As a staff and community, discuss, develop, and share your values and beliefs. Explore
ways to encourage openness, inclusive networks and partnerships as you engage in
professional inquiry into e-learning.
Select/develop resources and activities to help staff make connections between current
research and their own practice.
Create and support opportunities to build knowledge, skills and understandings, and
share effective practice.
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Schedule regular opportunities for review and evaluation of e-learning interventions
where data shows increased teacher effectiveness and improved student outcomes.
What might this look like?
Staff will be reflecting in a cycle of review and planning, linking their learning to current
research, and sharing innovative e-learning practices within and beyond the school.
 Teaching as inquiry – Goal setting and strategies: Malvern ICT PD cluster’s reflective
summary shares a video of their teachers articulating clear goals, defined strategies, and
next steps as they trial e-learning tools and processes through the use of SOLO
taxonomy.
 Action Research Ohaupo: This reflective summary outlines the action research process a
school is going through to investigate comparisons between student and teacher
perception of standards in student writing.
 Snapshots: Software of Learning provides examples of effective integration of e-learning
tools in the classroom.
Further support
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Effectiveness of eLearning PD: In this EDtalks video, Vince Ham, Director Research at
CORE Education discusses the complex factors that make professional development in elearning effective.
How to make inquiry happen in a school: In this EDtalks video, Lyn Ross describes
strategies and factors that can help ensure inquiry happens in school. These include the
role of school leaders, the need for ongoing support, and tips for teachers.
Using teaching as inquiry to guide an e-learning action plan: In this EDtalks video, Claire
Amos talks about how Epsom Girls’ Grammar is using a "teaching as inquiry" cycle to
inform the e-learning action plans that will be implemented by professional learning
groups in each of the school's curriculum areas.
Professional Learning Groups in Secondary Schools: What makes them effective
(Baldwin, 2008. MS Word 115kb): This paper reviews the characteristics of effective
professional learning groups suggested by research studies, and outlines the nature,
focus and operation of such groups in two New Zealand secondary schools.
Enabling e-learning l Learning communities: This page on the Enabling e-Learning site
contains links to research, readings, and related websites.
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Technologies and Infrastructure
This dimension describes the aspects of technology required to support e-learning.
Enabling e-Learning: Technologies: A range of resources for schools on TKI.
Enabling e-Learning: Technologies Community: A community where teachers
can share practice and discuss experiences about why and how technologies
can be used to improve students’ learning.
1. Tools and technologies
Discussion starters
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How does your technology plan align with your school’s curriculum strategy?
How does your school environment and physical layout/learning spaces (for example
the classrooms, library, and offices) reflect your vision for e-learning?
How does your school-wide planning for infrastructure (budgeting, resourcing) align
with your strategic direction?
Does everyone in your school community have equitable and reliable access to elearning tools and resources?
How do you use technologies to collect data, plan, assess, administrate and report?
Suggested practical steps
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Review your physical and virtual learning spaces - how can they reflect your shared
vision and pedagogy for e-learning?
Ensure a robust, maintained computer network is available to all stakeholders within
the school.
Administration – explore ways in which tools can be used to make administrative
processes and systems more efficient and easier to locate/use. For example: messaging,
resource sharing, information, and cloud-based data exchange.
Use Ministry of Education initiatives (e.g. School Network Upgrade Programme – SNuP)
to provide fast and reliable access within the school.
Review how you manage and guarantee the security of your data (web filtering, caching,
cloud technology).
Explore ways to synchronize your Student Management System with a Learning
Management System to promote learning within and beyond the school.
Make communication and collaboration tools available within and beyond school to
promote connectivity between school and home.
Hardware and digital devices – ensure reliable and equitable access to hardware and
digital devices (peripherals and attachments). Consider: desktop computers, laptops,
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wireless and mobile devices, tablets, interactive whiteboards, cameras, sound recorders,
robotics.
Software and digital resources – check that digital resources are distributed and
managed effectively, are age-appropriate and available across the curriculum. Consider:
digital learning objects (websites, interactives, movies, images, Digistore), open
education resources, mail, SMS, chat facilities, school website, intranet, web portal, web
2.0 tools, social networking sites, video, audio or online conferencing, student/teacher
dashboard, e-portfolios, presentation tools (graphics, slideshow, animation, movie
making, flowcharts, mindmaps).
What might this look like?
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NZ taking lead in classrooms of the future: Howick College shares how their students are
learning in a more ‘open’ way beyond the traditional ‘four walls’.
Ultra-fast broadband at Thorndon School: Thorndon School students talk about the
benefits of ultra-fast broadband to their learning.
Further support
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Getting Connected: Advice from the Ministry of Education on how schools can prepare
for the ultra-fast broadband roll-out.
Enabling e-Learning - Learning spaces: research and readings on classroom design and
effective practice.
Edorigami: A resource looking at possibilities for 21st Century learning spaces.
Infrastructure: what's needed? A blog post from Doug Johnson (2008) about “What
would the dream classroom technology look like your new school? And what will the
building look like that can accommodate it?”
Software for Learning: Exploring quality software for schools (Ministry of Education).
2. Technical support and procurement
Discussion starters
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How does the procurement and maintenance of resources align with the e-learning
focus in the school’s vision, the strategic direction, five-year plan, and policy
development?
Is there a flexible, transparent, and responsive budget in place?
Is the procurement and support of resources personalised to the needs of all learning
communities? For example, management of devices for access and connectivity.
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Is your technical support providing maintenance and sustainability of all systems,
networks, hardware, software, and peripherals?
Do you have review processes in place to evaluate the value for money as well as the
safe and effective use and disposal of resources?
Are you planning ahead for the next 3-5 years?
Suggested practical steps
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Ensure there is access to school-based technical support and/or external technical
support (response time less than 24 hours) to address troubleshooting basic network
and hardware issues.
Provide for internal teacher support such as an ICT specialist/team (possibly released or
fulltime).
Check your total budget for IT (often this is hidden in different budget areas,
departments, one off purchases, special grants from fundraising etc).
Based on your e-learning strategy, set up realistic budgets for new purchases (new
technologies), maintenance, software, internet/network connection, PD, staffing
(technicians, ICT specialists etc).
Consult with staff and students when planning infrastructure and tool upgrades and
purchases.
Maintain e-tools and resources by:
○ auditing current use of ICT resources. What is being used, how often, and what
for? Does this align to your strategic plan?
○ making sure staff know what is available and find out if they know how to use it
and how it might be used
○ removing any equipment that is not functioning, fix if cost effective, or
sell/discard if not
○ updating or creating an inventory of all ICT resources
○ making sure your network is appropriately secured including password policies,
filtering, firewall, backup, physical theft prevention, acceptable use policies,
wireless authentication (Wi-Fi Protected Access (WPA) or better), and ability to
identify individual users network traffic
○ managing access to school/community network from personal devices – price a
managed network and plan for its deployment if you are going to encourage or
support student-owned devices on your network
○ making sure you understand Virtual Local Area Networks (VLAN) and plan for
your network to be configured to make use of them
○ establishing Service Level Agreements (SLA) with your service providers
○ look to see which of your services can be moved offsite (mail, accounts,
backups, LMS etc)
○ putting your school forward for a SNUP upgrade
○ reviewing processes for procurement and maintenance throughout the school.
What might this look like?
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Manaiakalani project has a strong pedagogical focus on raising student achievement
outcomes in literacy. This has included the trialing of ways to support students through
the 1:1 access to technologies.
Further support
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e-Learning ICT showcases: A resource to help schools with learning places and spaces
(from the Department of Education and Childhood Development, Victoria, Australia).
IT infrastructure & technical support: This link, from the Department of Education and
Childhood Development, Victoria, Australia, provides support when planning for ICT
Infrastructure and technical support.
Getting your school ready for high speed connectivity: In this EDtalks video, Douglas
Harre describes how the MOE is funding network upgrades that will provide a
foundation for the new products and services to be delivered by high-speed fibre
connections to NZ schools.
Loops, advanced networks, and opportunities for education: In this EDtalks video, Marg
McLeod – 2009 CORE Education Project Director, talks about the growing number of
fibre optic loops being established across NZ.
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Teaching and learning
This dimension describes the aspects of teaching and learning that need to be addressed when
building e-learning capability in the context of the New Zealand curriculum.
Enabling e-Learning: Teaching: A range of resources for schools on TKI.
Enabling e-Learning: Teaching Community: A community where teachers and
leaders can share practice and discuss experiences about how and why we use
ICTs to support effective teaching and learning.
1. e-Learning in the whole school curriculum
Discussion starters
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How will your vision for e-learning be integrated with your whole school curriculum
plan?
How will the effective use of technologies support the way your school fosters the
values and principles in the New Zealand Curriculum?
How will the effective use of technologies support authentic inquiry learning and
knowledge acquisition?
How will the effective use of technologies support the Key Competencies?
Suggested practical steps
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Gather evidence of what is happening, in terms of student achievement, to inform
curriculum design and decision-making.
Assign roles and responsibilities to personnel to lead/facilitate the approach to schoolwide use of technologies/e-learning in curriculum design and review.
Provide opportunities for staff and wider community (students, parents) to co-construct
and review your school curriculum through an e-learning lens.
Ensure your school’s curriculum reflects the essential nature of each learning area.
Consider how you can use technologies to support differentiated learners’ needs,
particularly your Māori students.
What might this look like?
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Brooklyn School in Wellington has spent the last four years developing a school
curriculum called CHaOS - Children Have Ownership of Schooling. A recent review of the
Brooklyn School Curriculum has shown a strong and deep alignment with the NZC.
Your staff and students are actively engaged in curriculum design and implementation
that shows effective e-learning pedagogy as part of a shared vision for e-learning.
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A culturally connected curriculum: At Te Kura o Hiruharama inquiry learning is aligned to
the school vision statement. This digital story discusses how “Hiruharamatanga” is
actively incorporated into the school curriculum to ensure the localised curriculum is
culturally connected.
Further support
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Ensuring that e-learning is embedded throughout your school curriculum: Ten questions
designed to help schools ensure that e-learning is embedded in their curriculum.
ICT and curriculum design: A resource designed to help schools think about the
elements for designing a localised curriculum.
2. Digital Citizenship: Key Competencies in an
Online World
Discussion starters
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What is digital citizenship? Does the whole staff have a shared understanding of what it
is, and what it means for teaching and learning?
How are the Key Competencies reflected in the school’s vision for e-learning?
What might it look like if staff and students are demonstrating digital citizenship
behaviours?
How will the school work with the wider community to explore and discuss the
appropriate use of technologies, digital citizenship and cybersafety?
Suggested practical steps
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Gather data to find out how confident teachers and students feel when fostering and
managing digital citizenship and cybersafety.
Develop school-wide policies, curriculum design, and classroom practices that
deliberately integrate digital citizenship (cybersafety, digital literacy, and Key
Competencies). Ask all stakeholders to be involved in developing these policies.
Provide professional learning opportunities to enhance teacher understanding of digital
citizenship and cybersafety.
Talk about how staff and students can model desirable, safe, responsible behaviours
and practices as successful digital citizens.
Extend messages of cybersafety and digital citizenship to the wider community to
encourage greater understanding of their roles in mentoring and managing cybersafety
and digital citizenship at home.
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Look at how you might use NetSafe’s guidance on developing the whole school
approach to digital citizenship – see Further support below.
What might this look like?
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Kuranui School have used inquiry as a learning process across the whole school to
develop their understanding of digital citizenship. The embedded slideshow shares the
process the staff and students undertook with clear links to the Key Competencies.
Te Apiti ICT Cluster’s reflective summary shares how schools are developing digital
citizenship – from the policy level through to acceptable use agreements and classroom
implementation of cybersafety and digital literacy. This includes an innovative student
Digi Awards initiative.
e-Competencies and key competencies: In this video Kellie McRobert explains how she
has developed a framework she calls “e-Competencies” and how these have been
aligned with the Key Competencies.
Further support
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What is Digital Citizenship?: NetSafe, in consultation with New Zealand teachers has
produced this definition of a New Zealand Digital Citizen – which draws on the Key
Competencies and Values in the New Zealand Curriculum.
The NetSafe Kit for Schools: This kit sets out a comprehensive programme of cybersafety
for schools based upon infrastructure of policies, procedures and use agreements, an
effective electronic security system, and a comprehensive cybersafety education
programme.
NetSafe: Learn-Guide-Protect: This is a framework that supports schools in creating a
culture of responsible, safe use of technologies.
Blogging and the key competencies: A resource exploring the ways in which the key
competencies can align with e-learning practices online – such as writing a blog.
Digital citizenship modules: These free self-paced learning modules on Enabling eLearning can be used for personal or staff professional development around
cybersafety and digital citizenship.
3. Learning areas
Discussion starters
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How can you support staff to understand how technology can enhance learning across
the learning areas?
How can technology enhance rich, higher-order thinking in the learning areas?
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Who are the school’s e-learning mentors who can help staff plan rich, authentic, and
relevant e-learning experiences that align with the school’s curriculum and e-learning
plan?
What kinds of technologies and resources are available school-wide to support specific
learning areas?
Suggested practical steps
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Support staff, through a range of professional learning activities, to understand how to
use technologies to foster deep learning.
Check that classroom practice across the school is aligned with the vision for e-learning
and strategic direction.
Encourage staff to regularly share innovative e-learning practices to support learning
within and beyond school
Through cycles of reflection and review, collect and analyse data to show impact on the
attitude and achievement of all learners, particularly Māori and Pasifika students.
What might this look like?
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Assistive Technology – Meeting a literacy challenge: The Connected Cluster provides
literacy support through assistive technologies to students who have specific learning
disabilities.
Collaborating to support teaching and learning in P.E.: The Port Hills Cluster shares how
they used an online environment, Wikispaces, to collaborate and communicate across
their widely spread cluster schools.
Snapshots of learning from Software of Learning provides examples of effective
integration of e-learning tools.
Learning languages with ICTs: This TKI website features examples of how some teachers
and schools are using technologies to improve student language-learning outcomes.
Enhancing literacy with ICT: Bay of Plenty teachers got together to create this wiki that
captures teachers’ ideas on how ICT can support and extend teaching and learning in
reading and writing.
Further support
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Planning for e-learning - This section in Enabling e-Learning has information and
resources to support planning for effective use of ICTs in teaching and learning
programmes.
Teaching tools - This section in Enabling e-Learning gives an overview of the digital
resources and content that can be integrated into teaching and learning.
Have a look at TPACK (Technology-Pedagogy-Content Knowledge): A useful framework
to help you align students’ learning intentions, choice of learning activities, and choice
of technologies.
Tātaiako: Cultural Competencies for Teachers of Māori Learners is a resource explaining
competencies teachers need to develop so they can help Māori learners achieve
educationally as Māori
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Literacy teaching and learning in e-Learning contexts: This research report presents the
findings of a research project on literacy teaching and learning in e-Learning contexts.
Education Counts 2009.
eLearning ICT Showcases - School stories from Victoria, Australia. This link showcases
how schools can use diverse ICT strategies and tools to expand teaching and learning
possibilities and improve student learning outcomes.
4. Pedagogy
Discussion starters
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How well does the staff understand how effective pedagogy can be enhanced by the
appropriate use of technologies?
When are there professional learning opportunities to unpack effective teaching and
learning pedagogy using technologies - and how is this linked to the strategic plan?
How well does the staff understanding how to effectively support all diverse learners,
including those with special needs, abilities, cultural diversity?
What processes are in place to ensure Mäori education success through increased Mäori
student presence, engagement, and achievement with a focus on identity, language,
and culture?
Suggested practical steps
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Ensure that staff have a clear understanding of what effective learning looks like, and
how e-learning tools and technologies can enhance this.
Ensure a variety of professional learning opportunities are available for teachers to
unpack effective ways that technologies can be integrated into sound, student-focused
pedagogy.
Provide e-learning leadership so that teachers are confident to model practices such as:
facilitation of co-constructed, negotiated, personalised, collaborative, connected, elearning, and blended learning.
Ensure learning environments and spaces within the school are adequately resourced
and support the pedagogical intent (including differentiated learning).
Adopt ‘teaching as inquiry’ processes to trial new ways of thinking, and new ways of
working, in the classroom.
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What might this look like?
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Glenholme Primary School reflects on their SOLO journey
Kai-oro-hoki cluster shares a reflective summary that makes connections between
professional development, strategic planning, and ‘new’ approaches to classroom
implementation that focus on an effective inquiry pedagogy with an emphasis to
viewing ICT not as a 'tool', but as an environment for learning.
Effective pedagogy for our Māori and Pasifika students: A digital story from Sylvia Park
School about what they believe Māori and Pacific student achievement looks like based
on effective pedagogy and what this looks like in practice.
Effective pedagogy at Ilam School: Ilam School went through the process of identifying
and refining the effective teaching processes in use in the school.
Further support
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Tātaiako: Cultural Competencies for Teachers of Māori Learners is a resource explaining
competencies teachers need to develop so they can help Māori learners achieve
educationally as Māori.
A culturally responsive pedagogy of relations: In this EDtalks video, Russell Bishop talks
about how to develop a classroom context where caring and learning relationships are
paramount to the educational needs of Māori students.
Effective, highly responsive practices for Māori (Measureable Gains Framework, 2.1):
This rubric helps schools evaluate to what extent there is evidence of highly effective,
culturally responsive teaching practices for Māori learners. Document can be
downloaded from the bottom of this page under the heading Related downloads.
Have a look at TPACK (Technology-Pedagogy-Content Knowledge): A useful framework
to help you align students’ learning intentions, choice of learning activities, and choice
of technologies.
Linking pedagogy and space: A paper (PDF 6.2 MB) by Dr Kenn Fisher (Director, Learning
Futures Rubida Research Pty Ltd) mapping how curriculum contexts and learning spaces
relate to effective teaching pedagogy.
Pedagogy strategy: Learning in an online world articulates how schools and
organisations can develop effective pedagogies that integrate information and
communication technologies (ICT). MCEETYA, Australia – New Zealand. 2005
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5. Assessment
Discussion starters
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To what extent does your school adopt broad, differentiated assessments to ensure for
all students?
How can technologies be used to record, analyse, and report on student progress and
performance in all aspects of the curriculum over time?
How does the school use technologies to engage with and report progress to the wider
community?
Suggested practical steps
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Explore ways in which technologies can enhance the way assessment is differentiated
according to students’ needs and interests.
Provide appropriate technologies so students and teachers can collect and organize
examples of performance in a variety of formats (audio, graphics, video, text).
Provide professional development opportunities to become confident and capable users
of ICT/e-learning tools (LMS, SMS, e-portfolios) for assessment purposes.
Trial and review e-learning assessment practices (e.g. ePortfolios) so that learning is
shared with family/whānau and encourages the wider community to engage,
participate, and interact with their child’s learning.
What might this look like?
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Tauranga Intermediate is exploring authentic assessment practices through the use of
class blogs.
Digital Daze ICT Cluster trial e-Portfolio (reflective journal) tools and how they work starting with developing teacher capability with the intention of using e-portfolios with
students.
Magpie ICT Cluster’s reflective summary shares how schools are using a variety of elearning tools (MyPortfolio, powerpoint, wikis and Google apps) for teachers to record
and reflect on their professional learning as well as showcasing children's work and to
provide the link to home and school.
Albany Senior High School: As part of the MOE 2010 seminar series, Mark Osborne and
Miranda Makin describe how the use of e-portfolios links to curriculum development at
Albany Senior High School.
The e-Portfolio - a personal space for learning: In this EDtalks, Lenva Shearing, DP
Bucklands Beach Intermediate, talks about how their students use e-porfolios for goal
setting and reflection, and to help articulate their learning, and look for next steps.
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Further support
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Māori learner progress and achievement rubric (Measurable Gains Framework, 3.1) is
designed to help you evaluate how well your Māori learners progress and achieve.
Ten Trends 2010: Assessment practices: Derek Wenmoth of CORE Education explores
how technology offers teachers a broad range of tools to collect and analyse data to
guide instructional decisions.
A Framework for developing e-portfolios: In this EDtalks presentation, Nick Rate talks
about important ideas to consider when designing and implementing e-portfolios in a
school.
Assessment - This section in Enabling e-Learning focuses on ICT Tools for assessment.
e-Portfolios - This section in Enabling e-Learning focuses on e-Portfolios.
Learning, Teaching, Assessment and Reporting - this link from eLearning ICT Showcases,
Victoria, Australia looks at the links between curriculum planning, delivery, student ICT
capabilities, ICT ethics, assessment, and reporting to parents.
Assessment Online on TKI: A site to support using information about students' progress
and achievement to improve teaching and learning.
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Beyond the classroom
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This dimension describes aspects of e-learning to build community
engagement to support student effective learning.
Enabling e-Learning: Beyond the Classroom: Resources on leadership on Enabling eLearning.
Discussion starters
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To what extent have you investigated what your community wants/needs in terms of
using technologies. How might this enhance student learning?
To what extent have you implemented strategies to inform and consult with the wider
community about the impact of e-learning, cybersafety, and digital citizenship?
To what extent do you actively seek e-learning support, advice, guidance, expertise from
parent/family/whānau, wider community agencies, industry, and Ministry?
Suggested practical steps
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Survey your community and collect information on their current e-learning
understandings, wants, and needs.
Review ways in which community involvement would be of most benefit to students’
learning.
Principal, school leaders, and BOT regularly connect with family and whānau, educators,
providers, Māori communities, enterprises, and government through face-to-face
(screen media, print media displays in foyer, assemblies, movie competitions) and
electronic mediums (school website, social networking, mobile devices, newsletters,
LMS) to:
○ Inform the wider school community about the role, impact and effect of elearning as well as digital citizenship and cybersafety
○ Ensure the wider school community has greater understanding of their roles in
mentoring and managing cybersafety and digital citizenship at home
○ Encourage family/whānau feedback and engagement with learning through
messaging and comments
○ Ensure the school website/network is updated with invitations for the wider
community to connect/consult with the school
○ Provide opportunities for parents to attend workshops/seminars to better
understand the benefits of e-learning.
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What might this look like?
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Reflective summary from the eWrapper cluster: In this example, the schools have been
trialing different ways of encouraging parental involvement.
Mangere Central School is finding ways to engage with parents (including those who do
not have access to computers), with considerations for mentoring family/whānau with
new social networking tools.
Karamu High School share how they have been engaging with their wider community
via the web, LMS, and mobile technologies – to inform parents of attendance and
learning events.
Further support
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A community approach to e-Learning with kura: In this EDtalks video, Liz Stevenson
talks about working with kura and their communities as part of the Blended e-Learning
programme. Liz is particularly excited about the use of digital storytelling to bring
together a network of learners and supporters.
Effective parent, whānau and iwi engagement rubric (Measureable Gains Framework,
2.5) helps schools and teachers evaluate how well they are progressing in relation to
effective parent, whānau, and iwi engagement.
NZ Curriculum – Community engagement: Key resources, support material, and
digital stories from NZC online.
Engaging with parents: Resources from the Educational Leaders website.
I'm stuck - can you help me?: A Becta report on the role of technology in parental
engagement.
Developing the home-school relationship using digital technologies: A downloadable
resource from FutureLab.
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Glossary
e-learning/akō-e
e-Learning is learning and teaching that is facilitated by or supported through the appropriate
use of information and communication technologies (ICTs).
e-Learning can cover a spectrum of activities from supporting learning to blended learning (the
combination of traditional and e-learning practices), to learning that is delivered entirely online.
Whatever the technology, however, learning is the vital element. e-Learning is not simply
associated with modes of delivery or the functionality of a particular technology, but forms part
of a conscious choice of the best and most appropriate ways of promoting effective learning.
Assistive technologies
A term that includes assistive, adaptive, and rehabilitative devices for people with disabilities
and also includes the process used in selecting, locating, and using them.
http://en.wikipedia.org/wiki/Assistive_technology
Blended learning
A blend of face-to-face and distance learning, synchronously and asynchronously, through the
use of appropriate technologies (e.g. Skype, webinars)
Cybersafety
Cybersafety is the safe and responsible use of Information and Communication Technologies
(ICT).
http://www.cybersafety.org.nz/kit/welcome/cybersafety.html
Community / school community
This encompasses all stakeholders in your school community: students, teachers, school leaders,
parents, whanau, local iwi, Board of Trustees.
Digital learning objects (DLOs)
Digital learning objects are interactive, multimedia curriculum content that include single
resource files (animation, sound file, video clip, piece of text or URL) or a combination of these.
DLOs can be sourced over the Internet, referenced, used and reused for a variety of learning
purposes.
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Digital content, resources
A digital resource consists of a single item such as a section of video footage, an image (drawing,
cartoon or photograph), or an audio file (song or broadcast).
http://digistore.tki.org.nz/ec/about_us
Digital citizenship
Digital citizenship can be defined as the norms of appropriate, responsible behavior with regard
to technology use. It is the combination of technical and social skills that enable a person to be
successful and safe in the information age. This includes cyber safety, digital literacy and key
competencies and values.
http://www.mylgp.org.nz/about/what-is-digital-citizenship/
Digital literacy
The ability to locate, organise, understand, evaluate, and analyze information using digital
technology.
http://en.wikipedia.org/wiki/Digital_literacy
e-Portfolio
An e-portfolio is an online working environment, or learning journey that combines digital
artefacts (process work, reflections, feedback and feed-forward, evidence of activities,
assessments, achievements) in various media formats to produce different ‘views’ for
specific audiences.
http://www.minedu.govt.nz/NZEducation/EducationPolicies/Schools/Initiatives/ManagedL
earningEnvironments/ePortfolios.aspx
Hardware
The fixed parts that make up a computer is called hardware. For computer hardware to operate,
software is needed.
http://simple.wikipedia.org/wiki/Computer_hardware
High speed fibre
Ultra-fast broadband (UFB) is broadband that is capable of speeds up to 100 megabits/second
(Mbps).
http://elearning.tki.org.nz/Ministry-initiatives/Getting-connected2/UFB
Inquiry, Teaching as Inquiry
Inquiry learning or student inquiry is based on the belief that understanding is constructed in
the process of people working and conversing together as they pose and solve the problems,
make discoveries, and rigorously test the discoveries that arise in the course of shared activity.
http://www.galileo.org/inquiry-what.html
Teaching inquiry is a way of reflecting on professional practice to achieve improved outcomes
for all students.
http://instep.net.nz/inquiry_and_evidence_based_practice/inquiry_based_practice
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Infrastructure
Infrastructure is the combination of physical and organizational structures - such as technology
systems, digital tools, resources, networks - as well as physical learning spaces and places.
LMS / Learning Management System
A learning management system is a software application or Web-based technology used to
provide an instructor with a way to create and deliver content, monitor student participation,
and assess student performance.
http://www.minedu.govt.nz/NZEducation/EducationPolicies/Schools/Initiatives/ManagedLearni
ngEnvironments/LearningMgmtSys.aspx
Managed Learning Environment:
A managed learning environment (MEL) is a collection of software tools and digital content that
supports learning to administer and manage student and staff information as well as curriculum
and pedagogical resources.
http://elearning.tki.org.nz/Ministry-initiatives/Software2#sms
Peripherals
A peripheral is a device attached to a host computer, but not part of it, and is dependent on the
host - such as a USB stick, camera, recorder device.
http://en.wikipedia.org/wiki/Peripheral
Software
Is a type of computer program - the applications and operating systems used with computers.
http://simple.wikipedia.org/wiki/Software
SMS / Student Management System
Student Management Systems (SMS) are administration software that schools use for
registration, enrolment, tracking attendance, recording marks, and reporting.
http://nzcurriculum.tki.org.nz/National-Standards/Key-information/Fact-sheets/Studentmanagement-systems
Technologies (digital)
Electronic or digital products and systems – this includes hardware, software, peripherals,
wiring.
Ubiquitous technologies
Technology is considered ubiquitous when computing/technology has become common and
central to every-day activities and processes. It may no longer be obvious to the user that
technology is even being used.
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