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The e-Learning Planning Framework - how and why to use it | NAPP Kōrero 16

Started by Karen Spencer 31 Jul 2012 9:14pm () Replies (309)

NAPP logoHaere mai to all NAPP akonga! Welcome to the Enabling e-Learning: Leadership group, and to this kōrero, exploring how we might use the e-Learning Planning Framework to help our schools develop future-focused learning for a digital world. On behalf of the Blended e-Learning team and our wider community, I hope you'll enjoy rich discussion over the coming weeks.Laughing


 How do you know what your school needs, in terms of using ICTs for effective learning? Where do you start to plan?

The e-Learning Planning Framework (English-medium), developed by Te Toi Tupu on behalf of the Ministry of Education, offers a roadmap to

  • support schools to review where they are, 
  • prioritise where they might go next, and 
  • plan the steps to get there.

The framework is supported by examples and resources for leaders and teachers, not least of which is the Enabling e-Learning hub on TKI and the VLN.  Have a look at this video below that unpacks the key ideas, and browse the links above.

What aspects of the framework look useful for your school - and why? How might you use it for planning?

Replies

  • David Barry PIck (View all users posts) 14 Nov 2012 10:00am ()

    I don't think it is a new area for every one. There are innumerable examples of mature digital natives in the working community (sorry to appear trite, but my middle son is a thirty year old software engineer who conducts most of his learning on line, and resorts to other learning media infrequently, despite having gone through his formative learning years in a mainly non digital age...we acquired our first personal computer when he was in form one...yr7 now) Having disagreed initially however, I do agree that in terms of educational leaders, your statement is true Tim. These leaders tend to be "older" than many in schools and elsewhere (especially in secondary schools) Consequently I think it is important to develop a manageable strategy of power sharing in this setting so that (younger?) staff who have a firm grasp on the changing possibilities of digital devices and media have an input into the schools direction. A leader of any kind who neglects or disregards the skills and expertise of staff that surpasses their own, and doesn't utilise these, does so at their own and the schools expense. Empowerment of these staff frees the leader from errors of ignorance, and provides better outcomes for learners (including staff)

  • David Barry PIck (View all users posts) 15 Nov 2012 8:30pm ()

    Hey Kerry. Thanks for picking up on this, I thought I may have glossed over it. We all agreed very early in the year that a school leader (read principal) can't be an expert in every aspect of running the school. Paradoxically many of us continue to feel that they should be in this (e learning) area. Why is that? There is no reason why the leader in this area has to be the principal. In fact it may be better that they aren't. Learning, and pedagogy and moral purpose (in the educational sense) yes, but why all those other areas too? Inclusive leadership inevitably leads to professional development and hopefully committment in staff. Hopefully this in turn leads to better outcomes for learners, both priority and others. And technology can make such a difference to thse with special learning needs.

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e-Learning: Leadership

e-Learning: Leadership

Exploring leadership for change, vision, policy and strategy that integrates ICTs into learning.