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Growing leadership of e-learning | NAPP Kōrero 6 - Resourcing

Started by Karen Spencer 03 Apr 2013 2:49pm () Replies (168)

Kia ora koutou, talofa lava and welcome...

interconnected woven circlesThis kōrero invites you to think about those leadership skills and understandings which might be important when planning to resource e-learning in your school. We have all heard stories of schools investing heavily in technologies first and then deciding afterwards how they will be useful...or inviting students to bring in their own devices before considering how this might support the curriculum.

We know that e-learning is driven by curriculum and pedagogy - so what does this mean for leaders who need to grow a kete of services and technologies to support this in their school? 

 

Some resources to kick start this mahi...

 

From Enabling e-Learning Leadership, Dr Cheryl Doig outlines the change process and explains how to sustain change. As you watch, ask yourself what kind of leadership capabilities would be needed to do this and how does this relate to resourcing?


[Link to video with transcript]

 

Our key questions...

  • How might principals grow their capacity to lead the resourcing of e-learning?

  • How might your decisions about school resourcing of e-learning impact on property, personnel or finance?


Cool WEBINAR: You can access the webinar recording for this kōrero via this link



[Image credit: CC Hazel Owen]

Replies

  • Janet McCarroll (View all users posts) 02 Jul 2013 7:12pm ()

    In growing their capacity to lead eLearning resourcing, A school Principal  must be able to balance and support the four strategies identified in the report to Ministry " Supporting future - orientated learning and teaching- a New Zealand Perspective ( Bolstad R., GilbertJ.,McDowallS., Bull a., Boyd S., & Hipkins R. 2012 p.6) 

    The role of current and emerging technologies

    As OECD/CERI notes, “the rapid development and ubiquity of ICT are resetting the boundaries of educational possibilities. Yet, significant investments in digital resources have not revolutionised learning environments; to understand how they might requires attention to the nature of learning.”[1]

    For the most part, educational thinking has moved on from the idea that simply introducing new ICT tools and infrastructure into schools will trigger beneficial and meaningful educational change. In New Zealand at least four strategies have been used to support educational ICT developments: providing enabling tools and infrastructure; providing inspiring ideas and opportunities to connect ideas; enhancing capability; and supporting innovation. Our analysis suggests that educational ICT development needs to be supported by all four strategies. This synthesis identified a range of ideas and practices associated with ICT—some of which reflect 21st century ideas about teaching, learning and knowledge, and others which do not. The potential of new technologies to transform teaching and learning is heavily dependent on educators’ abilities to see the affordances and capacities of ICT in relation to the underpinning themes for learning for the 21st century outlined in this report. It is further dependent on schools having the infrastructure, inspiration, capability and opportunities for innovation to achieve these kinds of teaching and learning

    So, a Principal must ensure provision of infastructure

    Identify how and who either internally on the staff or externally she can provide the 'inspiration'

    Grow staff capacity through PLD

    Create/ foster an environemt which will support and provide opportunities for  innovation.

    As is widely recognised by current research, significant investment into resourcing infastructure, hardware and software has not alone nurtured the desired transformation into 21st century learning possibilities. 

     School resourcing for ICT today is usually overshadowed by the tools for enabling eLearning.

    "Schools that use technology to deliver content, collect data, or improve technical literacy are not engaged in blended learning when they are simply marrying technology to traditional methods," the report says. 

    Cited from a  study from the The Lexington Institute titled Why Blended Learning Can't Stand Still: A Commitment to Constant Innovation Is Needed to Realize the Potential of Individualized Learning," 

     


    [1]     See Dumont et al. (2010).

     

     

     

  • Janet McCarroll (View all users posts) 25 Sep 2013 2:28pm ()

    Karen, I believe that it is vital for a Leader to be intune and aware of the 'Global Big Picture'. Mega trends that will effect out learners in their future. Leaders must keep abreast and be well informed of global trends in education and well beyond into commerce, media, communications, financial to name a few areas and the mega trends that occur following a catalyst event, e.g. the GFC in 2008 and the impact of these events for education. This awareness will certainly increase 'big picture' thinking, which is a vital skill for an educational leader. This relates at classroom level to rich, relevant and connected learning. What are the big questions/concepts that have relevance to drive the curriculum in your school?  Pedagogy and needs based learning are the drivers for innovation and therefore resourcing in schools. Charles Leadbetter in his YouTube 'Education in the Slums' examples how these mega trends should inform resourcing 'big picture' decision making. 

    http://youtu.be/6X-8TA4RBog

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e-Learning: Leadership

e-Learning: Leadership

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