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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]


  • sarahd (View all users posts) 05 May 2013 5:23pm ()

    I wanted to record a few intial thoughts from reading through the above links.

    E-learning driven by curriculum and pedagogy means leaders need to grow a kete of services and technologies to support this in their schools. The kete might look like:

    • a  vision around improving student achievement - moving from’ teaching and learning about ICT to teaching and learning with, and through, ICT with the aim of improving student achievement’ (sorry I can’t find/remember who wrote this).
    • an e-learning strategy that has a match through and with,  the school charter goals, annual school-wide strategy, the policies and practices related to diverse learner needs (target student groups), financial plans – infrastructure, resources, budgets (short term, mid and long term), professional learning and development needs, classroom planning and implementation.
    • plans within the school for increased demand for on-line education-related content and services among schools as broadband is rolled out around the country.  (2016 is the Governments goal for this roll out). Policies around managing children/staff safety in an online environment, for identifying appropriate educational content, and for integration into class learning.
    • to develop reflection and review cycles to teacher learning and appraisal to sustain successful e-learning leadership

    This identifies a few tools which school leaders might have in their kete.

  • sarahd (View all users posts) 09 May 2013 9:54pm ()

    I think it's worrying when we rely on one passionate individual to drive an area in schools - my question is how do you embed this enthusiasm so that if this person left/didn't turn up tomorrow the vision is still running with staff in place and on the chalk face?

    Also, outside expertise is great for technical structure components however those decisions about servers vs operating in the cloud vs other options can only be best understood by the people within the environment who both best know the curricular expectation and also the students learning needs. I would also argue that when you're paying for one person (service provider/company) they'll be, to some degree still focused on their business opportunity. Those big picture discussions about the physical setup from external experts cost a considerable amount of money and in reality may be outside the on-going cost structure of a number of schools. These are the decisions that have to be made.

    A Principal grows their capacity to lead the resourcing of e-learning by keeping up to date with changes in technology, growing the skills and expertise of a number of staff, including student and whanau voice in developing the resources, and budgeting sufficiently to both maintain any currently appropriate technology but also keeping abreast with technology in education to the point that they can develop the next step alongside their staff and students.  Possible impacts on property means that as a school develops and redevelops the class enviornment the implications of technology growth,  the wiring and wireless components, need to be incoporated into building structures. Impacts on personnel mean that as part of apprasial Principals would be looking for the use of e-learning in the class and curriculum development. Additionally it may come that Principals look for a higher level of expertise in new staff and an improvement in current staff. And the overall financial implications include professional development, infrastructure and hardware as well as maintenance and development.

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e-Learning: Leadership

e-Learning: Leadership

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