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2013: Leadership and strategic planning for e-learning | NAPP Kōrero 14

Started by Karen Spencer 22 Aug 2013 3:36pm () Replies (350)

Planning strategically for the integration of technologies across a school community can be complex, challenging and rewarding by turns. A principal will draw on a wide variety of competencies to balance the needs of learners, staff, the community and infrastructure. Increasingly, many schools in New Zealand are turning to the e-Learning Planning Framework to help inform that process.

In this Leadership story from Enabling e-Learning's media gallery, Tony Zaloum and Mark Quigley, school leaders at Orewa College, talk about how they have juggled a number of complex dimensions as part of their e-learning planning [transcipt on the Enabling e-Learning site]:

This kōrero will unpack some of the attributes and competencies that e-learning leaders seem to have, and explore ways in which the framework can be used as a smart tool in your review and planning processes.

There will be two webinars [the second repeats the first] as part of this kōrero, which you can register for below:     Webinar 1: 11 September   |   Webinar 2: 30 October

Our key question: how can principals take an active role in their school’s strategic planning to use technologies as part of effective teaching and learning?


  • Julie Peterson (View all users posts) 29 Sep 2014 7:16pm ()

    I certainly agree, I find Twitter to be a powerful professional learning tool and it is simply amazing how open people are to share and contribute ideas. I think the Principal does not need to be the 'expert' but is at the very least 'in the space' where dynamic learners are connecting and growing.

  • Hadleigh Benson (View all users posts) 26 Sep 2014 1:35pm ()

    Hi Leigh,

    what about integrating these into the subjects? Luckily they can be used as a way to manage classroom behaviour. The old reward for learning works a treat!

  • Hadleigh Benson (View all users posts) 26 Sep 2014 1:33pm ()

    Hi Anau, I see similarities with your school set up compared to my one. We also have an e-learning team that is represented by one member from each of our syndicates. This allows for team meetings to have PLC for e-Learning as well as organisational matters too! We have an on to it Principal who is ensuring the PD is consistent and relevant for our learners.

  • Glenda Sambrook (View all users posts) 13 Sep 2014 2:12pm ()

    e-Learning Planning Framework

    What a fantastic resource for schools to establish what is currently happening and to plan for future directions. 

    1. It provides a clear and ready use framework
    2. Voice is gathered from staff, students, whanau and the wider community ie it is inclusive of all parties involved.
    3. Provides information on current strengths and needs - what is currently happening and was is needed to be addressed and improved upon. 
    4. Professional development can be planned accordingly.

    In the past our school wide focus has been centred on core curriculum areas integrating ICT and digital literacy - it would be great to facilitate a definite targeted school wide focus on effective use of ICT with enhanced student engagement and learning outcomes.

  • Glenda Sambrook (View all users posts) 12 Sep 2014 8:56pm ()

    Effective Leadership of e-learning

    One of the significant things I have come to understand with implementing any form of change is how it is implemented.  This will significantly have an impact on the success of the change. I found Dr Cheryl Doigs framework for effecting change to be very relevant to the implementation of any change.

    Effective leadership of e-learning.

    e-learning is about using ICT and digital tools to connect to the wider world – a very powerful tool.

    • There needs to be a common understanding of what e-learning might look like, what is the purpose of e-learning in your school and what difference will it make to student outcomes.
    • For teachers to be responsive to use technologies they will want to be assured that there will be a difference to student outcomes. Teachers want to know that what they are doing is going to make a difference to students learning.
    • A good place to start is to do a bit of research in what is happening in other schools – how is it being used and how it is making a difference.
    • To gain commitment from staff it is important that they have ownership and are part of the implementation process. It is important that they see the real benefits of what there might be for their students.
    • When implementing change it is important that you realize that things will probably become more difficult before they become easier. It is important to be prepared for this.
    • It becomes powerful when the change is made alongside the students and when the teachers see the students excitement is when the teachers become excited as they see the difference that it is making for the students.
    • It is important that e-learning becomes an integral part of the schoolwide professional development programme – that it is an expectation that all staff are involved.
    • It is important that it links back to the school vision – about the future focus of the school.


    Dr Cherly Doig - http://elearning.tki.org.nz/Leadership/School-vision/Creating-a-vision-to-lead-e-learning-in-your-school

  • Chris Linders (View all users posts) 10 Sep 2014 1:39pm ()

    Our key question: how can principals take an active role in their school’s strategic planning to use technologies as part of effective teaching and learning?

    I think that it is important to note that the principal needs to develop a sound understanding of e-learning in a context that is relevant to the learning needs to the aokonga, staff and community of their school. Some principals have been away from the "chalk face" for quite some time and have become somewhat distanced from the learning needs of the pupils and also the ability of what todays technology offers today. The e-Learning Planning Framework (eLPF) seems like a great place to start, not forgetting to have a close working relationship with the BoT (funding and accountability), Senior Management (modelling the talk), and the IT specialists (Lead teacher and those interested teachers in IT) in the school. 

    The principal will need to have a close working relationship with these people and also include knowledge gained from neighbouring and leading schools. Any decisions will need to be based on evidence, best practice, and the needs of the school community which will vary across our schools so remember to plant the seeds not replant a tree. Strategic planning will be critical to allow for upskilling of staff and teachers (and the principal who will be learning alongside the staff). It may involve a whole paradigm shift within the school. It is said that the equivalent of $4 for PD for every $1 of hardware purchased/leased will be required to be effective. 

    Technology is everchanging and offers us the opportunity to walk into the unknown so how do we do this? By walking backwards and looking into our past! 

    I find it interesting to note that primary teachers are aghast at proposed use of the extra funding from the powers that be. The overwhelming majority of teachers have expressed the need to take this funding and target it more effectively. I think this has a parallel with e-learning and technology. In the past we have seen an absurd amount of money spent on e learning without effective and strategic implementation. Would some schools be better off spending this money on breakfasts and lunch? Lower class numbers? PD? 

    e learning is a road we need to travel and communication, learning, listening, consultation, and finally common sense might give us the insight to what road we should follow.

  • Sandra Parry (View all users posts) 24 May 2014 4:54pm ()

    Every school is different and every Principal is different. One key thing is that Principal's are seen to be getting along side staff and learning with them. Everyone needs to be in the same waka together and having the shared vision of improving outcomes for students. Making sure staff are consulted and engaged with the decision making process will make the inevitable change easier, but Principals need to be aware of their more reluctant staff and have ways of helping them move forward in their learning. ToD are great ways for staff to explore differnet things that they can incorporate into their teaching and everyone should be able to start small and take it at a pace that is comfortable for them. Once they can see the benfits, then they are far more likely to try bigger things.

  • Karen Spencer (View all users posts) 18 Dec 2013 1:55pm ()

    Kia ora koutou,

    Just sharing a new school video story on Enabling e-Learning which might be of interest to this group:

    Irene Cooper, principal of Hillcrest Normal School in Hamilton, talks about the opportunities provided through e-learning to engage differently with students. Using the e-Learning Planning Framework, the school has completed a review and used this as a basis for their strategic planning. One particular focus is on multicultural aspects of the school for learning.


  • sghailes (View all users posts) 07 Dec 2013 12:42pm ()

    I'm right with you Peter, but I don't think it is harsh I believe it is the reality that being accountable as professionals we need to be working towards developing competencies in all aspects of our craft, technologies being a key part of that. Though there is a crutial link to also being able to develop competency about how to be discerning in our use of technologies to enhance our outcomes for students in authentic ways which will have added benefit for the student. That is were the strong focus on professional learning support for staff and students becomes priority.

    The leadership around technologies is big picture thinking, in that it takes on many facets. It does not, for example, have to be solely curriculum based eg. the use of a learning management system or Kamar portal etc... due to the need of the school community to have more regular and timely feedback between the school to home and a development with technologies to facilitate that is seen as a good fit. Recognising the need, the purpose of the need and how it relates to the culture of the school and it's community as drivers to system change.

    When I read the pool of ideas presented in this forum we are all able to be in tune with the reponsibility of leadership towards planning and supporting for improved competency and capacity in others ( around links between adopting technologies, strategic planning, PLD planning and $ planning to resource these) and we can also model it through the environment we are presently involved in. It requires keeping enthusiatic and look for others to help drive any purposeful change.




  • sghailes (View all users posts) 06 Dec 2013 6:36pm ()


    Principals need to keep grounded in what they are directing in the use of technology to ensure that it is to enhance the teaching and learning within their schools for all students.

    There is nothing like doing (agree with Bill) and after being emmersed in a year of a blended e-learning environment culminating in an e portfolio for study, to understand the need for careful consideration around steps in our schools with regard to current e learning technology and how it can suit some but not all learners.

    Within strategic planning, ensuring that developments not only meet present foreseeable need but in fact build the capacity of a school to be responsive to future needs and vision.

    There is a certain amount of practicality that comes with that so that...

    -       technology is not implemented for the sake of trend

    -       technology is used to enhance the pedagogical practice of the school

    -       that Professional Learning resources are also planned for and matched financially to enable the effective implementation and adoption of technologies by staff and students

    -       to look to evidence based practice to guide next steps

    -       to look also to what has works in schools and education and to whether that can be enabled within the setting and culture of the school

    -       is the community of the school able to access the technology through sound infrastructure and providers

    -       is the community ( looking at the organisation and the whanau it supports) able to access technology in financial terms or does the school need to plan to implement support around that


    Principals need to get a team around the process, need some early adopters and key influencers and stem the decision making from the pedagogical goals of the school in the way they intend to respond to their learners with best practice.


    In my work when introducing and finding the best fit of technology for a student to enhance their learning I look to the SETT framework for inclusive technology implementation.

    This could be perhaps be viewed in a framework for schools in general...

    S – Students – what are the goals for students in their learning at your school?

    E – Environment – what is already done in the environment to support these learning goals?

    T – Tasks – what are the actual tasks that enable the student to achieve their educational goals?

    T – Tools/Technology – what could be included as Tools to enhance the presence, participation and achievement of all students using the data gathered in the first 3 steps?


    Tease out the specifics of each as a team and remember to plan for the professional learning to support any change.

    These processes take energy so buy in is required (use the strengths of the team) and recognise the opportunity to develop leadership in others to build further capacity.

Join this group to contribute to discussions.

e-Learning: Leadership

e-Learning: Leadership

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