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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?


  • Ragne Maxwell (View all users posts) 13 Nov 2014 11:54am ()

    The really interesting question, once you've got everybody on the same page, is what is the next page? For us, that is now that we're beyond an 'emerging school' in terms of the e-learning framework, how do we become an 'engaging school'?

    We've spent 3 years of ICT PD to upskill staff so all 80+ teachers are confident users of google docs etc and BYOD is fully in our junior school with almost all students having devices. So we have the skills, how do we use them to really change the nature of teaching and learning in our school?

    The PD that worked for us was upskilling each other with expertise from within the school, as others have commented. So we are sticking with that model and integrating it with the inquiry process from the National Curriculum. We want all teachers to become leaders of learning in different aspects of our practice, confident to have fellow staff come into our classrooms to observe good practice.

    We began by identifying priorities for the school under the umbrella of 'Use of ICT to personalise learning'. The staff selected differentiation, ICT, special needs students, Maori students, brain based learning and critical and creative thinking in the junior school as focus strands. We are spending this term inquiring into current practice and deciding on key areas to intervene in over the next year.

    Term 1 next year, we'll break strands down into triads to follow specific inquiries into particular areas of practice, gathering data then planning and beginning to implement changes. Triads will watch each other teaching. Term 2, we'll continue the intervention and observe each other across the strand. Term 3, we'll inquire into the impact of our change and share our results back with the whole staff. We'll then select teachers to observe from other strands, because we were particularly interested in their inquiry and current practice. That will leave us back to a new planning round in Term 4, if we feel the process was successful and something we should repeat.

    It's really exciting to be beyond the 'how to' of ICT and into the 'what for', which is, as others have commented, why we're doing all this.

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e-Learning: Leadership

e-Learning: Leadership

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