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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?

Replies

  • andreahunter (View all users posts) 13 Nov 2014 10:09pm ()

    I agree with you Matt. If the Principal doesn’t have the knowledge or expertise they need to work alongside an expert/s in the school to lead the learning.

    The eLPF is the guiding document for all e-learning.  It is an excellent tool for self review.  We have a Blended elearning strategic plan that has been created from the framework.   Staff capacity has grown through the development of eportfolios and class web pages, creating stronger partnership between home and school.  

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e-Learning: Leadership

e-Learning: Leadership

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