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Resourcing how and why of e-Learning | NAPP Kōrero 6 2015

Kia ora koutou, talofa lava and welcome to this kōrero 6, 2015 on, Resourcing and e-Learning.


Just to set the scene, it is important to have a common understanding of what e-learning is as well as the purpose and potential of e-learning before school leaders commit to resourcing decisions.


E-Learning is defined by Enabling e-Learning as, “learning and teaching that is facilitated by or supported through the appropriate use of information and communication technologies (ICTs). Whatever the technology, however, learning is the vital element. e-Learning is not simply associated with modes of delivery or the functionality of a particular technology, but forms part of a conscious choice of the best and most appropriate ways of promoting effective learning.

If, best practice e-learning enables accessible, relevant, and high-quality learning opportunities that improve student engagement and achievement”, how might resourcing decisions define processes required to ensure e-learning capacities get the best chance to grow – e.g: establishing priorities across all school resourcing, confirming a process for teacher capacities to grow, confirming processes for inclusion of student voice and community voice and involvement?


Smart tools like the e-Learning Planning Framework (available online) can help schools to support self review about how well ICTs and e-learning are currently being used to support learning, as well as next steps to work towards desired goals so that technologies can be used, “....effectively across the curriculum to connect schools and communities and to provide accessible, relevant, and high-quality learning opportunities so that every student is better able to achieve their full potential.”


Image taken from LIVE webinar | Using the e-Learning Planning Framework online tool and analysing your data, 25 March, 2015, Greg Carroll


The key questions for us are:

  • Why do New Zealand Schools need to resource “widely and wisely in growing e-learning capacities”?

  • How do principals lead “resourcing widely and wisely in growing e-learning capacities”?


This kōrero is supported by, WEBINAR: Resourcing e-Learning | NAPP Kōrero 6, Wednesday 10 June, 3.45- 4.45pm. Join us as we discuss the implications of effective e-learning with NAPP participants and invited guests (e-Learning Planning Framework, Connected Learning Advisory). Hosted in Adobe Connect with Tessa GrayREGISTER NOW!


Some resources to kick start this kōrero…


  • Claire Amos (View all users posts) 27 Apr 2015 8:49am ()

    Hi Tess,

    Here is some advice I wrote for Interface Magazine to kick us off:


    Here is a piece I originally wrote for Interface magazine which serves as a preface for my next post which looks at some of our thinking around ICTs and e-learning at Hobsonville Point Secondary School.

    Wondering where to start with strategic planning for ICTs? Here are a few thoughts to get you started.
    Start with the end in mind
    Before you even worry about anything technical, you need to think about THE most important factor - the student. Begin by clarifying your school's vision around what you actually want for your students and their learning. What does their learning like now? What would you like it to look like in 2-3 years time? How will you ensure you don’t limit that vision to your own level of confidence, comfort and expertise around ICTs? This vision, more than anything else, will guide your strategic planning.
    So how might you do this? It might be useful to ask a few questions to clarify thinking, such as:
    • What does your student want and/or need? How do you know this?
    • To what degree do you want your students to be able lead their own learning?
    • How do you want your students to share and/or publish their learning?
    • Do you want to enable your students to collaborate and work together?
    Basically, you need to start with the student. What would you (or even better, what would they) like their learning to look like?
    Make a plan
    Once you have a clear vision for your student’s learning, this can be translated into a plan for ICT development or redevelopment. Again, you will need to few questions, such as:
    • Do you want students to bring their own device? Why? Why not?
    • Do you want your students to have open “hotspot” style access to the Internet or something more closed and filtered? Why? Why not?
    • Do you want to control the tools and strategies that your students use by imposing a single LMS or mandated platforms? Why? Why not?
    Depending on the answers, the amount of time and resources spent on each of the strategic planning areas will then vary. For example, if you want to introduce a genuinely student-led learning experience and therefore would like a BYOD policy with a lot freedom and choice for your students, this will involve investment in; a robust and reliable wireless infrastructure, in-depth and ongoing professional development for shifting teacher pedagogy from a more teacher-centred to a more student-centred approach and a lot of time and resources invested in developing the digital citizenship skills of your staff and students.
    Lay the foundations
    A robust and reliable ICT infrastructure can be the make or break of any teaching and learning experience that involves technology. To ensure your infrastructure is meeting the needs of the student you need to be guided by how the student will use it. Depending on the needs of the student, this will most likely include: a fast and reliable internet connection, a robust internal school network, a wireless network and some provision of ongoing technical support. As schools move to more cloud-based services for their Student and/or Learning Management Systems the need for physical infrastructures beyond the wireless one is evolving quickly. Schools can seek support in this area from the Network for Learning from whom schools and kura will be able to access affordable, safe and rapid broadband. N4L will also bring internet based services for engaging learners. Additionally N4L will provide services to help streamline school administration.
    Help your teachers evolve
    Often teachers believe that to make the most of ICTs in the classroom, they themselves need to be experts. Whilst a level of skill and confidence can be useful, the most important thing a teacher needs to learn is how to be open to change and how to be confident enough to let their students take charge of leading their own learning. This may be as simple as stepping aside and letting your students find and trial ICT tools and strategies of their choice. An effective way for teachers to begin this evolution is through engaging in the Teaching as Inquiry process, where by the teacher identifies the learning needs of their students and undertakes a teaching inquiry around which ICT tools or strategies may support this learning to take place, tools and strategies are trialled, then the effectiveness of the tools and strategies in relation to the meeting the needs of the learner.
    Probably the single most powerful resource to help you with this is the Ministry of Education developed e-Learning Planning Framework (eLPF) which is set of resources that schools and teachers with:
    • A self-review tool for schools to gather evidence about practice
    • A 'roadmap' for building e-learning capability
    • A tool to evaluate the effectiveness of e-learning programmes
    • Resources and services to support schools as they build capability
    The Virtual Learning Network (VLN) is another great source of information and support. The VLN is a network of school clusters and educational institutions collaborating to provide online access to a broad range of curriculum learning opportunities for students.
    (Source: /)
    Develop digital citizens
    However it is not just your teachers who will need to evolve, students can often appear confident, this does not necessarily mean that their use of ICTs is either particularly safe or successful. Developing digital citizenship skills is something that needs to taught AND needs to be modelled by teachers. You will need to consider how this will be developed across the school. Will it be taught explicitly? Will it be somehow integrated into curriculum areas? In terms of finding out more about Digital Citizenship, NetSafe (www.netsafe.org.nz/) provide excellent support and guidance for teachers, students and parents. You may also like to check out the Digital Citizenship Project on wikieducator (http://wikieducator.org/Digital_Citizenship), which is a NZ based crowd-sourced set of teaching resources for Digital Citizenship from Years 1-13.
    In summary, you need to define what you see strategic planning for ICTs including, develop a clear vision for learning, consider how that might impact on your planning, and then seek out the information and advice. Just as we need to tailor our teaching to meet the needs of our learners, so to will you need to tailor your strategic planning for ICTs to the needs of your school, and more importantly – to the needs of your students.
  • Teressa Smith (View all users posts) 17 May 2015 7:08pm ()

    Hi Claire,

    Thank you for this very clear process to follow. My school has just completed a review of what we have and how we use digital technologies in our school.  We are at the emerging stage and need to create a vision for e-learning at our school.

    So your post has been very beneficial for me to understand the process we need to go through.

  • Heidi Moeller (View all users posts) 25 May 2015 9:25am ()

    Hi Claire,

    Thank you so much for posting this process.  I am in a small country school and you have given me the advice to clarify a process/procedure for us to go through.  We have elements already in place but it has given us our next steps for the future. 

    Exciting times, not only for our students but for teachers and the school community too. 


  • Andrea Robertson (View all users posts) 09 Jun 2015 1:32pm ()

    Thanks for sharing your interface article Claire, it was reassuring to read through your questions and reflect on where my school is at.  A practical, simple guide for all schools and very helpful for schools that may be unsure about where to start.   

    It is interesting after many years as a teacher, to look at e-learning resourcing and direction and where we are today.  When I started teaching in 1997 there were a few computers in schools and the MOE was starting to fund schools to buy computers.  This was followed a couple of years later by the original ICTPD clusters.  I always thought back then that they had the order wrong.  The devices came before the PD, so by the time the PD started schools already had outdated devices.  I was fortunate to be an ICTPD faciliator for a few years before becoming an e-learning advisor (back when we had school advisors)  My school is currently a part of a LwDT cluster and so the cycle of PLD and resourcing continues 18 years on.

    Having a clear ICT, technology, digital tools, e-learning (the list goes on) vision with students at the heart is crucial.  Revisiting this vision often is also important.  I look at where we were 3 years ago - school lab of laptops (don’t ask) and 2-3 desktops per class. We then worked on vision and had a  big spend to bring ipads 4-5 per class and laptops into the class.   PLD to support teachers in using ipads was a big focus.  Then last year getting rid of lab (YAH!) and 80 chromebooks and more ipads purchased. This was followed by staff attending GAFE summit and ongoing PD in google apps.   This has all been within 3 years.  The ongoing cost of keeping up with infrastructure, purchasing digital tools, PLD etc is huge.  

    At the Hui I was motivated and challenged by Jane Glibert’s presentation.  When schools are looking at resourcing “ widely and wisely in growing e-learning capacities,”  some of Jane’s ideas around the increasingly fast changing world may help guide schools decisions about spending/resourcing. We need to be building capacity for learners to be problem solvers - there may not be ‘jobs’ for all people in the future - what skills, capacity, knowledge do learners need? She talked about “jobs we can’t imagine today - few people in paid work and the ‘robotification’ of current jobs education for non work” (Gilbert NAPP Hui 2015)  we are facing a future filled with uncertainity, unpredictability and complexity.  Therefore,  investing in digital tools, PLD for teachers and a clear plan for ongoing resourcing will support our learners in gaining the experience, skills and knowledge that they need for the future. We need to be future focused and as best we can future proofing, so that our financial investment lasts more than 12 months.

  • Robyne Selbie (View all users posts) 13 Jun 2015 8:36pm ()

    It is interesting reading your post Andrea, it brings back a few memories!   I wonder in this current age where student voice in the e-learning pedagogy fits? As you suggest the devices and tools are required but if we are doing essentially the same things on our tools are we entering that 'future focus' learning environment?  What do our students need to unlock their learning? Do we ask them? Are we keeping up with their needs? How do we teach the skills needed by teachers and students to work in a collaborative model?

    i wonder if we are putting enough emphasis on the relationships needed for future focus learning to flourish-the environment is very different but people will need to collaborate to release the potential available to engage our learners and overcome barriers to learning.Technology seems to provide us with sophisticated tools to do this but are we having the right conversations? I will be interested to read how you tackle this aspect of e-learning.


  • Tracey Drought (View all users posts) 16 Jul 2015 10:22am ()

    Hi - as it has already been said, thank you so much for sharing your knowledge and expertise!  The whole area of 'e-learning' is huge and for those of us who don't know where to start or what to do your ideas are invaluable.

    I love the way you have made it simple and outlined clear steps to follow.  I particularly like starting with the end in mind and the fact that you highlight looking down the track 2-3 years.  Always keeping in mind that it is not a race!

  • Lydia Richter (View all users posts) 16 Aug 2015 6:39pm ()

    Thank you Claire for sharing your article for Interface. Your steps are clear, concise and 'user friendly'. I like the comment about letting students take charge of leading their learning, particularly with the ever evolving world of technology this is a collaborative learning journey for student and teacher..

  • Dean Sheppard (View all users posts) 02 Oct 2015 1:13pm ()

    Hi Claire, 

    I agree with many of the others here, thank you for adding this back in April.  We started seriously looking at this earlier this year and using the (eLPF) helped us a lot in our strategic ICT thinking and planning. We now have a designated Elearning Co-ordinator who has the responsibility for pushing this forward at our college and is using the process you outlined above to do this. Obviously there are many questions to ponder but thank for the head start! 

  • Kate Christie (View all users posts) 21 Nov 2015 5:03pm ()

    Claire - thanks so much for sharing this.  I've had to source your guidance out for our school's evolving use of devices.  We're moving forward with our pedagogy of a balanced and future focused curriculum, and we needed to create a plan towards the big picture.  Of particular consideration for us 1) Evolving our teachers and 2) Developing our digital natives.  The Teaching as Inquiry approach is proving most useful. 

  • Suzanne Pidduck (View all users posts) 28 Apr 2015 11:50am ()


    Our school is a reasonable way along the journey articulated by Claire in her Interface Magazine article. The key to the success of implementation of our ICT strategic plan was in articulating why it was necessary to channel our resources in this direction because it had a key impact on what we decided to resource and what we didn't. The most important thing for us was to ensure that our middle management capacity was such that they could drive the direction. Without the engagement of them, we would not have been able to make the changes we did.

    One thing that was key is that we developed much of our strategy while we were part of a cluster called the Wellington Loop. The cluster started as a way to share network infrastructure but naturally all five secondary schools who were part of the loop at the time discussed their ICT plans as they worked together. All five schools have made different decisions on what they've prioritised and developed but have also shared and modified each others resources. None of them have an identical model because it wouldn't make sense for the students they have had in front of them but they have benefited hugely from the involvement with each other. Our schools are an example of how growing e-learning capacities within our schools took us on different journeys in order to meet the needs of our different students. 

    In the end our school decided to focus resourcing areas that allowed for collaborative learning, flexibility and anytime, anywhere capability. All decisions after that, whether they were infrastructure, pedagogical decisions, advice to parents etc were evaluated according to those guiding principles.  As with students, key was providing differentiated training for two of the key tools we used in implementing our vision (moodle, KAMAR and google.docs). Professional development was provided at four different levels. We were aware that there were a number of different tools that would do the same things (some bits better) than the key tools we chose but we based our decisions on how well they supported our vision. "Widely and wisely" is an interesting phrase. As with any school, early adopters have some quite set ideas on where they want the e-learning direction of a school to head and they are not necessarily all travelling in the same direction, or in the direction of the ICT strategic plan. Sometimes the work they've done can be "persuasively distracting" from the key goals.

    The decision of the Secondary Principals of our loop schools to move beyond sharing infrastructure to sharing pedagogy has been powerful. Last year the schools joined together to hold a joint teacher only day. Jane Gilbert started the day as keynote and challenged us with her "gaps between" ideas and then all staff went to workshops delivered by colleagues from each of the schools. The number of workshops available was fantastic, this was remarkably cheap PD and it showed what can happen when schools take a collaborative approach to working together. This is where their leadership has been significant. It has shifted the thinking of teachers within those schools, made connections between teachers from different schools easier and reduced even further that destructive competitive model neighbouring schools sometimes suffer through. As preparation for our next Loop TOD is finalised, we are excited about the fact that more schools have joined. 

    So, how do principals lead in resourcing widely and wisely? One part of the solution can be working meaningfully and actively with other principals. 

  • Geoff Childs (View all users posts) 28 Apr 2015 1:42pm ()

    Thanks for this Suzanne. It is a really good example of strategic thinking, strategic planning, collaborating and evaluating  as a means to innovate. It is powerful to read that the process allowed for different schools and teachers, within and between schools, to work together in order to build understanding and capability with  pedagogy at the center. You mention about how important it was to get the commitment from middle leaders, what are some of the strategies for differentiating that you used  and what about the few (if any?) that were on the reluctant end of the commitment continuum?

  • Suzanne Pidduck (View all users posts) 14 May 2015 12:17pm ()

    The differentiation of training has been a really important part of the process to get the whole staff to the point where they could engage. At each beginning of year teacher only day there has been a slot assigned to ICT development and training has always been graduated so that people choose the group that fits their level of confidence. This was essential to the success of the implementation. This was followed up by opt-in consolidation sessions throughout the first two terms. The development of the use of moodle was dealt with through school wide goals. Each department was expected to work on the development of their moodle pages and, at a minimum, use moodle as the gateway to a document repository. Obviously many departments have moved well beyond this after four years. At the same time, we have moved all school-wide documentation into moodle. Embedding google docs was a slower process. Some departments took up the challenge immediately and now conduct their entire department documentation, student work and assessment through google. Others have been slower to act. At the same time as support has been encouraged for the google docs in the last four years, space for departments, in the last two years has slowly been reduced on network drives. Beyond the professional development, the important thing for those who were reluctant was twofold. Firstly we had to stay consistent to the direction we'd decided on. Unless moodle or google.docs had proven to be catastrophic, I think it was important to stay with our chosen platforms so that people had confidence that they would use what they were learning. It takes a lot of time to create resources that work well and so we didn't want people to feel their time was wasted. Secondly, I think it is important to play the long game and let some people move at a much slower pace, even if it was frustrating. 

  • Teressa Smith (View all users posts) 17 May 2015 7:20pm ()

    My school is just going through the differentiated training in the next few weeks. Thank you for your idea about the follow up sessions.We have yet to be informed about what that might look like at the moment.


  • Kaye Gillies (View all users posts) 01 Jun 2015 10:59am ()


     Thank you for sharing your journey and reflection on what you have found works in e-learning strategic planning and professional development.  As a school we are about to embark on PD around Google Docs.  I like your idea of joining with other schools for training and  differentiating learning as different staff members are definitely in different spaces regarding e-learning. 

    I also enjoyed reading your post above. It is helpful to see a clear focus guiding your school in resourcing decisions, i.e.  "focus resourcing areas that allowed for collaborative learning, flexibility and anytime, anywhere capability".

    Thanks for these ideas.


  • Stephen Grady (View all users posts) 28 Apr 2015 12:15pm ()

    A key point in the article for me (thanks for sharing!) is the 'Start with an end in mind'.  Discussing what we want a digitally connected life long learner to exhibit (vision for our learners) when they leave our school seems a good place to start. I also like the idea of involving the kids in these discussions. As part of this I can see the importance, for my school, of forging closer links with the junior high and intermediate schools where our kids go...finding out what are they like as learners in their contexts, do they have the skills required as a base line for continuing growth? Are they independent in their learning to the level required to make further growth.

    You also highlight for me the importance of nuts and bolts...how can we going to share student learning, how it could change current systems at a school both educational systems and practices, as well as infrastructure such as LMS etc, how use of tools is controlled (including BYOD or not) and importantly and perhaps most difficult is building teacher confidence, knowledge and changing the structures that may inhibit the growth of different styles of student led learning. Another key here is community buy in and communicating changes to ALL stakeholders, eg reasons for sharing of things on line and how it can be done safely.

    It can be easy to make vision statements, but the overriding impression from the article and from being at a school early in this journey is the plan is key, lining up vision with current school practices and how the current practices may need shifting. Then ensuring the strategic decisions around resourcing, targeted professional development and infrastructure are lining up with these give a better chance of success than the idea that the school down the road has i-pads, so we need some!  Having a sense of urgency is important, but just as important is not jumping in, without the strategic planning and  long term vision for learning, as this will lead to problems.

  • Hannah Glenny (View all users posts) 28 Apr 2015 7:17pm ()

    I also have to say - thank you for sharing these ideas.
    It has given me some really good ideas for going forward with E Learning. 
    I feel my school (secondary school) has embraced different technologies and encourages the use of different online and technological tools to support learning programmes, but perhaps it has jumped in thinking that getting some infrastructure sorted, supplying net-books and mac-books etc... for a large proportion of the school is sort of the be all and end all.
    Professional Development has been a bit ad hoc and lacked consistency. New student learning systems have been partially introduced, then forgotten and people continue on with the old same old same old approach. Some staff thinking power point is utilizing  technology to its full capacity.
    I tend to think now that the planning and vision is missing. Providing the tools and some of the opportunity is one thing - but I'm not sure I think this has been overly sustainable at this point in time. So I have enjoyed reading through your points. Lots to think about!

  • Ange Rathbone (View all users posts) 29 Apr 2015 4:25pm ()

    I have been fortunate to have experienced at my school a well thought out e-learning strategy. The strategy and implementation has been a collaborative process, as staff we have been given PD and student and community voice has been an important part of our process.

    We trialed several learning management tools and we have successfully installed schoology. By this I mean all staff ans students use the LMS (some to a greater degree than others), our school information/notices/calenders are embedded in schoology, our parents and whanau have access to schoology, teachers and student dialogue and teach anywhere anytime via our LMS.

    We also have BYOD of your choice - not dictating the device has suited us as a school.  We have the infrastructure and the technological support in place for our elearning strategy. Our digital citizenship policy is in place but we regularly need to revisit this with our students and staff.

    For us  - Enhancing student learning and achievement was fundamental to our elearning strategy and implementation

    We also wanted: 

    • Anywhere anytime learning
    • student-led learning
    • An intuitive Learning Management tool
    • Collaborative learning
    • Community integration

    We have been lead by a passionate and patient staff member  - as we all journey along the path of elearning we are as staff continually learning and evolving.............'ako' is alive and well.

    Our challenge is to keep learning and evolving our Elearning capacity making sure student achievement and well-being underlie our learning, strategy and implementation.

  • lizzy (View all users posts) 15 Jul 2015 8:25pm ()

    Hi there

    Really enjoyed reading your post Ange and feel inspired and hopeful that my school can move forward in a similar manner

    I really like the comment that said ‘start with an end in mind’ –this is something that would create a real direction and action plan which I think we are missing at my school.

    I find the challenge of staff and e-learning difficult at times.  We have started with each teacher placing themselves and our school on a continuum however some teachers have a distorted impression of where they are –some too hard on themselves and other way to generous.  How others get their staff to reflect and self-assess honestly is something I would love to hear about.

    Our children are becoming more active in this area too and I can see the challenge ahead is to show the benefits and outcomes so the principal and BOT might be more willing to support this area more financially. 

    To begin this journey needs the on-going support via the strategic plan and resourcing –a discussion I need to have this term

    I think we need to take a step back and come up with strategic goals and then a timeline plan of where we are heading –sharing this with the staff will give them ownership also. Providing appropriate professional development for staff will be a key in this.

  • Damien Hollands (View all users posts) 29 Apr 2015 8:01pm ()

    Hello, some very good points, I have to agree with Hannah there has been great amount of money spent on the infrastructure  and with ICT initiatives with groups of schools in clusters. I feel the focus has missed the point in most occasions with the idea of build it and they will come approach rather than the opportunities of tools to improve ones pedagogy.

    One of the biggest issues i feel the teachers who want to get on with it face is "what does it look like", "am I doing the right thing in the best way with the great resources I have". This where the sharing comes in, it needs to be an open collaborative endeavour beyond the technical aspects of ict and if i can quote Suzanne Pidduck here "The decision of the Secondary Principals of our loop schools to move beyond sharing infrastructure to sharing pedagogy has been powerful."

    I have not heard of a school being constructed by leaving a pile of materials and letting the teachers build their own classrooms in their own individual styles and then getting on with it (it would be interesting though). Like a building project, it is more than bricks and mortar, its about creating an environment and culture to enhance the outcomes for our students.


  • Kerry Maxwell 2015 NAPP (View all users posts) 17 May 2015 2:04pm ()

    Hi Damian,

     I agree that there is a lot of focus on devices and the technology rather than a focus on building greater teacher capacity within an e-learning framework and developing e-learning pedagogy. The development of robust infra-structure is of course important however without the development of teacher pedagogy then there will be little benefit for the students. Sharing quality, contemporary pedagogy is powerful and developing systems within schools and within learning communities can build on this- working within and between schools as was mentioned in a previous post.

    Deciding that E-learning is the focus for a school and then committing to outlaying resources towards developing this needs to be done in a strategic and planned way. Deciding what is wanted, why it is wanted and how to achieve it must be outlined clearly. This needs to be shared clearly with all stakeholders- whanau, teachers, students, community. From there identifying areas for concentrated attention- i.e. teachers who may need personalized training/PD; addressing equity issues- who gets what when and how? then resourcing can be assigned to those identified areas. At the centre I believe there needs to be a greater focus on shifting teacher practice and pedagogy through targeted PD.

    However in the end, all decisions in regards to resourcing/e-learning/future focused learning need to affect positive learning outcomes for our tamariki- the future  for our learners is an unknown quantity; however if we are just going to substitute new technologies to teach in the same old way then perhaps we are missing the point and opportunities to do things differently.  

  • Kaye Gillies (View all users posts) 01 Jun 2015 11:15am ()

    Hi Damien 

    Thanks for your reflection.  I think your idea of not leaving a pile of resources and hoping to build from them without direct applies to more than e-learning but PD generally- To really get the pedagogy behind things is important.

    Kia ora


  • Kate Staniford (View all users posts) 02 May 2015 2:48pm ()


    I have read the Future Focused Learning Document from 2014 with interest. I'm in the lucky position at my school that there ar a majority of teachers who are digitally competent and who wish to take further steps into e-learning. Unfortunately we have issues with equity in our community and very few learners are BYOD ready, this factor is significantly reducing the e-learning opportunities in our setting. We have a number of devices at school for use (although not nearly enough - 30 tablets shared between 295 learners) but inevitably they are becoming rapidly outdated. It just isn't a sustainable method for getting devices in student hands, and it isn't a model that can be extended past the school gates.

    I agree with the Learning Document that the government shouldn't be supplying devices to every learner as I know some states in AU have done. I'm not sure that is a fair and equitable response to a perceived problem either!

    In the recommendation section (2) of the Future Focused Learning Document which refers to equity, the following statement is made: 

    1. That the Government establish an equity fund in 2014 in partnership with businesses, charitable trusts and philanthropists. The purpose of this fund would be to help establish future-focused learning programmes in regional clusters. The programmes should include subsidies for digital devices for students from disadvantaged backgrounds. 

    My questions for my fellow NAPPers are - 1). Has anyone had any success in contacting a charitable trust or philanthropist to obtain devices for specific learners or groups of learners? 2). What has been your best way to get devices in the hands of your learners? 3). Are there any organisations out there assisting with cost reductions to home internet connections for students in low socio-economic settings?

    Thanks in advance for any advice you can offer :)




  • Gael Donaghy (View all users posts) 03 May 2015 1:51pm ()

    Kia ora Kate - in response to the last para of your post:  I have heard that families on a benefit can access a small weekly fee for a lease to buy device that the schools purchase.  And in terms of home internet, I have heard of a school (schools?) putting wifi on the telegraph poles on the blocks of the town where the kids live, so they have internet access.  I guess they must have had some funding to do this.

  • Tessa Gray (View all users posts) 06 May 2015 1:07pm ()

    Thanks everyone smiley. Lots to think about here, enough to make my brain hum!

    Stephen, I enjoyed reading your ideas about, ‘starting with the end in mind'. What do we want our young people to do/know/be before they leave school – helps to define the school’s vision for learning, which can then drive the implementation/action plan, as Claire says.

    There’s one key idea that pops out for me with all of this is - once the vision and infrastructure is in place, the importance of helping the teachers/leaders to ‘evolve’ and understand how to best utlise e-learning tools and pedagogies to better meet the needs of the learners. This is complex and there is a lot for educators to consider/understand/know/do in regards to Modern Learning Pedagogies.

    Claire, your comment about engaging through the 'Teaching as Inquiry' process is a powerful one, so I hope you don’t mind me sharing you back to yourself below? And like Damien says, the power of reflective practice and teachers sharing ‘what effective practice can look like’ is also valuable PLD.

    Using teaching as inquiry to guide an eLearning action plan from EDtalks on Vimeo.

    Hannah, your comment about “same old, same old approach” speaks volumes to me too. I think we still have an elephant in the room and that is…’the way we’ve always done things round here’ – from both an individual view and institutionalised perspective. We now have the added layer of technological influences. Does that mean we use e-tools to substitute old things in new ways?

    For example…

    Are we still preparing students for exams and standardised testing that are recognisable in terms of pass/fail grading for further education and job/career classification? Or are we challenging these norms and creating a responsive curriculum with assessment practices that enables our students to develop deeper thinking (critical, creative, metacognitive), so that,processes can be applied to purposes such as developing understanding, making decisions, shaping actions or constructing knowledge”? (NZQA and assessment online) Or is it a mixture of both?

    Just throwing something out there…

    In How schools kill creativity: Forget standardized tests, here’s how we really engage our kids, Dr Ken Robinson comments on our current perceptions of the dominant education system where,

    Young children go to elementary school mainly to learn the basic skills of reading, writing, and mathematics. These skills are essential so they can do well academically in high school. If they go on to higher education and graduate with a good degree, they’ll find a well-paid job and the country will prosper too.

    He elaborates on this a little more in terms of intelligence and challenges us that these are dangerous myths and that,

    The revolution we need involves rethinking how schools work and what counts as a school. It’s also about trusting in a different story about education.

    So with that in mind, it’s exciting to read about collaborative approach to PLD from Suzanne with thought leaders like Jane Gilbert helping to guide, ‘new ways of thinking'. And like Geoff says having, ‘pedagogy at the center’ is vital. If we don’t challenge our current perceptions of education or the knowledge structures within it, ICTs or e-learning tools, will over ever be an add-on – when in reality, they could be the catalyst for transformative change.

    What do you think? Already happening? Possible? Or, not that simple?


    Media Galleries


    If you can’t get access to external thought leaders like Jane Gilbert, another great ways to encourage further conversations about effective e-learning leadership and teacher practice – is sharing short video clips from schools around New Zealand from the Enabling e-Learning Media Gallery. These have an e-learning focus and are archived in alignment with the dimensions of the e-Learning Planning Framework.

    NZQA has just released three YouTube videos in their 'Going Digital' series with schools sharing some excellent examples of effective e-learning practice in secondary schools.

  • Amanda@Rangikura (View all users posts) 10 May 2015 9:21pm ()

    Thank you for the helpful korero that has been going on. My school is currently introducing a vast range of technological tools for classroom use in order to support learning. But, I am aware that their definitely needs to be a collective understanding of what E-learning is and how we need to support the growth and development of teachers through having a processes, clear vision, and postive conversations. We have a strong ICT team consisting of outside support, Principal, ICT teachers, School leaders and we meet regularly to keep everyone in the loop with our future focus and E-learning journey. We have lead ICT workshops run by expert teachers within the school as well as experts brought in from outside the school community. We are getting collective understanding, supporting professional learning, and gaining committment from teachers through constant coversation. The next step would be to make sure that student achievement is always at the fore front by asking ourselves "what is the importance of E-learning within our school and what does this mean to our teaching?". I will definitely need to spend time looking at all the amazing resources people have posted to date. Thanks everyone!

  • Glenda Earle (View all users posts) 12 May 2015 12:38pm ()

    Hi Everyone

    Interesting reading the journeys that different schools have been on and some of the issues around resourcing e-learning.

    Our e-learning strategic plan was formulated while involved in an ICT Cluster several years ago.   It was formed at a similar time to our school-wide vision for learning so was very much formulated with student need at the centre.

    Obviously, e-learning has changed dramatically since then, and so too, our strategic plan has had to evolve.  We started with KnowledgeNet as our LMS but have since moved to GAFE  All of our students have their own gmail accounts, they collaborate in Google Docs and share their learning on their individual and class blogs.  We have been careful in terms of hardware not to put "all our eggs into one basket" as we want to ensure that spending was going to be on the devices/tools that met the learning need - not the other way round.  Our school now has a range of devices in each room - tablet, chromebooks, laptops, desktops and ipads.  Replacement of these over time has always been of consideration and something that we have kept in mind with new technologies coming on board all the time.

    At this stage we have not gone down the BYOD path.  We are currently spending time on digital citizenship and what that looks like for safe and responsible use of devices that support/enhance learning and the protocols around internet use both in our school environment and at home, given the 24/7 access our students now have.

    Our staff have continued to meet weekly for techie sessions since our ICT cluster several years ago.  This can take the form of troubleshooting, or sharing some good tools/tricks that a teacher is using successfully, but a large part of our time now is deliberately focussing on teachers using the same tools as their students in order to provide a greater level of support (and student helping teacher) back in the classroom (eg staff blog to showcase evidence of best practice as part of our school-wide teacher inquiry).

    Our strategic goals are largely about collaborative learning anytime learning, and home-school partnership.  Our school review process allow for those goals to be reviewed each year and new goals / spending are determined from data and information in these reviews - which also contributes to developing budget requirements.

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e-Learning: Leadership

e-Learning: Leadership

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