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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…


  • Janis Powley (View all users posts) 31 May 2015 4:45pm ()

    In decision making at our school we use, for the majority of our decision making, the Golden Circle (Simon Sinek), first seen by me at a PD session at Albany Senior High. There are three layers to the circle, the inner circle is the WHY, the middle circle the HOW and the outer circle the WHAT. Sinek believes that inspired leaders start with the WHY and work out, while most people work the other way and start with the WHAT and work in. Always starting with the inner circle, the WHY, will give those involved in the decision making, followed by those they communicate with, a clear understanding of the purpose, the cause and the belief behind the decision. 

    So... We started with the WHY. Why do we want to incorporate ICTs into education. But we didn't rely on our own thinking - we also asked the students, the parents, the wider school community why they thought we should incorporate ICTs. As a community we believe that the children coming to our school use ICTs as a natural part of their world, they are not add-ons. We also believe that to make  progress in this fast paced digital world where they will be leaving school in a world not yet created, and going for jobs not yet thought of, students need to have easy access to, and know how to use, a number of different media, both hard copy and electronic, both computer based and web based, to solve problems both solitary and in collaboration. 

    With this in mind we looked at HOW we could do this. We began by providing a variety of ICTs for our students to access - we got to a ratio of 1:2, and this taught the students how to collaborate and work together - a good outcome from the use of technology. But we wanted to achieve a ratio of 1:1 in order to allow space for students to work alone on occasion - something they will need to do as well as collaborate. We are now going down the track of BYOLD. I will let you know how this works when fully implemented.

    The WHAT is in the domain of the classroom teacher, who, with the students, decide what they learn, when they learn it and how they learn it with the digital skills that they bring to the classroom and build on.

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e-Learning: Leadership

e-Learning: Leadership

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