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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…


  • Michael Cunliffe (View all users posts) 13 Jun 2015 6:14pm ()

    A hot topic this is. E-learning is obviously in many different stages and forms across the many schools of New Zealand


    I have particularly enjoyed reading the many thoughts and resources shared, including Claire’s insightful beginning to this discussion and the recent webinar that was held this week. It has brought some thoughts to mind...


    E-learning, like MLE, is about a pedagogical shift. It seems like an obvious thing to say when we say that technology and e-learning visions’ must first of all encompass the student needs of our schools because all decisions should be morally made with the student needs at the heart.

    It is with reservation, that I wonder if direction around the resourcing of digital devices may need to be made with the teacher’s needs in mind as much as the student’s needs. Having devices that meet students needs in a class with a teacher that finds that device nothing more than a glorified ‘engagement’ tool rather than the desired ‘learning’ tool is not going to have the impact that e-learning should. Should it be that schools must first address the pedagogical shift of learning well before devices are even discussed?  Throwing another complication (digital technology) in the mix may in fact disempower the learning of the teacher and consequently, the learner.

    The device in question must be used to empower learning, encourage collaboration and develop problem solving through an inquiry type approach. It should not take away current strategies and learning, such as people-to-people participation, the Arts and Physical Education and Health; it should benefit these areas. If a teacher’s philosophy, skill-set or pedagogy ‘toolbox’ does not align with the use of digital devices then the desired learning is not likely to occur. Hence, as teachers are all at different stages in their own learning, could it be that digital tools need to be catered differently for different teachers at different times?(based on their own TAIs) For example, different tools, learning programmes and possibly different ratios of learning devices in their classrooms. The hope is that at some point, all teachers will be able to use digital devices, no matter what the device or learning network, to empower students’ learning. Maybe we need caution, before many $$$ have been spent for little gain… Should teacher’s needs, at this stage, be at the front with how we resource e-learning to ensure that when they are implemented, they have impact! We can’t merely rely on teachers being apart of a shared vision and having School PD as I am not sure this is enough.


    On another note, digital tools are being used in some way to bridge the equality gap to ensure that access is available for all. Maybe this in itself is a positive step forward regardless of the ways that the tools are currently being implemented.

    Certainly a juicy topic...

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e-Learning: Leadership

e-Learning: Leadership

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