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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…


  • Tracey Arthurs (View all users posts) 01 Jun 2015 7:08pm ()

    In order to resource wisely and widely educators need to be mindful of what’s the intended outcome is - is it children who are connected, actively involved life-long learners? At our last Teacher Only Day, where the focus was e-learning; it was great to be reminded by our e-learning team that the goal is not for the technology to drive the learning; and so this is where the challenge as leaders becomes complex:

    How do leaders juggle ...

    • resourcing digital equipment alongside other curriculum resource requests?

    • and then making decisions about which ICT equipment is best for our school’s situation?

    • staff capabilities; ‘reluctancy’ and passions?

    • community perceptions - equality and equity?

    • what learning opportunities can digital technologies support and enhance?

    • how can digital technologies support learners and teachers?

    I was challenged at the April hui by Jane Gilbert’s talk about teaching and learning and preparing children for a future that doesn’t yet exist as we know it. This is exciting but daunting - how can leaders action effective strategic plan for something that’s unknown? So once again more questions than answers.

    I’m looking forward to the webinar in a couple of weeks.

  • Tracey Arthurs (View all users posts) 15 Oct 2015 9:16pm ()

    Like many other contributors, we too started reviewing our practices using the eLP Framework; developing an actual understanding of what our strengths and needs are (rather than based on what we think is good for us). Initial outcomes have been :

    1. Inviting teachers from each team to join the e-learning co-ordinator; so they are no longer one-person doing-it-all. This co-ordinated effort has allowed the EL-coordinator more time to explore and play on our behalf, with a shared load, the ownership of direction for e-learning has also been spread across the school, rather than isolated pockets, or a top-down model. This has created a bigger buzz and more of us are sharing successes and problem solving together.

    2. Moving to using google-docs has really changed the way we collaborate; and communicate and share school information with each other. We started with shared gmail accounts for classes and are preparing to move to individual student accounts next.

    Next year e-learning will be the major professional learning focus (rather than the supporting act) with a focus through good practice; on the pedagogy, not the technology. 




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e-Learning: Leadership

e-Learning: Leadership

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