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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…


  • 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.

  • Ange Rathbone (View all users posts) 14 May 2015 10:17pm ()

    I have enjoyed reading the report to the ministry by Bolstad and Gilbert - Supporting future-orientated learning and teaching; a NZ perspective.

    The role of technologies are synonymous with future focused learning but they emphasis that the introduction of ICT doesn't necessarily mean meaningful and beneficial educational change.  For ICT to be meaningful and beneficial to teaching and learning we as educators need to constantly ask the questions:

    Does the use of ICT bring rich learning to our classroom environments?

     I am constantly questioning in my own practice when I am using ICT - is it simply replacing an old way or is it enhancing the engagement and learning for the student?  

    Late last year I was introduced to an ICT model called SAMR (here is a link - https://sites.google.com/a/msad60.org/technology-is-learning/samr-model.  I have challenged myself this year within my appraisal to incorporate SAMR into my lesson planning when using ICT.  Using SAMR as an ICT model helps me ensure that the ICT use is bringing rich learning opportunities to the classroom for the students and increases engagement.  

    "The Substitution Augmentation Modification Redefinition Model offers a method of seeing how computer technology might impact teaching and learning.  It also shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology.  
    While one might argue over whether an activity can be defined as one level or another, the important concept to grasp here is the level of student engagement."

    The Substitution level is easy and moving through the Augmentation and Modification stages of the model are also achievable with a bit of time, thought and planning BUT reaching the Redefinition stage is tough to get to and requires an inquiry and collaborative approach as a practitioner - it is really challenging but once reached you know that you are bringing to the classroom a rich learning opportunity that without ICT couldn't have existed as the world expands beyond the classroom   This I have found is extremely rewarding.


    Tessa's comment above:  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 also a concern that I have - teachers and leaders need to be given the time and professional development to develop their use of ICT to enhance learning for students.  That is how I found out about the SAMR model via our ICT professional development at school, I doubt I would have had the time to stumble over this myself.  But given the opportunity to learn a new ICT strategy, support  from colleagues and time I have been able to attempt to incorporate it into my practice.  Myself on a new learning journey.

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e-Learning: Leadership

e-Learning: Leadership

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