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Sustainable Strategies: Integrating e-learning, leadership inquiry and classroom practice | Kōrero 14 2015

Resources and Discussion through the Years

Use these resources and Korero to gain a clear picture of leadership of e-learning planning over the past three years.

  • Using the e-Learning Planning Framework – this is useful in guiding us through the use of the e-LPF
  • The e-Learning Planning Framework (eLPF) online tool is live for all schools/kura on the Enabling E-Learning  (EEL) site with full instructions and support material. Once you have created your account you can then manage your schools surveys within the e-Learning Planning Framework online tool. The MMeLPF /te Rangitukutuku (Maori Medium eLPF) tool is also available as a download on EEL.
  • Korero from Previous Years

>>> 2014 Integration of Technologies across the School Community – Korero 14

>>> 2013 Leadership and Strategic Planning for e-Learning – Korero 14

>>> 2012 The e-Learning Planning Framework – how and Why to Use it? – Korero 16

It will be best for all new posts to be in this thread so they are easier to follow.

2015 Korero 14: Sustainable strategies: integrating e-learning, leadership inquiry and classroom practice

During the last three years the discussion in this strategic Korero has focused on leadership learning about the e-Learning Planning Framework and how to use it. (See just above)

We think this year’s NAPP cohort is stepping past this level of understanding and needs to focus on teaching/learning transformations that are going on as school leaders apply inquiry learning and use the e-LPF. 

Professional learning using teacher inquiry

In this Enabling e-Learning video, Chris Allen, principal of Sacred Heart Girls' College, and Mike Wilson, ICT cluster director, share why they chose to use a teacher inquiry model as a focus for professional learning and why that approach has been so successful.

 

2015 Korero 14

 

Leadership inquiry and use of the e-Learning Planning Framework should fit well together.

  • Use the elements of leadership inquiry and the e-Learning Planning Framework to support discussion on how they have in specific instances brought or are bringing about transformative change to teaching and or leadership practice
  • Explain how specific parts of the inquiry cycle, shown below, and the e-Learning Planning Framework have worked together for you and your school

Inquiry cycle

 Source: Inclusive Education Guides for Schools  - original source Timperley: Teacher Professional Learning and Development.

Follow the link and look under Plan and Lead Inclusive Practices, Transitions and Pathways.


 

Also see:

Replies

  • Andy Ashworth (View all users posts) 09 Sep 2015 10:03pm ()

    Departing Myross Bush School principal Tim Lovelock considers himself a pioneer rather than a settler, which goes a way to explaining his school's approach to teaching children.

    Lovelock, also the outgoing Southland Primary Principals Association president, is moving to Taupo with his wife and three children to take up the principal's job at the 500-student Waipahihi School.

    But he leaves behind a school which has undergone change; its teachers have been working in pairs in the classroom for the past couple of years in a bid to meet the needs of the children.

    The method is a break away from the traditional one-teacher classrooms, but Lovelock believes it works.

    At Myross Bush School, on the north eastern outskirts of Invercargill, they have paired up classrooms and teachers.

    Two traditional classrooms of kids are set up as one learning space with two teachers.

    Two heads are better than one, Lovelock says, with two teachers able to work as a team to ensure the children both enjoyed their learning experience and soaked it up.

    If kids and teachers were engaged and had some ownership of the programme they had a great environment for teaching and learning, he said.

    The two teachers shared ideas and took on different tasks in the classroom; they made the learning environment more flexible for the children, and that included making it more fun.

    "These [teaching pairs] are all day working and flexibly challenging the programme as they go with each other ... you have got two people who know the learning needs of your kid instead of one," Lovelock said.

    The teachers at the school had made the two teacher classrooms a success, he said.

    He does not adhere to having kids sitting at a desk for 50 minutes per lesson; kids should be learning to work in a variety of ways and learning zones, he believes.

    "If a kid is bored at primary school you have lost them at high school."

    The aim was to meet the needs of the modern child and set them up for high school so they would be "ready to fly".

    Schooling set ups were changing in different stages across Southland, he said.

    "When you step out of the box you challenge the idea of what school is for people."

    Myross Bush School Board of Trustees chairman Keith Brown said the board was in favour of the team teaching concept.

    It was a key driver in the school's goal to develop a culture of active learners at the school, he said.

    "Team teaching means the teaching pairs and the whole teaching staff have to work collaboratively, and together they are continually reviewing and reflecting on best practice. All of the teachers have bought into the concept, and we are starting to see real benefits."

    Lovelock's role as Southland Primary Principal's Association president will be taken over by Ascot School principal Wendy Ryan until a new president is elected in November. 

    The new Myross Bush School principal will be Jamin Lietze who starts in term 4.

    Lietze, who grew up at Kelso in the Clutha district, has been deputy head of primary at Bethlehem College near Tauranga.

     - The Southland Times

    Save|Saved Stories

  • Kerry Maxwell 2015 NAPP (View all users posts) 10 Sep 2015 7:41am ()

    Module 4- NAPP & Enabling e-Learning webinar - MLEs: Learning spaces & resourcing- Korero 14

    Recently I had the privilege of visiting some schools in Auckland where there are teaching and learning approaches that are enabling students to become agents of their own learning.  I heard the message from Principals and leaders that the physical space was secondary and even lower than this, in relation to developing quality teaching and learning opportunities based on the school’s Vision and Values. All stated that the idea around MLEs was more than buildings and open planned rooms. The fundamental aspect of MLEs was collaboration and Pedagogy. Having a shared understanding of what good practice looked like, sounded like, felt like and demonstrating this through a shared understanding of the school’s vision.

    Collaboration was more than just working side-by-side but the desire to engage in deep and meaningful conversations around practice and analysing ‘why’- why were you ’doing what you were doing’ how did you know this was the best way (evidence). Being up for critical learning conversations- Inquiry into practice; Inquiry into learning; Inquiry as a driver.

    Students actively participating in their own learning; in fact in some schools, actually planning their own learning day with the teacher working alongside them as a guide and facilitator.

    However there is a real need to understand and appreciate that teachers are teachers and they need to be actively doing this; the change in thinking is probably the ‘how’ and the ‘what’. No longer are we teachers of ‘stuff’ to be regurgitated but rather enablers of experiences and opportunities to use knowledge to build new knowledge- As Jane Gilbert talked about at the 2015 Hui -Knowledge is no longer a noun but rather a verb.

    The development of learning environments where students are at the centre where strong relationships are developed both within the learning community and outside of it; where there is a variety of spaces that provide learning in different contexts, with different approaches etc and where there are opportunities for students to experience learning with new technologies and tools- this seems to me to be the meaning of MLE.

    As our school embarks on a major property development, we are looking at what a MLE means for our school in relation to our Vision, Values and school community. What  are the key elements for us as a learning community; how can we ensure that the environment we provide enables all students to experience positive learning outcomes in authentic ways. As Chris from Stonefields stated there needs to be ‘rapid slow thinking’! Not losing sight of what our core role is, is critical. This could easily become secondary to the ‘visual impact’ of the Physical aspects of MLE. Doing an excellent job of teaching within any environment is the essence- so high performing people, pedagogy and tools (ICT) are vital- then the space.

    Kerry
  • Pamela Abercrombie (View all users posts) 18 Nov 2015 5:45pm ()

    Hi Kerry

    Thanks for sharing your experience. I agree whole-heartedly with what you are saying. At the end of the day, the focus needs to be on the needs of the learner. The current environment and the fast-changing nature of the world demands that students work collaboratively in conjunction with their teachers to meet their learning needs. It follows then that the relationships between all members of a class and school community need to be developed for this collaboration to take place. This has also always been an important factor leading to effective learning, but it is even more so today.

    The teacher has indeed become a facilitator of learning rather than the fountain of knowledge they were once often perceived by society as being. This will mean that there will be many situations where the teacher is learning alongside their students with a common goal of deepening understanding of the world around them.

    All teachers need to ensure that the learning experiences they plan are meeting the needs of the learner and that they are clear about the purpose of the experience and the anticipated learning that will occur as a result. Use of the teaching inquiry model supports teachers to really focus on the needs of their learners and the relative effect of the learning experiences put in place to support learners. It empowers them to think critically on the effect of their practice on student achievement and the collection of evidence assists the teacher’s understanding of the effect of their practice.

    I agree that ‘rapid slow thinking’ needs to take place, but I also acknowledge that to develop a strong pedagogy across all areas of a school, time needs to be given to really delve into people’s underlying beliefs about learning, and the ways that the use of devices in MLEs can support learning rather than become ‘gimmicky’ or ‘add-ons’.

  • Koren Hopoi (View all users posts) 10 Sep 2015 9:03pm ()

    We talk about wanting our students to learn through 'doing' and finding relevance in what they are learning, and linking it to their own worlds.  This is really the same for teachers.  And when implementing a new, innovative, and scary-for-some approach to usual classroom practice, it can be just as important for teachers to learn through 'doing' as well.  

    The dilemma we faced as a school four years ago, was 'where do we start'.  Our travels around schools in NZ also discussed the absolute importance of pedagogy before device.  We took this on board, however, knew that we also had staff willing, ready, and thirsty for change - we had to act.  And we did. 

    This was an Inquiry in itself.  Bringing in BYOD into classes, and learning through trial and error.  Some things were amazing, some things were a failure, but all things we did were about improving achievement and engagement.  

    The e-LPF came after that.  We found it easier to engage with the dimensions after actually having sound experience to work from.  Understanding what worked, why it worked, the data it gave us, which devices were more beneficial, the best techniques etc really helped form the platform to be able to engage in the deeper level thinking.  

    Whether it was the right way or not, in the end, it was a start, and it has now gained a life-force of its own, and is becoming just 'something we do'

  • Jenni Edwards (View all users posts) 08 Oct 2015 10:25am ()

    Kia ora Koren,

     

    I like what you have said about it being just as important for teachers to learn through doing as students.  ANd yes, sometimes you just have to leap in and DO IT!  Planning is important!  The more planning that is done, the better prepared teachers will be, but how can we know that we are planning in the right direction unless we also have some practical experience to guide us?

    We are a member of the Kaikohekohe cluster (part of the Manaiakalani initiative0 and are currently trialling chromebooks with our year 9s.  Next year we will be fully chromebook for Years 9, 10 and 11.  We are lucky that this initiative comes with the full support of people on the ground in our school and PLD to guide us.

    This year our reading/literacy initiative has been the major focus of our teaching as inquiry.  i have started a leadership inquiry with our lead teacher for the Chrome initiative and this is proving to be very successful as we work through our trial.  I have used the model provided for us as NAPP members for our own leadership inquiries. Next year I imagine that the Chrome initiative will become the main focus for our teaching as inquiry and that the frameworks provided on these pages will also prove invaluable as we work through the year.

  • Tessa Gray (View all users posts) 19 Oct 2015 4:50pm ()

    Hi there Jenni and everyone else, as always it's inspiring to read news, views and progress in schools. You've mentioned your leadership inquiry Jenni, I presume this is in relation to Chromebooks in literacy, but I'm not too sure - I'd love to hear more, and by that I mean:

    • What exactly are your inquiry goals (for yourself/teachers/students?
    • How have you gone about addressing these goals (initiatives, trial projects, networking with others, readings, etc)?
    • What kinds of results are you seeing occur as a result of addressing these goals?
    • Any considerations for the future?

    In fact, in Enabling e-Learning we'd love to hear more examples of progress developing in a cycle of inquiry. Two events planned for Term 4 are designed to tease out specific stories in relation to leadership as inquiry. One in particular, is the first of a three-part blog series by MrsB30 (see below).

    The Lie of the Land in 2015: In this three part blog series, MrsB30 opens up and shares a bit about herself, her teaching and leadership roles and provides an insight into her role as an e-learning coach and mentor in her school. Up-coming blog posts in Term 4 will unpack MrB30’s 'leadership as inquiry' journey. Come join Sarah, asks some questions or just follow her story to see what happens.

     The second installment about how Sarah's goals are progressing will be published soon. Feel free to dive into those reflections toosmiley

  • Sue Elley (View all users posts) 14 Nov 2015 2:36pm ()

    Our school is a part of the Manaiakalani Outreach initiative and the PLD support that is part of this model is the key to success.  One off courses and  conferences have limited value.  Having weekly access to a support person who can work 1-1 or with small groups has enabled many of our staff to make rapid progress with implementing e-learning.  We are fortunate to have this resource in place for three years. We spent little time on planning and even if we had "we didn't know what we didn't know" so we may have spent time on substituting technology (SAMR) for traditional learning tools.  By leaping into e-learning we are learning by doing and with easy access to support each teacher is able to progress at their own pace.  Having the commitment of PLD for three years should embed e-learning practice as well as developing the expertise within the staff to lead others.   

  • Courtney Andrews (View all users posts) 20 Oct 2015 4:56pm ()

    Karen your statement " ...talk about wanting our students to learn through 'doing' and finding relevance in what they are learning, and linking it to their own worlds" here in a nut shell you describe inquiry learning.

    You are quiet right that we as teachers need to be constantly within an 'inquiry with technology', building our capacity to understand that if we teach today as we did yesterday then we rob our tamariki of tomorrow.

    Watch this short video clip that depicts technology development and take note that it was posted 4 years ago. You also discuss the importance of pedagogy before device have you heard of the SAMR model created by Dr Ruben Puented.  This maybe a tool that we as teacher could use to provide a starting point.  The SAMR is a blooms taxonomy that allows teacher to be reflective with their technology integration with emphasis that its not the type of tool that defines the level its how the individual teacher uses it in the lesson  Weather you are substituting or redefining learning remembering the ultimate goal is maximizing student success.  SaMR is a model that allows schools to be less reflective on the tool and more reflective on the how technology is being used.... has anyone/ school reviewed the how?  Interested to hear what the found.

     

  • Courtney Andrews (View all users posts) 20 Oct 2015 4:58pm ()

    Karen your statement " ...talk about wanting our students to learn through 'doing' and finding relevance in what they are learning, and linking it to their own worlds" here in a nut shell you describe inquiry learning.

    You are quiet right that we as teachers need to be constantly within an 'inquiry with technology', building our capacity to understand that if we teach today as we did yesterday then we rob our tamariki of tomorrow. 

    Watch this short video clip that depicts technology development and take note that it was posted 4 years ago. You also discuss the importance of pedagogy before device have you heard of the SAMR model created by Dr Ruben Puented.  This maybe a tool that we as teacher could use to provide a starting point.  The SAMR is a blooms taxonomy that allows teacher to be reflective with their technology integration with emphasis that its not the type of tool that defines the level its how the individual teacher uses it in the lesson  Weather you are substituting or redefining learning remembering the ultimate goal is maximizing student success.  SaMR is a model that allows schools to be less reflective on the tool and more reflective on the how technology is being used.... has anyone/ school reviewed the how?  Interested to hear what the found.

  • Delaney Yaqona (View all users posts) 12 Sep 2015 7:53am ()

    This is the first that I have heard of the e-Learning Planning Framework.  After a night's reading, I am enthused to help lead my school through this journey.  At this stage, my school is in the 'Emerging' phase of the Framework!  There are some areas that are well into the emerging phase but at the same time there are others that are yet to start.  For example, our school now has the technology and infrastructure capability to meet the needs of our staff and students.  As a classroom teacher, I have recently attended a Mathematics workshop that focussed on using software packages (Geobra, iNZight, etc).  These have been great tools that my students are enjoying and feeling confident using.  Our school is currently getting KAMAR installed which will improve the communication between school and the wider community. However, what we are not doing as a school is a school wide approach towards digital literacy and e-learning.  This is definitely the next step!  The Sacred Heart Girl's College video is a great example of how I visualise our school approaching digital literacy. 

  • Dean Sheppard (View all users posts) 02 Oct 2015 12:36pm ()

    G'day

    We have been working on this at our school for the last 18 months or so...and it is amazing just how much there is that needs to be considered in order for a school to reach the extending and empowering stages.  We have bought in KAMAR 12 months ago and that has been a fantastic tool for communicating with caregivers and staff are now engaged in using its power which is great.  We are keen to keep up with the times in terms of the use of digital tech in the classrooms but before we could really invest in this we have been waiting for an infrastructure upgrade. Our current WIFI system can be a little hit and miss depending on your location in the school, this is due to the density of the wifi access points), luckily this is currently happening...after this upgrade we will be fairly confident that our network will deliver the capacity and robustness required for BYOD and reliable access for all.

    Then we need to think about how teaching and learning can benefit from digital tech? what will teachers do, what will students do and how....is it simply about access to online tools?, should we consider a more holistic approach such as using Google Classroom and associated apps? Should it be all of the above? My best guess is probably yes. 

    The next thing we needed to consider was a digital citizenship doc...easy take the generic one off the NZ website...(www.netsafe.org.nz/done!

    Ok so where to next? this begs the question...when do you tell caregivers it is compulsory for their students to have a device (laptop, ipad, chromebook etc)..To me this is a little like the chicken and egg scenario.  I actually believe if we want it to work effectively we need to develop the knowledge and skills of teachers so they feel confident using digital tech with their students...but not only this allow them to recognise that their students may well be able to teach them a few things...This is the stage where we are currently at probably still 'Emerging' but we are working on entering the 'Engaging' phase

    We have also recently appointed an E-learning co-ordinator who is using the eLPF as a reference point to drive our school in the right direction.

    NB...My previous school implemented a compulsory policy for Year 9 students and by Year 11 many students were not using their devices...this worries me a little..something else to consider when pondering the question when to make it compulsory.

    Anyways just a few thoughts

     

  • Steve (View all users posts) 12 Sep 2015 11:18am ()

    Thanks Kerry

    I loved your korero and the journey your kura is on. Jane Gilbert spoke about "space" in a very different and unique way. If schools were to align their practice, pedagogy and performance to her definition of space between things, what could/should it look like?

    Thanks Delaney

    You mentioned that KAMAR will improve the communication between school and the wider community. What evidence would be needed to ensure that this is the case? What discussions would be going on? 

    Thanks Koren

    I agree innovative learning environments can be very daunting and scary. What can leaders do to help teachers move through the "scary moments"? 

  • Suzanne Pidduck (View all users posts) 16 Sep 2015 2:15pm ()

    Hi Steve,

    Our school is one who has used KAMAR to improve our communication with the parent community and I know of others who have done the same thing. We've shifted from a labour intensive bi-annual reporting system which required about 7 weeks from beginning to end by the time reports had gone through teachers, form teachers, deans and the Principal. We now have a system where each subject teacher comments during the term on a student's progress. The comments are feed-forward by nature and housed on a KAMAR parent portal. The comments are more frequent but much briefer and more specific. At the end of each term, parents should have a brief comments on the child's progress in each of their subjects, with specific advice on where to go next. From this point of view, we think our students are getting improved understanding of their child's progress and achievements. I will say that this system only improves communication in a school community where there is a high level of computer access amongst parents. It could just as easily remove parents further from their child's learning if it wasn't the right community and it is a risk our school needs to actively manage (ensuring some parents get sent PDFs once a term of the comments etc). We think the system is more meaningful and less onerous (what a great combination) than the previous one but it is still going through ongoing tweaks.

  • Geoff Childs (View all users posts) 21 Sep 2015 10:50am ()

    More meaningful and less onerous! Bottle it. I think it also enhances a more dynamic interaction in real time. As you mentioned Suzanne, the process used to take 7 weeks, by the time parents/caregivers go to read the "old" reports they were at least 7 weeks out of date...

  • Stuart Read (View all users posts) 01 Nov 2015 11:44am ()

    I enjoyed reading your post Suzanne. Using KAMAR to improve  communication with the parent community is an excellent one.  It's great how this has led to a change in your reporting from a bi-annual reporting approach to a more formative, feed forward one. How does this sit with MOE reporting requirements? Do they accept this as reporting in writing at least twice a year or do you have to do more "formal" ones as well?

    Research tells us that when we strengthen the links between home and school and parents and teachers work in partnership, educational outcomes are optimised. Using digital technologies in the way that you are will help achieve that.

    From now on my Intermediate school will be using KAMAR to write our reports and record standardised testing data. This will help the transfer of records to the colleges that our students go on to. It's great that communication between schools will be enhanced.

  • Doug Walker (View all users posts) 22 Nov 2015 3:41pm ()

    Hi Suzanne,

    "It could just as easily remove parents further from their child's learning if it wasn't the right community and it is a risk our school needs to actively manage (ensuring some parents get sent PDFs once a term of the comments etc)"

    So true! We moved to Kamar this year, and delved into the use of parent portal. The move away from paper based reporting has been welcomed by staff. In speaking to parents I noticed some less positive feedback, particularly contrasting our old system where weekly notes (tracking) was emailed or posted out. As you indicate, responses from a subsequent parent survey showed some parents don't check it due to a range of issues (too busy/forget to check/ forget password) and miss the convenience of regular emails.

    It would be great if Kamar notified students & parents when information on portal is updated, or parents could opt in to an automatic email of any comments. I've submitted a request to helpdesk. Another thought was to have a 'reply' button in parent portal to provide easy communication between teachers/students/parents - I wonder what the pros and cons of this would be.

  • Philip Jellyman (View all users posts) 17 Sep 2015 4:23pm ()

    I am sure that many of you will have seen the media reports based on an OECD report that computers/technology does not raise student achievement results http://www.bbc.com/news/business-34174796. I appreciated Claire Amos's response in her blog (http://www.teachingandelearning.com/) which largely correlated with my own thinking. We need to be able to clearly articulate what we believe the advantages of integrating digital devices into the curriculum are if we are to push to modernise the way we teach and the way our students learn. So the data so far doesn't support the use of technology in schools - to me this emphasises the importance of developing teacher pedagogy as well as technical competence. Technology is a tool - plonked in front of a student without changing the way we teach is unlikely to achieve much, but integrated well into teaching and learning it will better engage and extend our students, not to mention preparing them for the world they live in and will work in. 

    On another line of thought regarding the e-Learning Planning Framework, this is a really good tool to reflect on a regular basis as to where you think the school is at, and where your staff thinks you are, and from which, used regularly, you can inform future decisions. The downside is that it is a pretty big document so using it in full, and on a regular basis, is not overly practical. In our case we focus on two or three of the strands at a time so that we get information that is focussed on the areas we are interested in and make teh analysis manageable and relevant (and to keep staff onside too).

  • Leigh Hynes (View all users posts) 17 Sep 2015 4:50pm ()

    I have to concur heartily with Claire and you, Philip.  Interesting how the journalists are also so focused on the results of standardised testing (PISA) as a measure of student success as well.  While I believe there is a place for gathering some data to help the nation and schools raise the level of achievement in some areas, I do find it hard to reconcile this reliance on said data as a measure of success of children.  I thought we were past the industrial age.  

    How about the usefulness of a tool like youtube in being able to teach a child how to play a guitar, or fix a car, or learn to programme using code?  And would any of those children be failures if they failed to pass the PISA tests?

  • carlacook (View all users posts) 17 Sep 2015 9:27pm ()

    Phillip when reading your post I share many of the same views. Technology is a tool and is only as useful as the person operating it. Teachers have had in depth literacy PD etc but many have found themselves with new devices and very little knowledge of how to use them effectively. One idea I heard along my NAPP journey was knowing where you are heading - thinking about the end of the road,rather than where we'll start and fumbling along. A lot of thought needs to happen to ensure the systems are in place. Without this forward thinking things will take a lot longer and be less effective. I look forward to reading about how others have implemented elearning into their schools and what was the key to the success. 

  • Scott Bayne (View all users posts) 23 Sep 2015 10:15pm ()

    I recently completed a paper at Otago uni which focused on technology and the 21st century student. While technology is raging forwards at an unbelievable rate, our own knowledge of using it and our knowledge of how to use it as a teaching tool is different. By having a better understanding of where technology sits within our own abilities, our pedagogy and our subject then we can truly understand the real issues. Often the urge is to use the next big thing in technology of feel that we are getting left behind. I started using this site to understand the different aspects of technology and it has allowed me to better understand what the real issues are.

    TPACK

    Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge

     

  • Lisa Olsen-Brown (View all users posts) 11 Oct 2015 10:17am ()

    Tēna Koutou,

    Carla, I totally agree, our staff has had in depth PLD around literacy and numeracy etc and also in fact had PLD for ICT, the trouble is, as Scott discussed, the technology is moving at such an incredible rate, that I for one feel as though the moment I begin to get a handle on one thing the bench post has moved or something 'newer and better' is being introduced, often causing me (and I am sure others) to feel overwhelmed by it all.

    I am ICT challenged! A priority Learner, BUT, I am fortunate that I have colleagues who are ICT savvy and extremely supportive. In saying this I do believe I have something in my favour, I am aware of my shortfalls in this area and willing to try, learn, explore as I see that technology cannot be avoided and should be embraced as our current and future and students are digital natives and the scope that technology gives you as a teacher to 'reach' your students is immense.

    As well as going on the NAPP journey this year, my colleagues and I 'jumped in' and also have undertaken The Mind Lab by Unitec's postgraduate Certificate in Applied Practice (Digital and Collaborative Learning) programme. 

    So far, as well as exploring a number of apps and programmes we have also looked into leadership theories, the benefits of blended learning and flipped classrooms and collaborative practice using digital tools. For me the best part of the programme has been the close analysis and critical reflection I have done on my own practice.

    If any of you have the opportunity in your area to take part in this programme, I would highly recommend it!

    http://themindlab.com/programme-overview/

  • Steve (View all users posts) 18 Oct 2015 5:59pm ()

    Tena Koe Lisa

    Your journey sounds exciting! As a total immersion teacher what are some key considerations regarding the use of ICT (the integration of e-learning) around Te Ao Maori, Maori teaching philosophy and pedagogy that you have had to think about? I look forward to your answer? 

  • Ariana Silao (View all users posts) 27 Oct 2015 10:54pm ()

    I agree with this Carla - technology is certainly just a tool or a vehicle for success. We need to ensure our teachers are competent with devices and the programmes they offer, but importantly ensure that our teachers understand how they will use this to support learning. We had to put at least two years into trialling different devices in the classroom before we decided what we would use and how we would use it in our reading, writing and maths programmes. Small steps were vital in order to keep staff on board too!

  • Kaye Gillies (View all users posts) 29 Oct 2015 8:33am ()

    Hi Ariana,

     I'd be really interested in knowing what small steps you found effective.

    Cheers Kaye

  • Lynne Thompson (View all users posts) 01 Nov 2015 9:06am ()

    I agree with you Carla and others, regarding using technology to support learning. Using technology enhances engagement with learning but cannot be a measure for improved outcomes.  At our school we have a variety of devices in each class so that students become confident at using different forms of technology to help with their learning. We implemented a variety of devices across year level groups after discussion with classroom teachers about what they as teachers, would use with confidence, what they would like to use but need some PLD and  what their students would use well for engagement. 

  • Teata Ateriano (View all users posts) 19 Sep 2015 10:46am ()

    When attending NAPP 2015, I was envious of schools moving forward in this digital era. I agree Kerry that it is more than working side by side. Engaging in meaningful discussions and analysing for our students are definitely a change to moving forward using this tool.

    You are right Carla - New devices are coming into the school but using these effectively is an issue. At my school, we started off with a computer lab, then the devices got moved into the classrooms for more effective use by students. That's where we are now.

    Thank you Delaney for the e learning framework site. For e - learning to move at my school, there is a GREAT need to build teacher capability. Look forward to reading more about e-learning and how others are coping.

     

  • lizzy (View all users posts) 15 Nov 2015 3:47pm ()

    I too was interested in the schools I heard about during the NAPP conference that were ahead of where our school is. 

    I find although we are moving forward and definitely developing in this area we don't have a long term goal or strategic plan.  I can prove challenging to move forward when this is seen as acceptable.  For us working toward getting this type of plan and steps in place is essential so we all move forward. We too are working on building teacher capability and have made goo progress in this area.  We need to dedicate more time for teachers to embed what they learn so it is not something they use for a short time and then drops off. 

  • Sharelle Donaldson (View all users posts) 22 Nov 2015 9:23pm ()

    We are in enviroments were some people are quick to jump on and try new ideas and move from there.   We have people who are slow to move, but with support will learn new ideas and then the ones that are hard to shift. 

    Like Steve said how do we shift those towards the many benefits of the growing technology we are surrounded with? I too remember Jane Gilbert and her challenging presentation at this years NAPP conference in her word: The world is changing, unpredictable.  People need to be able to know what to do when we do not know the answer.

    Her answers were:

    We need to prepare people, not for the  known or even likely outcomes, but to be agile enough to face any possibility.

    How can we connect/collaborate/think with diverse others ‘in the network’?

    Diversity encouraged, not assimilated

    Intellectual agility through existing knowledge

    Spaces between+collective cognition= very different thought system, very different

     

    It is change that has to take place and the plans will evolve.

  • Mia (View all users posts) 19 Sep 2015 11:11am ()

    I always love reading about what other schools and educators are doing, especially in an area that is so quickly changing all the time.

    A few years ago we started using the e-LPF in our school to start create a 5 year plan for e-Learning in our school. The other e-Learning lead teacher and myself worked, reworked and agonised for months over it. Looking at e-Learning in our school, compared to then, how far we have come! I couldn't have dreamed up then what we are doing now. Looking back, I think I'm having one of those 'lightbulb moments'. How could we plan five years out when we had no idea what e-Learning in our school could look like in 5 years! This is that old issue of preparing for a future we can't actually be sure of. We talk about it in educating our kids; we're preparing them for professions that haven't been invented yet and educating them for a world we can only speculate about. In the same light what we might think is the right direction in e-Learning, may change as further innovations come about.

    That said the different dimensions of the e-LPF were a great start for us in termds of figuring out where we were at and about where we wanted to head in each of those areas. I think the key thing I would tell others is that it's really hard to plan too far ahead with e-Learning as new ideas/ initiatives/ tools are coming thick and fast. We can plan for the outcomes we want e.g. stronger digital citizenship, increased teacher capabilities etc and why we want these things so we can have goals, but I question the benefit of having too much directive.

    I'm sure others will disagree and I'd love to hear others ideas about how to forward plan in such an ever-changing area of education.

  • Maxineluff (View all users posts) 06 Nov 2015 11:55am ()

    I agree that you can not plan too far ahead with evolving technology, yet I think that as a school the training and ongoing PD for staff needs to be factored and budgetted for.  We have spent thousands on attending u-learn to have only 4 staff left here yet what we do have is knowledge of e-tools engrained in teaching practises.  We have screens apple boxes iPAds etc and these are used in some not all classes, changing this is our goal.

  • Bridget Davidson (View all users posts) 07 Nov 2015 1:10pm ()

    I am really interested in this discussion as we have effectively had some BYOD at school for several years now, but are about to formalise this with our Year 9s next year - being totally BYOD - and encouraging it with the rest of the school as well. 

    I can see the u-learn issue above but can equally see that those teachers will be able to contribute in the new schools to which they go, so it is not a loss overall. Some of the u-learn inspiration will still exist beyond them in the school. 

    I guess what we are noticing is that the technology - in particular the Google technologies - (Docs, Sites, Classroom in particular) and other web-based technology are catching up and replacing many older interfaces (Moodle, Ultranet etc.) both for students and teachers. This is exciting as we need to remember that the technology just gets easier and easier. We used to have to have tutorials and a long list of instructions to do very basic things whereas now, it is all fairly intuitive - and if it isn't then we tend not to use it. 

    I guess I notice that the Year 9s at school are far ahead of the Year 13s in terms of keeping everything sorted and organised in Google Docs. I feel the students should drive the changes (coupled with a robust wireless system) rather than focussing on teacher expertise. This year I made two lots of movies with my Yr 10 English class using just their phones (one per group and then online editing on their phones). I have no idea how to do this but the films were uploaded and shared in a few periods and were excellent. When they had a problem they simply asked other students - all produced with a few phones. We just need to let go of the control a bit and trust a few experts in the class to lead the way. 

    This of course is frightening when we have so far had a very systematic approach to technology and its implementation. We will only succeed in letting go - by engaging students and injecting a bit of fun and life into the classroom. Equally it is great for student -teacher relationships to be sharing this sort of experience. The thing to remember is that everything should be balanced, and a blended approach is the only way forward. There should be writing, reading, oral and group activities as well. There should be silent and noisy work times. Lessons should cater for all types of learning styles over time and be inclusive. Building the class environment and having everyone on board is paramount. 

    In the final analysis they are just tools and really it is the student learning that should drive every decision we make as teachers. Engagement is surely a part of this - as are professional presentation and organisation - which can be accessed through e-learning.

     

  • Candis Wood (View all users posts) 08 Nov 2015 4:01pm ()

    I agree Maxine with your statement 'you cannot plan too far ahead with evolving technology'. 

    As the leader of our senior syndicate made up of 5x classes all with 1-1 Chromebook devices, I have lead this implementation process and along the way we have continued to modify, adapt and change our implementation plan many times. This is vital because if the implementation plan stays stagnant for too long, people get stuck in the same old same old and new developing initiatives get lost in the process. However, alongside this I do believe you need a period of time to consolidate new initiatives on the implementation plan otherwise staff can get upset that changes are being made too fast and also if changes are being made too fast how can a school ensure the correct practice for effective use is being adhered to?

    I believe that it is vital that ongoing staff PD needs to be factored into the school budget. We have done in school PD this year which has been led by myself due to an outside provider mucking us around. This PD has been delivered based on readings and findings that I have spent time looking into, as well as from observations of other teachers using such devices and programmes within their classroom teaching and learning environments. As well as this, I attended this years ULearn myself with one other staff member and all of my breakout workshops were ICT related and as I sat in each one having already tried some of the apps etc in my own programme or hearing of new ideas, I  wished that all of my team had joined me on this experience because I could see so much reward in them doing so having opportunity to gain PD not driven by me and my findings from PD I have been provided as a leader of this development but rather from what captured their interest to spark a direction for their own learning/practice.

    So 2016 is the year where I will push for others to receive more PD in this area because I as the leader  now feel I have a range of tools and strategies under my belt which I can support my staff with but they need opportunities without hearing this from me rather exploring first hand themselves just what initiatives are around for them to try in their own classes.

    In doing the above I see benefit in this for myself as I will have a team that will be more involved in working towards our vision for such use of devices in the classroom.

     

     

  • Bridget McDowall (View all users posts) 22 Nov 2015 8:57pm ()

    Hi Candis,

    Your post has raised some excellent points. I too lead ICT in my school and agree that things continue to change and require constant modification to keep things moving forward and to keep things relevant to current classroom practice. We have had ongoing PD this year as a staff and it has been extremely valuable to students and staff and this has changed the way that devices are used in the classrooms. There is no doubt that these devices improve student engagement, the goal now is to use the devices in a way that improve learning and student outcomes. I have seen students do some amazing things this year using Chromebooks and am looking forward to new challenges in 2016.

    A couple of questions for you...

    How do you manage internet safety in your school? How are you monitoring what students are doing on the devices? 

  • Ange Rathbone (View all users posts) 20 Sep 2015 4:11pm ()

    Frances Valintine, founder of the MindLab, writes about the next generation as the digital natives.  - these 12 year olds that are about to hit our secondary schools and they are experienced digital learners who are practiced at inquiry learning techniques and they have possibly never experienced a traditional classroom.   

    As Frances says " These are active learners familiar with inquiry-based practice, who have learnt to pivot seamlessly between devices and across different platforms while they deep dive into subject areas that are delivered online, offline and in immersive learning environments.  This generation of the disruptive learner who will bring their experience of collaboration, openness and digital literacy to the classroom. They are redefining, modifying and augmenting the learning process and bringing a technical confidence to the classroom"

    substitution - redefining - modifying - augmentation  = SAMR model for integrating ICT into our teaching and learning practices

     

    Valintine questions are we ready at high school to best support the learning needs of these 12 year olds, have we adapted/developed or ICT practices enough to provide authentic learning for this wave of digital natives that corresponds with the world they live in.

    Valintine believes It is time for new modalities, where co-constructed knowledge is scaffolded and powered by digital pedagogies. Let us be part of the solution as we build a new education system that supports the development of creators, doers, innovators, coders and problem-solvers.

    For me as an educator it is about being open to new digital learning practices, never being afraid to ask questiosn, Ako between student and teacher.

    http://www.lhmartininstitute.edu.au/insights-blog/2015/08/213-next-#.Vd7NT0psUns.twitter

     

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e-Learning: Leadership

e-Learning: Leadership

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