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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

  • Jill Pears (View all users posts) 02 Nov 2015 6:20am ()

    Now that we are well into the 21st Century I am going to come from left field slightly and say that the focus on whether or not eLearning improves students outcomes is getting slightly redundant. When I think about what I do (which is similar to what students do) I learning online, communicate online, write online, watch movies online, listen to music online. Devices and being connected is so much of what we do from day to day that to remove students from this environment when they enter schools is placing them in a foreign place where they lose their key methods of learning and communicating. How many schools still make students leave their phones in their bags (mine does for example!!). I want to drive a focus that just assumes that students have devices (and preferably access to a variety not just iPads or just Chromebooks). And, and this is a very important and, these are being used in ways that mirror how adults use devices in the real world ... to learn. I still see a number of schools using devices on a rotation, or as a reward, or just for drill and practice activities .... or even worse, a punishment is to not be able to use a device - great - take away the best learning tool a student has from a disengaged student. Having devices (preferably individual and personalised and student owned) should be a given now that we are well into the 21st Century.

  • denis pyatt (View all users posts) 04 Nov 2015 11:57am ()

    You say your post is coming from "left field slightly" Jill. I don't agree! I think it's coming from the heart of the matter. You've nailed the central issue beautifully and I couldn't agree with you more. And you're absolutely right; Everything you say is perfectly logical. So how then do we deal with the doubters and the nay sayers? Will they eventually disappear under the avalanche of digital innovation? Or will they continue to poison the well. Or should we, as Jon says in his recent post, engage Saatchi and Saatchi to fight the battle for us?

  • Katie Macfarlane (View all users posts) 22 Nov 2015 3:50pm ()

    I agree with you Jill - at the moment digital technology has not been 'normalised' within schools. I think this is mostly because many are still grappling with infrastructure and decisions around the 'what and how'. We are looking at the SAMR model in our school for next year and what is clear is that whilst many of the students are functioning at a transformational level in the way that they use technology themselves, many schools and teachers are still using technology as substitution/augmentation tools. A school-wide philosophy that has ako at its heart is so important - we can learn so much from the students in this area! We also have to be able to accept that we won't necessarily have the expertise within our own schools to help us, so we have to be prepared to collaborate with the wider community to seek new knowledge and ideas. We had an example where we were debating over the costs of hiring lighting equipment and technicians to bring to life the creative ideas of the students. It was expensive and looking like we would need a reduced option. One of the students came to us with an app that he had designed to run the lighting so that we could save ourselves some money. None of us had that capability! There are so many possibilities if we are open to new ways of doing things.

  • Carl Condliffe (View all users posts) 24 Nov 2015 9:59am ()

    How exactly do you plan on using the SAMR model Katie? Is it just a feedback continuum for staff and their approach to technology or are you using it as a guide to plan your professional development etc?

    I remember having a confused staffroom when I discussed the SAMR model (most likely useless presenting!), but I found this image that was a little more layman friendly when describing the model!

    https://pbs.twimg.com/media/BZ9Y7wMCQAEP989.jpg

  • Melanie Matthews (View all users posts) 02 Nov 2015 2:19pm ()

    Hi Jill 

    I totally agree with your points about eLearning being a big part of what we do each day. Being connected and collaborative are skills we should be encouraging and mindful that our students are workings as good citizens in the digital world and the real world. 

    I was recently in an IEP where it was mentioned that the students spent too much time on their device and this needed to be reduced or removed. I asked the question would we do the same with pens and books, take them away because they spend too much time on them. The focus needs to be on the learning not the device.

    A big part of our job is to encourage our teachers to become connected and collaborative in the digital world so they can be more knowledgable about the potential and purpose of the devices our students love to use. We can't do this if schools are banning devices or giving them out as rewards.

    I enjoyed listening to Chris Allen and Mike Wilson on how their school used the teaching as inquiry model for professional learning. Mike Wilson mentions that teachers wanted to have more control over their PD. To build capacity of our own staff, to enable eLearning the teachers as inquiry model is an excellent format for everyone to wok at their own pace and with their own needs in mind. We should be allowing the same for our students, giving them control over their learning and the pace of their learning using their own inquires of learning.

    We use the teaching as inquiry model in our school and is required by all staff to complete a project and present to their peers. At the moment we are in the process of reviewing our eLearning and presenting this to our BOT. During the review with the eTeam we will discuss the need to include eLearning in the teaching as inquiry model to strengthen what we are already doing. 

    Great conversation here, challenging and so so pertinent. 

  • rboomer (View all users posts) 02 Nov 2015 10:33pm ()

    Joining my current school from overseas two and half years ago I was given the responsibility of an area in which some progress had been made towards improving and integrating the use of ICT across the senior end of the school. For one reason or another progress has stopped and my nature was to action a plan and gain some momentum. Although I know I thought this through carefully, I believe that as a full-time classroom teacher I did not have the time to fully investigate current research in relation to 'screen-time'. Recent media releases are challenging our school to consider our actions carefully.

    We are now trying to improve our communication in regards to eLearning and the role of eLearning within our school. The most enlightening experience was inviting parents in for a eLearning information session. It quickly became apparent that we as a school had made some fairly large assumptions about the capabilities and knowledge of our parent community, even though many appeared to be digitally savvy. This prompted the use of a regular eLearning spot in our school newsletter with tips for families in regards to screen time, establishing boundaries etc.

    This year with greater release time I have been able to investigate the eLearning Planning Framework. I have found the eLearning Planning Framework to be of benefit as I have been able to use the survey tools to gain greater information from the community about their perceptions of ICT use within our school. I will continue to utilise this tool. For the time being we have slowed down as a school but making any major changes as we establish the risks for our students if we are to have more time around devices each day.

  • Jon Ward (View all users posts) 03 Nov 2015 2:58pm ()

    I agree with your points Jill about the focus being a moot point. The fact is we have moved away from skill and drill and memory recall as a society and yet we continue to push it in the way we assess the effectiveness of our education systems. As Genghis Kahn is quoted as saying, “Train as ye shall fight” – using ICT is an integral part of nearly every adult’s daily life. When accessing information and communicating we wouldn’t suddenly say that we’ve spent too much time on a computer so now we have to look things up in the Encyclopaedia Britannica or write a letter on paper and post it. This disassociation from society’s norms not only alienates students from their learning environments, it suggests that learning only happens in the rarefied atmosphere of a classroom and not as life long learners. We are training the students to consider learning as an anachronism and irrelevant.

    Whether academic results go up, down or are maintained our key role as teachers is to engage our students. ICT, used effectively, does this.

    The big question is not about whether students should be allowed technology, nor how much time they should have using devices. The question we need to be asking is how do we develop our teaching practices to use technology effectively in all learning environments.

    Teachers who are still reminiscing about how technology has taken the rigour out of education should instead be turning their energies to inquiries about how they can adapt their teaching repertoire.

    We've spent the last two years embedding ICT into teaching practice. The aim has been to ensure that technology usage is more than simply accessing the internet. Key to changing practice has been the way we have developed learning sequences with e-Learning embedded in the schemes of work. Collaborative practices have been enhanced using elements such as Padlets and Edpuzzle in online schemes that students can engage remotely with each other and the content.

    The surveys of student practice that we have undertaken show little change in academic success rates, but a huge gain in ratings on Key Competencies.

    We were aware of the fact that we did not want E-leaders in the school to become the holders of all information. Weekly staff PD, as done at Sacred Heart Girls' College, has provided an opportunity for all staff to engage in conversations about how we are using technology. There has been a mix of PD and small group investigation. Inquiry projects around utilising technology form a key element of our appraisal structure.

    We have used the SAMR model to help staff simply define how they are effectively using technology, with many tasks now being augmented and redefined. Our ongoing goal is to support our community to recognise the role that technology has to play in the way we educate. As every one of our parents has been to school and is an educational expert, we are starting from a base of some negativity and concern about how Modern Learning Practices will support the accumulation of literacy and numeracy. Where's Saatchi & Saatchi when you need them?

  • Sue Elley (View all users posts) 14 Nov 2015 4:53pm ()

    HI Jon

    The huge gain in Key Competencies as a result of e-learning is the desired outcome.  These are the skills that our 21st Century learners need to be developing. Parents however are less likely to understand the significance of the KCs and schools should focus on  demonstrating the benefit of these when providing parents with information.  E-learning is integral to developing the front end of the curriculum - Vision, Values and Principles.  I saw impressive examples of young people in Auckland schools recently who were connected locally, nationally and internationally through their use of blogs, sites and Google Plus.  Their communication skills, using various digital methods, had developed in ways that traditional reading and writing can not compete with.  Creating and sharing learning with an authentic audience, receiving and responding to feedback from others is a daily event for these students.  These are the messages that schools need to giving and having students demonstrate for parents and the community. It will be cheaper than Saatchi & Saatchi,. 

     

     

  • Jane Hambidge (View all users posts) 15 Nov 2015 11:56am ()

    In a recent job interview I was required to make a presentation around how I would go about enabling Digital Citizenship in my new school. This helped to formalise my thinking in this area. I believe there are three parts to the "how"  we go about enabling Digital Citizenship. Using the E Learning Planning Framework to drive Digital Citizenship which will then embed it in the strategic plan, then deal with "how" we will teach the staff (via PLD) and the "how" we will teach students and their families. The key for me as a new Deputy Principal will be to spend the time finding out what the current state of play is in my new school through formal and informal surveys. Sitting alongside this will be integrating teaching of Digital Citizenship into the curriculum of a school which goes from preschool to Year 13 so that sustainable e learning occurs. Any thoughts people can share around how to do this would be much appreciated as I divide my thinking between my current school and my new school.

  • Tessa Gray (View all users posts) 24 Nov 2015 11:27am ()

    Hi Jane, thank you for the practical ideas around clarifying, documenting and teaching Digital Citizenship. Some questions to further your thinking in relation to the e-Learning Planning Framework, can be found in Enabling e-Learning | Digital Citizenship page in TKI.

    As you say, finding the current state of play is important. A good place to start is NetSafe's kit for schools. The kit includes 7 steps:

     

    .... as well as three digital citizenship surveys, which is a great place to start if you want to find out where people are at.

     

    Integrating Digital Citizenship into the curriculum sits alongside your vision for learners. If you want them to digitally savvy, then all teachers may want to role-model what this looks like and integrate the key elements into deliberate acts of teaching in each of their fields. Some schools have chosen to create units of work (each faculty has been responsible for creating a module) focused on teaching aspects of Digital Citizenship (cyber safety, digital literacy, digital identity).  There are some links to view and follow-up with at the end of the following Prezi presentation including resources from Warren Grieve and Digizen.

  • Paul Firth (View all users posts) 21 Nov 2015 12:38pm ()

    I think the point about key competencies is well made. In my opinion, they are the most things we should be teaching our students. As well as these key competencies, we have been introduced to these 21st Century skills at our school.  They are; Collaboration, Knowledge construction, self regulation, Real world problem solving and innovation, and use of ICT for Learning. This site has more information and examples. https://www.educatornetwork.com/PD/21CLD/Overview/

    All 5 of the skills can have a relevance when talking about e learning, but I guess use of ICT for learning is the one that is specific for e learning. The question they ask is ‘Are students passive consumers of ICT, active users, or designers of an ICT product for an authentic audience?’ That to me, is the challenge we have when developing e learning activities if we would like our students to get the maximum benefit.

  • Jarrod Seaton (View all users posts) 03 Nov 2015 8:56pm ()

    Korero 14:

     I’ve been inspired by some of the innovative use of  e-learning into classroom literacy  discussed here.  I esp. liked what you noted Sally – about creating  natural connections between subject areas, this is certainly a goal for me.

    My interest is in developing integrated learning throughout JNR curriculum in our School - using Google docs, creative media and social media to build news ways to present and document learning.

    As an Art/. Music specialist some of the biggest hurdles are getting students to perform for assessments. I’ve used portable “home studios” and Ipads for students to record themselves performing from the safety of home and present the “take” they were happy with. Then we’re they’re comfortable we get the best performances – and students are happy to share clips on the web, building up a normality about performing and taking pride in your efforts.

     

    At a previous school we were able to sync our English creative writing, social studies Drama and Art programs for a semester and I can see how much more streamlined that could be with better use of devices.

    We’ve used Ipads to document notation and lyrics for compositions etc. We are however, we’re still in the “using technology” as an add on to the learning process -  rather than integrating it within the larger learning process. We have a bit of a journey ahead of us. My town has the lowest rate of connectivity in the region  - meaning interacting after hours is problematic. Most students have smart phones and we’ve had some progress creating learning/homework blogs. We have a mixed capacity

    Staff with some creating APPs and others mostly still using hard copies class rolls.

     

    KCS is rolling out chrome books throughout the school next year and implementing an inquiry model for the Jnr  school – standby.

     

     

  • Candis Wood (View all users posts) 08 Nov 2015 3:37pm ()

    Kia ora Jarrod, I read that as a school you are looking at rolling out Chromebooks in your junior school. Are you referring to junior school of a primary or junior school of a secondary?

    I am a year 5/6 primary teacher and we have just rolled out Chromebooks in our senior syndicate of 5x classes this year all with 1-1 devices. Would be happy to share parts of our journey with you if you have specific queries or questions you may be interested in hearing more about from a practical sense having just been involved in this process myself.

    Let me know.

     

  • Jimso (View all users posts) 04 Nov 2015 10:42am ()

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

     

    The eLPF has been an integral tool in assisting us to review our current understanding of what future focused learning looks like for your school. Through this framework, we were able in a better position to complete robust analysis of the data to inform teacher inquiries and to meet charter targets. IT was a collaborative process, many minds with one direction. In terms  of leadership, it has assisted us in identifying the 'hot spots' and areas of growth, which in turn afforded us the opportunity to weave a co-constructed sustainable plan in the strategic plan.

    The leadership team are in a better position to lead change, because we can co-construct school systems and processes; support leaders to engage teachers in ongoing PLD, enable collaboration, engage in challenging conversations asking the hard questions and to monitor and review the impact of it all in regards to SLOs.

    The eLPF is like a 'map' for us. It keeps us focused on the core business and strategic direction - this is where transformative change has taken place.

    Weaving in the Inquiry Cycle is also crucial to us as we all agree that we need to keep in the fore of our thinking, "What's working? How do we know? What's missing? How do we keep the focus? How are we connecting with others in this journey? For us it's about mapping ourselves on the Framework, knowing and understanding our mahi ahead and linking that all to the inquiry cycle which keeps us grounded and focused. A continuous state of reflection and action.

  • Philip Jellyman (View all users posts) 04 Nov 2015 4:08pm ()

    This year we have been fortunate enough to have the Learning with Digital Technology contract which is run by Core Education. This has proven to be excellent in terms of being able to have someone to work one-on-one with subject leaders on elearning and to challenge us on our planning and systems (not that we always agreed). Sadly we have been unable to continue with the contract thanks to the MoE’s changing (yet again) of the requirements around getting these contracts.

     

    We have used the eLPF on a number of occasions to reflect one where we are at and what we are missing. Having said that, in terms of using the document to survey staff we find that, in its entirety it is cumbersome and time consuming and unlikely to get quality uptake from staff so instead we focus on one or two strands at a time to allow staff to focus on those particular areas.

  • Sherilyn Hall (View all users posts) 07 Nov 2015 2:39pm ()

    I have been very lucky to have worked in a school that has embraced future focused learning for a number of years.  This is an on-going learning curve for all involved and requires the leadership team to view the big picture beyond the technology.

    Our previous principal told us repeatedly that we needed to be focused on the pedagogy that underpins e-Learning not on the bells and whistles.  Even with those words echoing in our ears, there have been times that we have been guilty of being sucked into buying the latest and greatest and then having it become an expensive 'white elephant' in the corner of the room.

    Our year 5/6 classrooms have been blended for the past two years. In 2014 enough Chromebooks were purchased for one between two and parents were encouraged to purchase Chromebooks for their children if they wanted them to.  This was not true BYOD as no devices other than Chromebooks were allowed. We did work through the eLearning Planning Framework as part of this process as a whole staff. We used this to reflect on where we were at before we started and where we wanted to be and then repeated the process part way through last year so that we could see what progress had occurred.

    This programme has now been extended so that we are much closer to one-to-one in the senior classes and BYOD has been extended to other laptops, tablets and iPads.  This means that in most cases there are enough devices for all students to use them simultaneously.  At the same time iPads have been purchased for use in the junior classrooms.  These run on airplane mode most of the time so that students cannot go beyond the apps that have been downloaded, but this works very effectively for those students.

    The possibilities that have opened up for our students are almost limitless.  Not only are they able to learn laterally through the internet, it has also encouraged them to make connections that lead to face-to-face meetings and hands on learning. It has required a lot of rethinking for us as teachers.  The students are so much more engaged in their learning. It is not uncommon for them to complain when they are told it is time to stop and have lunch, for instance.

    All of this is great stuff, but the question of sustainability for me remains an issue.  These Chromebooks have a limited life, and a large portion of the BOT's savings were spent to purchase the first batch.  The second lot were bought through a grant, which works well if there is someone who is good at applying for them (but if they leave, what then?). What happens when they reach the end of their lives? It seems that a system like the one used by the Manaiakilani Cluster is more sustainable - a trust that supports parents to buy Chromebooks for their kids at an affordable price and system for payment.

    Clearly these issues need to be continually revisited for this system to be sustainable.

  • Kaye Gillies (View all users posts) 08 Nov 2015 5:31pm ()

    This is interesting to hear the idea "you cannot plan too far ahead" and the difficulties in maintaining momentum in a change.  Difficulties in embedding change are common to all changes - which is I guess why this VLN topic acknowledging this is about sustainable e-learning.

    Seeing the investment you have made into staff is difficult especially if this investment is seen as a one off investment which perhaps there is not finance to repeat.  However with all things that are core to a school essence, investment must be ongoing and part of the initiation process into the school.  As a teacher who has taught in many different schools I know that investment made in me in each of these schools has given me greater skills to encourage other staff, deliver effective teaching and learning programmes at the next school. Like other teachers I arrived at each school invested in and was added to by each.  In this way a school can invest in the teaching profession generally and education in NZ as a whole.  I think this is an exciting prospect.

  • Damien Hollands (View all users posts) 20 Nov 2015 4:28pm ()

    Hello Kaye, thanks for getting back to the question of the "sustainable" aspect of the question. It could easily have be "evolving" This evolution for me has been one of the keys to keeping the momentum and development in creating a totally digital senior design class (like the real world of digital media), firstly a big shout out to NZQA have made it possible to submit in this way and their willingness to evolve their practice and enable this to happen should be acknowledged. They are also dipping their toes into the assessment when the student is ready through digital media. Students feel totally comfortable with this scenario, and the teachers/facilitators are heading that way as well. 

    "Approximately 13,000 NCEA students are to participate in a trial of a computer-based maths assessment in September of this year" “It’s a positive move towards developing digital assessment for all relevant subjects, with the end goal that assessments will be on line, accessible anytime, and eventually anywhere.” nzqa website.

    With my Design students it has been an opportunity to move from a solely design-print based subject to a design what ever you want subject and present it in a way that best suits your ideas, not to be hindered by the assessment criteria. This is happening across many subjects not just maths and the Arts. As a leader i have realised the opportunity presented for my students and have taken the decision to move in this direction, along with others I have the responsibility for its success. So far so good. 

    Getting back again to the aspect of creating a sustainable strategies, the biggest will be when teachers get to the point where they can not do without integrating e-learning into their environments MLE's. This tipping point not only allows the teachers to continue and sustain their digital practice, it will require them to evolve as new opportunities in technology and pedagogical practice continue to develop, wether it be efficiency through the changes in infrastructure, changes lead by ministry ( as above) and most importantly the evolution as we get a more digitally immersed student through the door (or the portal). 

     

  • Rochelle (View all users posts) 09 Nov 2015 9:02pm ()

    I wonder if other people have found this problem?

     

    We are in a school where devices are very limited. Our senior rooms are now using chrome books. But the rest of the school share 5 ipads and classes have 1 or two desktops computers in each room. I lead the Junior Classes and we seem to get devices as they move down the school. New technology is introduced at the senior level and moves down the school as it is replaced - meaning by the time the junior classes get to work with it things are often dated, slow and clunky. We have staff that are still ‘phobic’ of any technology in the classroom - be it cameras, pads or computers. Not a great mix - as it means people just don’t make the attempt to use the available technology. Why would you when it’s not reliable! However this in turn, makes it hard to advocate the spending on technology for these classrooms, “Lets put it in the Senior Rooms where teachers are more likely to use it”. The same goes for PD, often people who are less confident are supported in house. This can of course be extremely successful if delivered appropriately, but I do wonder if people's motivation would be different if they were invested in.


    We are at a stage where we need to discuss the philosophy of e-learning at our school, and our shared expectations of the progression of this throughout the school. The e-learning planning tool looks like an excellent way to start.

  • Sue Elley (View all users posts) 14 Nov 2015 4:23pm ()

    In our school we have purchased 150 chromebooks and  timetabled them  for year 7-9 classes. In addition year 7-8 classes have access to ipads and a few students have their own chromebook.  Next year the intention is for students in these levels to begin the year with their own chrome book as part of the Manaiakilani Outreach initiative.  Most teachers are very keen to have 1-1 devices to overcome the issues of sharing.  With students and their families investing in devices the small number of  teachers  who are slow to adopt              e-learning practices won't be able to ignore it for long. Students' will expect to use their devices and teachers will need to respond.   

  • Pamela Abercrombie (View all users posts) 15 Nov 2015 3:14pm ()

    Hi Sue,

    It was interesting reading in your post about how connected, engaged and communicative learners become as a result of the use of e-learning. The experiences of the learners at our school are definitely in line with this.
    At our school, this year as part of the Strategic Plan, we have had a ‘Pilot’ group working on the integration of e-learning across all curriculum areas. These classes were predominantly in the Year 3 & 4, with one class in Year 5 & 6, and one in Year 1 & 2. In these classes, there is one device (i-pad, Chromebook or a combination) for use between two students. Teachers who were interested in being part of the pilot opted in and as a result, we have our most passionate teachers developing their teaching inquiries around the integration of e-learning. These teachers have found that there have been huge benefits for their learners, including the ‘opening up’ of the classroom and what goes on in them every day to the wider community. There are many opportunities for collaboration between students in the classroom, in the school, in the community and in the global community which is really exciting for all – teachers and learners included. The teachers have found that the students have real purpose for what they are doing and are far more engaged in their learning. Teachers have also found that they really have full integration and that there is rarely a time in the school day that the devices are not part of the learning. The learning planned by the teachers using the devices is always linked to the purpose they have in mind, but often has other spin-offs. The most exciting thing is that as a result of the pilot group’s enthusiasm, many other teachers who were previously reluctant are now very keen to get involved next year. The other great thing is that the teachers who will be getting involved next year will have the support of the people who have been involved in the pilot this year so that their experience is successful and rewarding for both themselves and their students.  

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e-Learning: Leadership

e-Learning: Leadership

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