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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

  • Carl Condliffe (View all users posts) 24 Nov 2015 9:52am ()

    I really like the e-Learning Planning Framework. It clearly outlines the "evolution" of a school with regard to their integration of technology in meaningful ways. I actually wish I had seen this document a lot earlier than I had!

    I have taught in two schools at the time they were implementing their BYOD / e-Learning plans, and I must say that one school implemented it significantly better than the other. The big difference between the two was the Pre Emerging phase of the eLPF. There was a really strong direction and focus provided by the leadership team who had created goals linking to the schools strategic plan. As the school moved into the Emerging phase (which lasted 1-2 years) the staff were given significant PD and support in looking at meaningful uses of technology in the classroom - Less substitution and more authentic approaches! That particular school transitioned into each phase in a positive manner and both students and teachers were better positioned for it.

    The other school took more of a "provide the infrastructure and devices" approach and hoped for the best. Safe to say that staff confidence is lower than it could be and technology is not really embedded as it could / should be.

  • kim pewhairangi (View all users posts) 22 Nov 2015 11:22pm ()

    This year a colleague suggested we add a Whanau feedback slide into our Student Lead electronic portfolio, which we had just moved up into Google slides, where whanau can see what their taonga are doing and give feedback. This was another great way to engage our Whanau with their child's learning, showing them just how much work, thought, time and effort goes into making a 'simple' slide. We have been slowly nudging our colleagues along using Google Docs, as well as our own class/student learners, who in turn share on their knowledge. Barriers to this are lack of internet in homes, but we encourage our whanau to visit the library where there are computers and free wifi.

    Our colleagues have appreciated the shared planning, but we are now taking it a step further, and only sharing as a 'view only doc' ( forcing ) gently nudging them to learn how to make a copy for themselves. All minutes are done via Docs, with collaborative minute takers. Next step is to become a GAFE school! Love e-learning! 

     

     

     

  • Piata Allen (View all users posts) 22 Nov 2015 10:51pm ()

    I am interested in the high uptake and usage of free software in classrooms. Are we fully aware of the terms and conditions that we are signing ourselves and our students up to? What is the role of the school in educating students about the collection of data through free software? 

  • Denise Johnson (View all users posts) 19 Nov 2015 5:19pm ()

    As a school we were really excited to jump on the bandwagon and bring in BYOD. However the most valuable thing it has taught me about leadership is to lead by co constructing a vision for e-learning first! Create one using staff, student and Whānau voice, as well as professional experts and then you are all on the journey together. If not, then things quickly fall apart and it is not sustainable as the foundations haven’t been put in place.

    Once your vision as a school is created then as the principal and ICT director from Sacred Heart College indicated the keys to success are:-

    • to be collaborative (both within your school and the wider community)

    • to scaffold each other’s learning, using the principle of  ako as no one has all the answers and often students know more than the teachers

    • Giving regular time for practice.

    • Create systems to help teachers manage and monitor online learning otherwise it can become very daunting for many.

    • As a leader, lead using the inquiry cycle so that both staff are constantly reflecting and considering ICT and how it can be used effectively for  learning schoolwide.

    Visions can change and evolve as staff and students develop changing needs but without one to begin with, e-learning can quickly become overshadowed with problems not solutions.

    As I have made this journey over this year, regarding our e-learning vision, I have found the VLN forums to be a fantastic avenue for ideas and expert advice so thanks to all those who have posted some great ideas and learning!

  • Rachel Johnston (View all users posts) 17 Nov 2015 7:31am ()

    Something my school has been working on is using e-learning to engage with our community more. We are discovering ways to involve parents in the learning of their students and to get them interacting in this learning. Some of these have been successful and others are a work in progress. 

    At each step we have asked the community how the new initiatives have been working and tried to change what we have been doing to work better. We use blogs to show what is happening in the classroom, and email parents when new information is going on the blog, we have a digital newsletter that can have videos and photo feeds, this is emailed to all parents, work in class is shared via google docs. 

    I do not think that it is a case of trying to increase the use of digital technology in the school but to ensure that what we are using it for has a real purpose. 

  • Lisa Larwood (View all users posts) 16 Nov 2015 9:48pm ()

    Yes , the technology is a tool and in my experience is being used with varying effectivness.  If we can engage our students without tecnology, can't we just teach literacy and numeracy.

    In some schools, availablility to access a 'digitial class' is an equity issue.  We can't forget that!

     

  • 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.  

  • 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). 

     

  • 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.

  • 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.

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e-Learning: Leadership

e-Learning: Leadership

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