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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

  • 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.  

  • 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’.

Join this group to contribute to discussions.

e-Learning: Leadership

e-Learning: Leadership

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