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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:


  • 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).

  • 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.