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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

  • 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"? 

  • 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? 

  • Steve (View all users posts) 18 Oct 2015 6:18pm ()

    Wow this is awesome Manny.

    Would love to see how this evolves. Quality connections with whanau are the key. When thinking about sustainability what things will you be trialling, developing, building, encouraging?

  • Steve (View all users posts) 01 Nov 2015 3:19pm ()

    Kia Ora Lynne

    Using technology enhances engagement with learning but cannot be a measure for improved outcomes. This is an interesting statement? I would say in the larger picture engagement is only 20% of the equation which equates to 80% of unmeasurable outcomes in this scenerio? 

    What steps are required for the transformation of student learning to occur and the transformation of teacher practice? If you were able to measure outcomes according to SAMR for both teacher and student what would you expect to see? What discussions would be needed to create the change? If the SAMR data suggests teachers and students are constantly falling short is this not a measurable outcome? 

    http://wiki.lib.sun.ac.za/images/thumb/5/51/SAMR.jpg/600px-SAMR.jpg

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e-Learning: Leadership

e-Learning: Leadership

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