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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

  • Sue Elley (View all users posts) 14 Nov 2015 2:36pm ()

    Our school is a part of the Manaiakalani Outreach initiative and the PLD support that is part of this model is the key to success.  One off courses and  conferences have limited value.  Having weekly access to a support person who can work 1-1 or with small groups has enabled many of our staff to make rapid progress with implementing e-learning.  We are fortunate to have this resource in place for three years. We spent little time on planning and even if we had "we didn't know what we didn't know" so we may have spent time on substituting technology (SAMR) for traditional learning tools.  By leaping into e-learning we are learning by doing and with easy access to support each teacher is able to progress at their own pace.  Having the commitment of PLD for three years should embed e-learning practice as well as developing the expertise within the staff to lead others.   

  • 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.   

  • 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,. 

     

     

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e-Learning: Leadership

e-Learning: Leadership

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