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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:


  • Candis Wood (View all users posts) 08 Nov 2015 3:37pm ()

    Kia ora Jarrod, I read that as a school you are looking at rolling out Chromebooks in your junior school. Are you referring to junior school of a primary or junior school of a secondary?

    I am a year 5/6 primary teacher and we have just rolled out Chromebooks in our senior syndicate of 5x classes this year all with 1-1 devices. Would be happy to share parts of our journey with you if you have specific queries or questions you may be interested in hearing more about from a practical sense having just been involved in this process myself.

    Let me know.


  • Candis Wood (View all users posts) 08 Nov 2015 4:01pm ()

    I agree Maxine with your statement 'you cannot plan too far ahead with evolving technology'. 

    As the leader of our senior syndicate made up of 5x classes all with 1-1 Chromebook devices, I have lead this implementation process and along the way we have continued to modify, adapt and change our implementation plan many times. This is vital because if the implementation plan stays stagnant for too long, people get stuck in the same old same old and new developing initiatives get lost in the process. However, alongside this I do believe you need a period of time to consolidate new initiatives on the implementation plan otherwise staff can get upset that changes are being made too fast and also if changes are being made too fast how can a school ensure the correct practice for effective use is being adhered to?

    I believe that it is vital that ongoing staff PD needs to be factored into the school budget. We have done in school PD this year which has been led by myself due to an outside provider mucking us around. This PD has been delivered based on readings and findings that I have spent time looking into, as well as from observations of other teachers using such devices and programmes within their classroom teaching and learning environments. As well as this, I attended this years ULearn myself with one other staff member and all of my breakout workshops were ICT related and as I sat in each one having already tried some of the apps etc in my own programme or hearing of new ideas, I  wished that all of my team had joined me on this experience because I could see so much reward in them doing so having opportunity to gain PD not driven by me and my findings from PD I have been provided as a leader of this development but rather from what captured their interest to spark a direction for their own learning/practice.

    So 2016 is the year where I will push for others to receive more PD in this area because I as the leader  now feel I have a range of tools and strategies under my belt which I can support my staff with but they need opportunities without hearing this from me rather exploring first hand themselves just what initiatives are around for them to try in their own classes.

    In doing the above I see benefit in this for myself as I will have a team that will be more involved in working towards our vision for such use of devices in the classroom.



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e-Learning: Leadership

e-Learning: Leadership

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