Examples and resources for the e-Learning Planning Framework

for Teachers

Leadership and strategic directionThis dimension describes the aspects required to effectively lead e-learning in a school.

Enabling e - Learning : Leadership : Resources on leadership on Enabling e-Learning

Enabling e - Learning : Leadership Community : A community for leaders of e-learning to share and discuss experiences and practice.

1. Vision for e-learningDiscussion starters

What characteristics and attributes do we want for our learners when they leave school, and how does technology play a part in this?

How can the school vision incorporate e-learning to support the way the school works towards these characteristics and attributes?

Are you able to describe how your school’s vision supports effective use of technologies?

Suggested practical steps Become actively involved in discussing and developing your school’s vision. Review your practice – reflect your school’s vision in your use of technologies in the

classroom and wider school. Talk with your students so they are involved in the school’s vision.

What might this look like?Your school community has developed the school’s vision, and it includes the way technologies will enhance teaching and learning. The vision is evident throughout the school – from strategy through to implementation.

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Enacting the vision: Teacher beliefs : In this EDtalks video, David Anderson (Co-director of Hands on Educational Consultancy) discusses the importance of having a vision for our young people, so that they will thrive in a rapidly changing world.

Shared vision with a twist : Stuart Armistead discusses how the collaborative forming of the “Stanley Avenue Learner” guides all learning and teaching at his school. In particular, Stuart tells us how this vision is integral to the use of technology in a meaningful way.

The NZ curriculum: A framework for learning and teaching : This EDtalks video from Mary Anne Mills explores how the focus on students lies at the centre of planning, learning, and teaching.

Further support

NZ Curriculum resources for vision, values, and principles : Guidance for schools as they develop their vision.

A personal vision for education : In this EDtalks video, Turei Thompson shares his personal view on the importance of providing an education that incorporates strong values, and strong relationships with whānau, iwi, and the wider community.

e-Learning vision : This link, from the Department of Education and Early Childhood Development, Victoria, Australia, provides some helpful insights into developing a school vision incorporating e-learning for your school.

2. Leadership of e-learningDiscussion starters

How are you leading e-learning with your students? How you are supporting, or leading, e-learning with your peers? How you are engaging with your parent community about e-learning?

Suggested practical steps Model and share effective use of technologies, as well as promote the value of e-

learning with students, colleagues, and family/whānau – within and beyond your classroom/school.

Build partnerships with those beyond the school to help promote e-learning. Be actively involved in e-learning professional development across the school. Explore and share current research, and effective e-learning pedagogy and practice.

What might this look like?Proactive leaders and learners of e-learning are clear about their roles and responsibilities to ensure e-learning practices are successfully sustained throughout the school.

Principal’s reflection : Mary-Anne Baxter, Principal of Hamilton Girls’ High School, shares her strategies for being a leader and learner of e-learning in the Cobham cluster reflection summary.

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Strong leadership of e-learning (Te Apiti ICT Cluster) : This reflective summary focuses on developing e-learning leadership with school principals to drive change through planning, facilitation, and the inquiry cycle.

Further support Registered Teacher Criteria and e-learning (Criterion 5) : Consider how technologies can

support the way you show leadership. Change agents: An ecological perspective : In this EDtalks video, Niki Davies (Professor of

e-Learning, University of Canterbury) simplifies the complexity of change within schools by taking an ecological perspective. She describes the teacher as the "keystone species" at the centre, who sets up the ecology of learning, and has the most impact on change.

Leading and managing change : This section of Enabling e-Learning has information and resources focusing on managing change and planning for the building of e-learning capability in your school.

3. Strategic direction and policyDiscussion starters

How is the school’s strategic direction evident in your use of technologies as part of your classroom planning and practice?

Does your classroom use of technologies show progress towards learning goals? Have you set e-learning goals that monitor and strategically plan for higher achievement

for Māori learners?

Suggested practical steps Be proactive about being part of the strategic planning process - show commitment,

ownership, and contribution. Put the strategy into action through careful planning and classroom practice. Set your professional e-learning goals so they align with the school’s strategic direction -

and review them as part of your appraisal.

What might this look like? e-Wrapper cluster : all teachers and school leaders are expected to develop an e-learning

inquiry around how to effectively integrate e-learning principles, practices, and tools into their regular learning programmes. They are also expected to share their learning within the cluster.

Enner Glynn School (Whakatu cluster) : A whole school approach to building their understandings about “citizenship in a digital world”.

Further support

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Supporting the integration of ICT : In this EDtalks video, Colin Warner and Lyn Davie briefly explain these elements, including having a shared vision, a strong leadership team, and the power of the learning community.

Planning docs : This web page, from the Department of Education and Early Childhood Development, Victoria, Australia, provides templates for developing e-learning strategic direction in your school.

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Professional learningThis dimension describes the aspects required for teachers and schools to build their e-learning capability.

Enabling e - Learning : Professional Learning : A range of resources for schools on TKI.

Enabling e - Learning : Professional Learning Community : A community for e-learning-related professional development, where teachers and practitioners share and discuss experiences.

1. Sustaining a professional e-learning community Discussion starters

How might you lead and mentor others to strengthen their pedagogy and practice in e-learning across the school?

How can you support others who are leading e-learning?

Suggested practical steps Be proactive and committed to your own and other’s professional development in e-

learning. Be prepared to share your learning and your experience with your colleagues. Join learning communities, such as the Enabling e-Learning community, to extend your

professional learning within and beyond the school.

What might this look like?Professional learning experiences allow you to reflect, and share links between current research and your e-learning teaching activities as part of a community of practice.

Professional learning communities do not have to be within one school. Manurewa ICT

Cluster share how three schools – primary, intermediate, and secondary – come together for professional learning. The sharing of knowledge, skills, and resources will hopefully assist students as they transition from one school to another.

Formative coaching : In this EDtalks video, Tineka Tuala-Fata, DP at Peterhead School, describes the "Formative Coaching" model used at her school. This combines the power of structured peer observation, the sharing of good practice, learning conversations in teams, and reflective journals.

Further support

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Registered Teacher Criteria and e-learning (Criteria one) : Look at how technologies can help you maintain professional relationships.

Share IT : In this EDtalks video clip from Learning@School 2011, Nelson ICT facilitator Allanah King encourages teachers to share their practice and classroom stories with others.

Professional learning communities in Enabling e-Learning : School stories, readings, and related websites.

2. Your professional inquiry into e-learning Discussion starters

What are your students’ e-learning needs? What e-learning professional development do you need to help you support your students’ learning?

What activities will be important for your e-learning professional development? How will you deliberately gather information so you have evidence of how your

professional learning is impacting on your classroom practice? How will you evaluate the impact of e-learning on your students’ learning?

Suggested practical steps Use a teaching as inquiry process to review students’ needs, and set your own

professional learning goals. Find out about current e-learning thinking, in terms of practices that make a difference

to students’ learning, and make links to your own practice and context. Undertake professional learning, both formal and informal, to enhance your

understanding and skills. Evaluate the impact of your professional learning on all your students, particularly

Māori, Pasifika, and students with special needs.

What might this look like?When you participate effectively in a cycle of reflection and review, your learning will be linked to evidence of impact. Share your e-learning practices within and beyond the school.

Teaching as inquiry – Goal setting and strategies : Malvern ICT-PD Cluster’s reflective summary shares a video of their teachers articulating clear goals, defined strategies, and action to trial e-learning technologies and processes through the use of a reflective framework (SOLO) with considerations for future steps.

Action research Ohaupo (Connected cluster) : This reflective summary outlines the action research process a school is going through to investigate comparisons between student and teacher perception of standards in student writing. Outcomes of this are still to come.

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e-LFA inquiry’s reflection : The inquiry cycle/process at Hamilton’s Fraser High School (HFHS) and Sacred Heart Girls’ College. The PDF file, vln reflection.pdf (332kB), outlines suggestions for ways to undertake and present their findings.

Further support Inquiry as a disposition : In this EDtalks video, Sharon Friesen talks about inquiry being a

disposition cultivated during teaching and learning, rather than a process that “gets done” by students.

How to make inquiry happen in a school : In this EDtalks video, Lyn Ross describes strategies and factors that can help ensure inquiry happens in school. These include the role of school leaders, the need for ongoing support, and tips for teachers.

Professional Learning that makes a difference to students : In this EDtalks video, Helen Timperley, Professor of Education at The University of Auckland, talks about professional development that makes a difference to student learning.

Registered teacher criteria and e-learning (Criteria four) : Consider how technologies can support your professional learning.

Registered Teacher Criteria and e-learning (Criteria 12) : Consider how technologies can help you solve problems through critical inquiry.

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Technologies and InfrastructureThis dimension describes the technologies required to support e-learning.

Enabling e-Learning: Technologies: A range of resources for schools on TKI.

Enabling e-Learning: Technologies Community: A community where teachers can share practice and discuss experiences about why and how technologies can be used to improve students’ learning.

1. Tools and technologiesDiscussion starters

In your view, what do you think effective management and use of technologies should look like?

How familiar are you with your schools’ systems for the appropriate use of resources? To what extent can you model appropriate use of technologies for learning? How might the physical layout and access to technologies in learning spaces reflect a

collaborative, student-centred learning environment?

Suggested practical steps● Set up technologies in your classroom so that students can easily access digital learning

opportunities across a range of abilities/needs.● Set up systems for the most appropriate use of e-learning technologies – such as

storage, maintenance of equipment, batteries, peripherals, booking systems, and student e-mentors.

● Model and support students to use technologies authentically and appropriately during learning opportunities – such as seating, timing, and cybersafe practices.

● Be proactive about mentoring and sharing effective management and use with colleagues.

● Ensure the intended learning outcomes drive the appropriate choice of technologies.

What might this look like? NZ taking lead in classrooms of the future : Howick College shares how their students are

learning in a more open way beyond the traditional four walls.

Further support Enabling e-Learning l Learning spaces : School stories, and research and readings on

classroom design and effective practice. Software for Learning : Exploring quality software for schools (Ministry of Education). Digistore is a storehouse of digital content to support learning across the curriculum,

from early childhood through to senior secondary.

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2. Technical support and procurementDiscussion starters

How can you build your own technical knowledge to trouble shoot basic problems? How can you help others trouble shoot basic problems?

Suggested practical steps● Be involved in discussions for procurement and maintenance of resources.● Be aware of school-wide systems for technical support.● Find practical ways to trouble shoot issues with applications – for example, using the

Help menu.

What might this look like? Manaiakalani : The Manaiakalani project has a strong pedagogical focus on raising

student achievement outcomes in literacy. This has included the trialing of ways to support students through the 1:1 access to technologies.

Further support e-Learning ICT showcases : A resource to help with the access and physical layout of

learning places and spaces from the Department of Education and Early Childhood Development, Victoria, Australia.

IT infrastructure & technical support : This web page, from the Department of Education and Early Childhood Development, Victoria, Australia, provides support when planning for ICT Infrastructure and technical support.

Getting your school ready for high speed connectivity : In this EDtalks video clip, Douglas Harré describes how the Ministry funded network upgrades that will provide a foundation for the new products and services to be delivered by high speed fibre connections to NZ schools.

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Teaching and learningThis dimension describes the aspects of teaching and learning that need to be addressed when building e-learning capability in the context of the New Zealand curriculum.

Enabling e - Learning : Teaching : A range of resources for schools on TKI.

Enabling e - Learning : Teaching Community : A community where teachers and leaders can share practice and discuss experiences about how and why we use technologies to support effective teaching and learning.

1. e-Learning in the whole school curriculumDiscussion starters

How do you adapt the curriculum for your students’ strengths and needs? How are technologies used appropriately to support all students, including those with

special, or differentiated, learning needs? How do you use technologies/e-learning to enable students to build knowledge,

connect, collaborate, and co-construct and share their learning within and beyond school?

How do you ensure that Māori learners have access to high-quality culturally relevant e-learning technologies, resources, and learning opportunities?

What opportunities are there for your school to collaborate and network with other schools so that you can offer enhanced teaching and learning experiences?

Suggested practical steps Plan and put into practice authentic learning experiences that will make the best use of

technologies to support student-driven inquiry practices by:o using a range of digital learning objects, games and websites to explore and

consolidate and extend knowledgeo using a variety of presentation tools (graphics, slideshow, animation, movie

making, flowcharts, mindmaps, PDF makers) to share new learning with otherso using appropriate communication and collaboration tools to connect with

others about learning (blogs, wikis, discussion forums, micro-blogging, social networking sites, video, audio or online conferencing)

o archiving learning digitally to help inform future steps in learning (e-portfolios)o investigating the opportunities available to network your school to others who

are part of the Ministry of Education’s VLN Programmes of Learning .

What might this look like?

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You and your students are engaged in curriculum design and implementation that shows effective e-learning pedagogy that reflects a shared vision for e-learning.

Brooklyn School in Wellington has spent the last four years developing a school curriculum called CHaOS – Children Have Ownership of Schooling. A recent review of the Brooklyn School curriculum has shown a strong and deep alignment with the NZC.

A culturally connected curriculum : At Te Kura o Hiruharama inquiry learning is aligned to the school vision statement. This digital story discusses how 'Hiruharamatanga' is actively incorporated into the school curriculum to ensure the localised curriculum is culturally connected.

Further support Ensuring that e-learning is embedded throughout your school curriculum : Ten questions

designed to help schools ensure that e-learning is embedded in their curriculum. Teacher and student voice : e-Stories from Software for Learning on how technologies

are integrated through effective e-learning pedagogy. Registered teacher criteria and e-learning (Criteria three) : Consider how technologies

can help you demonstrate respect for the bi-cultural partnership in Aotearoa–New Zealand.

Virtual Learning Network : The Virtual Learning Network (VLN) Online programmes of learning and the Learning Communities Online (LCO) Handbook resources from the Ministry of Education support schools to set up networks (via video conferencing) to extend the curricular opportunities for their students.

2. Key Competencies in an online world (Digital Citizenship)

Discussion starters How are you and your students building on your own knowledge and understanding of

what the key competencies look like when working online? How do you and your students model safe, responsible attitudes, dispositions,

behaviours, and practices when working online? What might this look like? How can you inform and involve your wider community in discussions regarding

cybersafety and responsible online behaviour?

Suggested practical steps Find out what your students’ know about responsible online behaviour. Make clear links between the development of Key Competencies and activity in online

spaces. Mentor students to demonstrate the attributes of a confident, connected, and actively

involved life-long learner, and provide regular learning opportunities for students to share what they have learned.

As a teacher, model powerful and positive behaviour online.

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Ensure responsible in-school practice aligns with planning documents and school-wide policy e.g. Acceptable Uses Policy.

Involve the wider community so they become more informed about cybersafety and responsible online behaviour.

What might this look like? Matamata District Schools : Kuranui School has used inquiry as a learning process across

the whole school to develop their understanding of digital citizenship. The slideshow shares the process the staff and students undertook with clear links to the Key Competencies.

Te Apiti ICT Cluster ’s reflective summary shares how schools are developing digital citizenship – from the policy level through to acceptable use agreements, and classroom implementation of cybersafety and digital literacy. This includes an innovative student Digi Awards initiative.

e - Competencies and key competencies : In this video, Kellie McRobert explains how she has developed an e-Learning framework she calls 'e-competencies' and how these have been aligned with the key competencies.

Further support What is Digital Citizenship? NetSafe, in consultation with New Zealand teachers, has

produced this definition of a New Zealand Digital Citizen - this draws on the Key Competencies and Values in the New Zealand Curriculum.

NetSafe : Learn - Guide - Protect : This is a framework that supports schools in creating a culture of responsible, safe use of digital technologies.

The NetSafe Kit for Schools : This kit sets out a comprehensive programme of cybersafety for schools based upon infrastructure of policies, procedure and use agreements, an effective electronic security system, and a comprehensive cybersafety education programme.

Blogging and the key competencies : A resource exploring the ways in which the Key Competencies can align with e-learning practices online, such as writing a blog.

Digital citizenship modules : These free, self-paced learning modules on Enabling e-Learning can be used for personal or staff professional development around cybersafety and digital citizenship.

Registered Teacher Criteria and e - learning ( Criteria two) : Consider how technologies can support students’ well-being.

3. Learning areas

Discussion starters What do you already know about the kinds of technologies that can to help students

engage in higher-level thinking in specific learning areas? How do you make appropriate decisions about what technologies to use as part of your

planning, teaching, and assessment?

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Suggested practical steps Based on students’ strengths and needs, (co)construct the learning intentions and

activities, then select appropriate technologies that will enhance the learning. Plan for learning experiences that use technologies to promote problem solving,

communication, collaboration, and higher order thinking. Make sure all students have access to good quality e-learning experiences that best suit

their learning needs. Provide e-learning opportunities where:

o Students are able to personalise, interact with, present, and create their own content – as well as reflecting on their learning using appropriate technologies.

o Students can deliberately build understandings about how to use technology appropriately and meaningfully (e.g. information literacy).

What might this look like? The Connected Cluster shares a reflective summary on Assistive Technology - Meeting a

literacy challenge – providing literacy support through assistive technologies to students who have specific learning disabilities.

The Port Hills ICTPD Cluster’s reflective summary – Collaborating to support teaching and learning in Physical Education – shares how they used an online environment, Wikispaces, to collaborate and communicate across their widely spread cluster schools. The wiki was set up to cover each year group across Years 1-8.

Snapshots from Software for Learning provide examples of effective integration of e-learning tools.

Learning languages with ICTs : This TKI website features examples of how some teachers and schools are using technologies to improve student language learning outcomes.

Further support Planning for e-learning : This section in Enabling e-Learning has information and

resources to support planning for effective use of technologies in teaching and learning programmes.

Teaching tools : This section in Enabling e-Learning gives a clear overview of the digital resources and content that can be integrated into teaching and learning.

Tātaiako: Cultural Competencies for Teachers of Māori Learners : This resource explains the competencies teachers need to develop so they can help Māori learners achieve educationally as Māori.

Registered Teacher Criteria and e - learning ( Criteria six) : Consider how technologies can help you plan and implement an appropriate learning programme.

e - Learning as Inquiry : This Literacy Online resource has been developed to support you, as a teacher, to explore how you can integrate the use of digital content, software, and other e-learning tools and contexts into your literacy teaching and learning.

TPACK – Technological pedagogical and content knowledge : A framework to help you align students’ learning intentions, choice of learning activities, and choice of technologies.

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e- Learning ICT Showcases - School stories : This page, from the Department of Education and Early Childhood Development, Victoria, Australia, showcases how schools can use diverse technologies and tools to expand teaching and learning possibilities and improve student learning outcomes.

4. Pedagogy

Discussion starters Describe what effective learning looks like. How can technologies/e-learning tools be

used effectively as part of that description? To what extent can you use technology to facilitate personalised, collaborative,

connected learning? How might technologies support Māori students and their whānau with effective

learning that is focused on identity, language and culture?

Suggested practical steps Make sure the students’ learning intentions, choice of learning activities, and choice of

technologies align. Seek professional learning opportunities to build your understanding and skills of how to

integrate technology with the kinds of effective teaching approaches described in the New Zealand Curriculum (p. 34).

Build your own knowledge and understanding of how technologies can be used to support differentiated and special learning needs (e.g. accessibility and assistive technologies).

Share examples of your teaching practice with colleagues and the wider teaching community – such as the Enabling e-Learning groups.

Consciously plan and use pedagogy that engages Māori learners and caters for their needs.

What might this look like? Glenholme Primary School reflects on their SOLO journey : Glenholme have framed

guiding questions at the organisational level for their professional learning context. They have also used surveys and gathered data to meet individual and wider organisational needs. School leaders are proactive in supporting and sustaining the pedagogical change.

Kai - oro - hoki cluster share a reflective summary that makes connections between professional development, strategic planning, and new approaches to classroom implementation that focus on an effective inquiry with an emphasis to viewing technologies not as tools, but as an environment for learning.

Effective pedagogy for our Māori and Pasifika students : A NZC digital story from Sylvia Park School about what they believe Māori and Pacific student achievement looks like based on effective pedagogy, and what this looks like in practice.

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Effective pedagogy at Ilam School : Ilam School went through the process of identifying and refining the effective teaching processes in use in the school.

Manaiakalani Project has a strong pedagogical focus raising student achievement outcomes in literacy.

Further support Registered Teacher Criteria and e-learning (Criteria seven) : Consider how technologies

can help you create a supportive, collaborative, and inclusive learning environment. Registered Teacher Criteria and e - learning (Criteria eight) : Consider how technologies

can help you support the way your students learn. Changing role of teachers and learners : Derek Wenmoth, in CORE Education’s Ten

Trends, talks about the changing role of the teacher to become more critically reflective, and to examine the deeper assumptions they have about what they are doing, and why they are doing it.

TPACK – Technological pedagogical and content knowledge : A useful framework to help you align students’ learning intentions, choice of learning activities, and choice of technologies.

Pedagogy strategy : Learning in an online world (PDF 323 kb). This paper from the Ministerial Council on Education, Employment, Training, and Youth Affairs (Australia and New Zealand), articulates how schools and organisations can develop effective pedagogies that integrate information and communication technologies (ICT).

5. Assessment

Discussion starters What might it look like when students are managing and reflecting on their own learning

through the use of technologies? How might technologies be used to facilitate and enhance the way you and the

students, monitor and share progress, and performance? How might technologies allow caregivers/family/whānau to interact with their children’s

learning? What achievement data, specifically related to your diverse learners, e.g. Māori,

Pasifika, and special needs, is gathered, and analysed to inform planning?

Suggested practical steps Participate in learning opportunities to build your understanding of how technologies

can be used to collect evidence, self reflection, and assessment progress. Trial and develop appropriate uses of technologies so that learners can:

o show how they are learningo show what they can do or know (rather than what they can’t)o become self-regulated learners – determine their own learning goals and planso establish what they already know, assess their strengths and weaknesses to co-

construct, and design a learning plano stay on task, track their own progress, build on successes, and adjust to failures.

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Share examples of effective practice with colleagues and the wider community.

What might this look like? Tauranga Intermediate e-portfolio journey : Tauranga Intermediate has started using

class blogs to transfer authentic assessment practices into an online platform. Adopting e-portfolios for all cluster members ( Digital Daze ICT cluster ) : This reflective

summary focuses starting with developing teacher capability to use e-portfolios with students.

Integrating e-learning effectively – promoting innovative learning practices (Magpie ICT Cluster ) : This reflective summary shares how schools are using a variety of e-learning tools – MyPortfolio, PowerPoint, wikis, and Google apps – for teachers to record and reflect on their professional learning, as well as showcasing children's work and to provide the link between home and school.

Albany Senior High School : As part of the MOE 2010 seminar series, Mark Osborne and Miranda Makin describe how the use of e-portfolios links to curriculum development.

The e-Portfolio - a personal space for learning : In this EDtalks video clip, Lenva Shearing – DP Bucklands Beach Intermediate, talks about how their students use e-portfolios for goal setting and reflection, to help articulate their learning, and look for next steps.

e - Portfolios at Ilam School : Following consultation with parents and teachers, Ilam School decided to move from hard copy portfolios to e-portfolios and online learning journeys in 2010.

Further support Measuring and reporting progress : The Māori learner progress and achievement rubric

– Measurable Gains Framework 3.1 – is designed to help you evaluate how well your Māori learners’ progress and achieve.

A framework for developing e-Portfolios : In this EDtalks video clip, Nick Rate talks about important ideas to consider when designing and implementing e-portfolios in a school.

Enabling e-learning l Assessment : This link on Enabling e-Learning focuses on using technologies for assessment.

Enabling e-learning l e-Portfolios : Links to school stories how e-portfolios are being used. Learning , teaching & assessment , reporting : This page on the Department of Education

and Early Childhood Development, Victoria, Australia website, looks at the links between curriculum planning, delivery, student ICT Capabilities, ICT Ethics, assessment, as well as reporting to parents.

Assessment Online : This site on TKI provides information and resources to support gathering, analysing, interpreting and using information about students' progress and achievement to improve teaching and learning.

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Beyond the classroomThis dimension describes aspects of e-learning to build community engagement to support student effective learning.

Enabling e - Learning : Beyond the Classroom : Resources on leadership on Enabling e-Learning

Discussion starters● How do you interact with your wider community about the way your school uses

technology for learning?● How might you deliberately encourage your parent/whānau community to interact and

participate in their child’s learning as part of on-going study, and conferences/celebrations?

● How might technology open up different channels of communication to suit the needs of your parent/whānau community?

Suggested practical steps● Leave computers on at the end of the day and invite parents to view digital student

work.● Find out what kinds of technology parents use/have access to.● Provide deliberate support/training to show parents how they can engage with

students’ work – both face-to-face and through technology.● Create and promote online spaces that invite parent participation and feedback e.g.

blogs.● Establish a site/portal for parents to access, and contribute to, student learning or

specifically designed e-portfolios designed to inform future steps in learning.● If appropriate, consider using multiple channels to make connections with the

community e.g. mobile devices, instant messaging services, social media, school website.

● Gather feedback on how interactions between home and school have had an impact on learning – share the success stories.

● Engage with Māori learners, whānau, hapū, iwi, and Māori communities in open dialogue about teaching and learning with and through technologies, using specific strategies and protocols for effective communication.

What might this look like? Reflective summary (e-wrapper cluster) : This cluster is an example of a group wanting to

explore a learning management system (LMS) to involve parents in their child's learning.

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As well as building teacher knowledge and confidence, the schools have been trialing different ways of encouraging parental involvement and upskilling parents.

Parent/whānau communication, inclusion & understanding : Mangere Central School is finding ways to engage with parents (including those who do not have access to computers) with considerations for mentoring family/whānau with new social networking tools. There is also a focus on encouraging engagement through diverse languages and cultural responsiveness.

Karamu High School share how they have been engaging with their wider community via the web, LMS, and mobile technologies – including informing parents of attendance and other learning events.

Further support

Liz Stevenson: A community approach to e-learning with kura : In this EDtalks video, Liz talks about working with kura and their communities as part of the Blended e-Learning programme. Liz is particularly excited about the use of digital storytelling to bring together a network of learners and supporters.

Measuring and reporting progress : The Measureable Gains Framework (MGF) Rubric 2.5 – Effective parent, whānau and iwi engagement, can be downloaded from this Ministry of Education page. The MGF Rubric 2.5 helps schools and teachers evaluate how well they are progressing in relation to effective parent, whānau, and iwi engagement.

NZ Curriculum l Community engagement : Key resources, support material, and digital stories from NZC Online.

Beyond the classroom : This link on Enabling e-Learning provides information and examples of ways schools can engage with their communities using information and communication technologies.

I ' m stuck - can you help me ? : A Becta report on the role of technology in parental engagement.

Developing the home - school relationship using digital technologies : This bookmarked item in the VLN is a downloadable resource from FutureLab.

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Glossarye-Learning/akō-ee-Learning is learning and teaching that is facilitated by, or supported through, the appropriate use of information and communication technologies (ICTs).

e-Learning can cover a spectrum of activities from supporting learning to blended learning (the combination of traditional and e-learning practices), to learning that is delivered entirely online.

Whatever the technology, learning is the vital element. e-Learning is not simply associated with modes of delivery or the functionality of a particular technology, but forms part of a conscious choice of the best and most appropriate ways of promoting effective learning.

Assistive technologiesA term that includes assistive, adaptive, and rehabilitative devices for people with disabilities and the process used in selecting, locating, and using them. http :// en . wikipedia . org / wiki / Assistive _ technology

Blended learningA blend of face-to-face and distance learning, synchronously and asynchronously, through the use of appropriate technologies e.g. Skype, webinars.

CybersafetyCybersafety is the safe and responsible use of Information and Communication Technologies (ICT).http :// www . cybersafety . org . nz / kit / welcome / cybersafety . html

Community / school communityThis encompasses all stakeholders in your school community – students, teachers, school leaders, parents, whānau, local iwi, and Board of Trustees.

Digital learning objects (DLOs)Digital learning objects are interactive, multimedia curriculum content that include single resource files (animation, sound file, video clip, piece of text or URL) or a combination of these. DLOs can be sourced over the Internet, referenced, used, and reused for a variety of learning purposes.

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Digital content, resourcesA digital resource consists of a single item such as a section of video footage, an image (drawing, cartoon or photograph), or an audio file (song or broadcast).http :// digistore . tki . org . nz / ec / about _ us

Digital citizenshipDigital citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use. It is the combination of technical and social skills that enable a person to be successful and safe in the information age. This includes cybersafety, digital literacy, key competencies, and values.http :// www . mylgp . org . nz / about / what - is - digital - citizenship /

Digital literacyThe ability to locate, organise, understand, evaluate, and analyse information using digital technology.http :// en . wikipedia . org / wiki / Digital _ literacy

e-PortfolioAn e-portfolio is an online working environment, or learning journey that combines digital artifacts (process work, reflections, feedback and feed-forward, evidence of activities, assessments, and achievements) in various media formats to produce different views for specific audiences.http :// www . minedu . govt . nz / NZEducation / EducationPolicies / Schools / Initiatives / ManagedLearningEnvironments / ePortfolios . aspx

HardwareThe fixed parts that make up a computer are called hardware. For computer hardware to operate, software is needed.http :// simple . wikipedia . org / wiki / Computer _ hardware

High speed fibreUltra-fast broadband (UFB) is broadband that is capable of speeds up to 100 megabits/second (Mbps).http://elearning.tki.org.nz/Ministry-initiatives/Getting-connected2/UFB

Inquiry, Teaching as InquiryInquiry learning or student inquiry is based on the belief that understanding is constructed in the process of people working and conversing together as they pose and solve the problems, make discoveries, and rigorously test the discoveries that arise in the course of shared activity.http :// www . galileo . org / inquiry - what . html Teaching inquiry is a way of reflecting on professional practice to achieve improved outcomes for all students.http :// instep . net . nz / inquiry _ and _ evidence _ based _ practice / inquiry _ based _ practice

InfrastructureInfrastructure is the combination of physical and organisational structures – such as technology systems, digital tools, resources, networks – as well as physical learning spaces and places.

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Learning Management System (LMS)A LMS is a software application or Web-based technology used to provide an instructor with a way to create and deliver content, monitor student participation, and assess student performance.http://www.minedu.govt.nz/NZEducation/EducationPolicies/Schools/Initiatives/ManagedLearningEnvironments/LearningMgmtSys.aspx

Managed Learning Environment (MLE)A MLE is a collection of software tools and digital content that supports learning through administering and managing student and staff information, and curriculum and pedagogical resources.http://elearning.tki.org.nz/Ministry-initiatives/Software2 - mle

PeripheralsA peripheral is a device attached to a host computer, but not part of it, and is dependent on the host – such as a USB stick, camera, and recorder device.http :// en . wikipedia . org / wiki / Peripheral

SoftwareIs a type of computer program – the applications and operating systems used with computers.http :// simple . wikipedia . org / wiki / Software

Student Management System (SMS)Student Management Systems (SMS) are administration software that schools use for registration, enrolment, tracking attendance, recording marks, and reporting.http :// nzcurriculum . tki . org . nz / National - Standards / Key - information / Fact - sheets / Student - management - systems

Technologies (digital)Electronic or digital products and systems including: hardware, software, peripherals, and wiring.

Ubiquitous technologiesTechnology is considered ubiquitous when computing/technology has become common and central to every-day activities and processes. It may no longer be obvious to the user that technology is even being used.

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