This section contains the e-Learning Planning Framework (eLPF) along with supporting information and resources. These resources are designed to support you, and your school, in assessing and developing your e-capability.
The e-Learning Planning Framework (eLPF) and Māori-medium eLPF are tools to help schools and teachers reflect on, and evaluate, their e-learning capability. The eLPF is intended to support regular self-review and subsequent improvement of e-learning skills and knowledge, in ways that reflect our bicultural heritage within a multicultural context.
The dimensions within the eLPF/MMeLPF are derived from a synthesis of international research and from a range of e-capability frameworks; while the phases draw on professional learning frameworks such as the Concerns-Based Adoption Model (CBAM ).
All the dimensions of the eLPF/MMeLPF need to be "in play" if a school is to sustain its e-capability development over time, and in ways that reflect effective practice for educators and outcomes for learners.
The framework provides schools and teachers with:
Karen Melhuish, explains the e-Learning Planning Framework (eLPF). She describes its purpose, how it can be used, and how it is supported by content on the Enabling e-Learning website.
Phases in the e-Learning Planning Framework move from "Emerging" through to "Empowering". These phases describe how digital technologies are integrated into teaching and learning within each dimension of the framework.
The phases describe:
The phases – from Emerging through to Empowering – have been aligned with a number of international frameworks that describe how technology is adopted and integrated into teaching and learning.
investigating, raising awareness, and planning
trialing and establishing
effectively aligned processes and practices
technologies make new ways of learning possible
Hall & Hord. (1987). The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals. [Electronic version http://www.nas.edu/rise/backg4a.htm ]
Mishra & Koehler. (2006) Technological Pedagogical Content Knowledge (TPACK). [Electronic version http://www.tpack.org/ ]
Timperley et al. (2007). Teacher professional learning and development: Best evidence synthesis iteration (BES). [Electronic version http://www.educationcounts.govt.nz/publications/series/2515 ]
The eLPF is accessible both as an online tool and as a hardcopy. Decide which is the best tool for your school.
You might choose the online tool because:
You might choose to use the paper-based version because:
Download the revised e-Learning Planning Framework (eLPF).
Decisions about how to support staff, support learners, purchase new technologies, and develop school infrastructure, should be made based on accurate information. The eLPF self-review will provide you with important data about your school's e-learning and e-capability. Use this data to inform your planning and decision making.
We encourage schools to:
An inquiry approach for using your e-Learning Planning Framework data to review current practice and plan your next steps.
Use this document along with the discussion starters, practical steps, and examples and resources to develop your goals and plan steps for achieving them.
Use these discussion starters in conjunction with the e-Learning Planning Framework to develop teacher inquiry into how effective teaching and learning can be enhanced with and through technologies.
"How do teachers inquire into their use of e-learning?"
"What is the impact of e-learning on your students?"
Phases in the e-Learning Planning Framework move from "Emerging" through to "Empowering". These phases describe how digital technologies are integrated into teaching and learning within each dimension of the framework as schools and teachers develop their digital fluency.
"We haven’t ever really had a plan for the the use of ICTs in school, although we do have a computer suite and one or two desktop computers in each classroom. I’m not sure we really know what’s possible these days. We feel a bit out of touch but are keen to find out more so we don’t get left behind."
"One of our DPs and a small group who are interested in ICTs have been doing some research this year. One of them went to a large conference and brought lots of ideas back. Using Enabling e-Learning resources, we have started to explore the different dimensions in the the e-Learning Planning Framework. We have a number of trials in place across the teaching staff based on what the data tells us about our learners' needs."
"I have just been given a set of iPads for my classroom which is very exciting but also a bit daunting. e-Learning is in our school's strategic plan and I have some support for my professional development (PD) from a facilitator. I’m also getting advice from people in the Virtual Learning Network (VLN) groups. We have had a bit of a play with the iPads but I intend to trial their use quite deliberately – I am establishing students’ learning needs, selecting apps and their use according to those needs, and monitoring a small group quite closely to evaluate the impact of this."
"Our school has been exploring the way we use technologies for some time. e-Learning is integral to our annual strategic planning and we have a dedicated professional learning programme of inquiry. The infrastructure is reliable and supports the way we are using technologies with all learners. The community – family and whānau – are increasingly involved in the conversations about how and why we use technologies. A focus for our teachers now is exploring ways to use technologies to personalise and differentiate the curriculum to suit all our students' needs. This is an on-going inquiry for all of us."
The Enabling e-Learning website is designed to support each strand within the five dimensions of the e-Learning Planning Framework. Each section of the site provides information, school stories, and resources for principals, school leaders, and teachers that will assist your development of e-capability.
In this dimension, you review how you engage with your community – and wider networks – with and about digital technologies.
Use digital technologies to engage with whānau/iwi and community in culturally responsive ways
In this dimension, you review how The New Zealand Curriculum is enabled by digital technologies, in ways that reflect our bi-cultural heritage. This includes e-learning within the whole school curriculum, digital literacies, learning areas, pedagogy, and assessment.
In this dimension, you review how teachers are building their e-learning capability within the school community and virtual networks, in ways that reflect our bicultural heritage. This includes how far the school is sustaining a professional e-learning community and supporting professional inquiry into e-learning.
In this dimension, you review the way e-learning is integrated into school vision, the leadership of e-learning and how e-learning integrated into strategic direction and policy.
In this dimension, you review the way technical support and digital technologies are managed and purchased.
The Enabling e-Learning Community in the Virtual Learning Network (VLN) is a place to ask questions and discuss how you are using the e-Learning Planning Framework.
Using the e-Learning Planning Frameworks
This group is a place to ask questions about how to use the e-Learning Planning Frameworks, including:
How you might use the e-Learning Planning Framework to plan and review progress
This Enabling e-Learning webinar explores key ideas around the purpose and use of the framework, what this means for school's strategic planning, and where schools might integrate the framework into strategic planning (5 September 2012).
The webinar is supported by a discussion in the Enabling e-Learning: Leadership group – The e-Learning Planning Framework – how and why to use it.
Deputy Principal, Vicki Trainor explains why teacher inquiry was used as a method of professional development at Holy Cross School following the development of their e-learning strategic plan.
Kathy Moy-Low (past principal Holy Cross School) describes how she planned and implemented processes to ensure sustainability and capability of e-learning across the school.
Motu School principal, Paul Cornwall explains the process they went through to setup a framework for Māori achieving success as Māori (MASAM).
Principal, Richard McCosh explains how they used the e-Learning Planning Framework to identify strengths and areas needing development within their school.
Principal, James Petronelli explains Clearview School's collaborative learning approach operates links back to their school vision.
Brian Price, Principal of Breens Intermediate, shares how they used the e-Learning Planning Framework to develop their strategic planning.
Irene Cooper, principal of Hillcrest Normal School in Hamilton, talks how e-learning helps to engage differently with students.
Nikki Clarke, Deputy Principal at Breens Intermediate, talks about introducing Google Apps into the school.
Michael Williams, principal Pakuranga College, discusses some of the key questions they worked through when developing their digital strategy.
DP, Billy Merchant describes how the senior leadership team operates using distributed leadership model at Pakuranga College. Decisions are always based on improving student learning.
Pakuranga College principal, Michael Williams describes their intensive PLD programme.
CLA Advisor, Charles Newton explains ten key considerations for successful planning.
Allister Williamson explains his role as e-Learning coordinator at Pakuranga College, which involves overseeing their professional learning programme.
The senior leadership team at Hampden Street School explain how their e-learning plan supports their strategic plan in terms of planning for, developing, and utilising digital technologies to support learning and teaching.
Parents from Hampden Street School share how the school’s open door approach gave them confidence that their children’s learning needs were being met in an innovative learning environment.
John O’Regan, e-Learning lead teacher, describes the important considerations for Hampden Street School to create reliable systems that meet the needs of their BYOD programme.
Connected Learning Advisor, Charles Newton explains how to use this guide to support developing your digital technologies action plan.
e-Learning facilitator, Ross Alexander explains the importance of having a clear vision for introducing new technologies.
CLA Advisor, Charles Newton explains how to use the templates as you plan.
Pakuranga College DP, Billy Merchant explains taking staff with you on the e-learning journey is number one. Not all staff will move at the same pace and in the same way so they provide lots of different channels and different avenues for support.
Michael Williams and Billy Merchant from Pakuranga College, explain their change in pedagogy from telling students which device to purchase to being "device agnostic".
Pakuranga College principal, Michael Williams explains their system for PLD. Using their rubrics teachers can identify their strengths and next steps. e-Mentors support teachers with their inquiries into using digital technologies effectively.
John O’Regan, e-Learning lead teacher Hampden Street School, describes their system for providing technical support to staff.
Wairakei School principal, Shane Buckner discusses why the school adopted a BYOD approach to enable their children to become connected, capable learners, using one-to-one devices to personalise learning.
Pakuranga College principal Michael Williams explains, learning has become more collaborative and students are more engaged.
Pakuranga College’s strategic goal is to provide students with the skills, values, and attitudes they need to be successful now and in the future. Principal, Michael Williams explains how they use digital technologies as a tool to support that goal.
Michael Williams Billy Merchant, Pakuranga College, describe how their teaching staff have developed good pedagogy and are more confident in using digital technologies to support learning.
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The Māori medium e-Learning Planning Framework (MMeLPF) has been developed to support Māori medium settings to gauge e-capability in their setting. The MMeLPF was scoped and developed in collaboration with Māori medium educators, then trialed in Māori medium settings in 2013.
Key elements for a Māori e-learning framework
This paper outlines some of the key elements for a Māori e-learning and e-teaching framework from the personal experiences of a Māori lecturer and e-educator. Concepts include:
Register your school for the MMeLPF/Te Rangitukutuku – the Online Survey Tool
Download the MMeLPF paper version. You can download the whole tool or each dimension separately.
Join these groups to participate in discussions with other teachers/educators about the content here, or that is relevant for you.
e-Learning: Professional Learning
e-Learning: Beyond the classroom
Using the e-Learning Planning Frameworks
Connected Learning Advisory
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