This guide is designed to help your leadership team implement a strategic direction that ensures technologies are integrated into a school-wide drive for effective teaching and learning.
This guide will help your school/kura think strategically about the effective use of digital technologies.
It is intended:
Connected Learning Advisor, Charles Newton explains how to use this guide to support developing your digital technologies goals and actions.
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We suggest you:
Step 1. Watch the video above to get an overview of the process. Then look at the different tabs to get a feel for this guide’s structure and the resources available to help you.
Step 2. Assemble your team. This could include interested senior management, teachers, students, parents, and community members able to bring a diverse but informed perspective to your deliberations.
Step 4. Become familiar with the Roadmap templates. The Developing your plan tab contains all the templates and a video demonstrating how to use them to support your planning process.
Step 5. Begin your strategic discussions. Work as a team and with your stakeholders. Download The Roadmap worksheet and use it to gather information about your progress against each of the eight planning strands .
Step 6. Collate your key findings from these deliberations on the Roadmap discussion summary which is designed to capture the essence of your discussions and investigations.
Step 7. Develop your goals and actions by taking the actions and emerging goals you have identified on The Roadmap worksheet and breaking these out in greater detail using the Goals and actions template .
Step 8. Complete your plan. Together your “Roadmap discussion summary” and “Digital Technologies Plan” provide a concise, accessible document to share with your Board, staff, students and community.
CLA Advisor, Charles Newton explains ten key considerations for successful planning.
Responding to the 21st century imperative demands a significant rethink of how to harness the unprecedented opportunities the digital environment now offers.
Planning for the use of digital technologies must serve highly effective teaching and learning.
This is a complex challenge but you don’t have to work alone.
Education is facing a significant challenge in determining what teaching and learning needs to look like in our rapidly changing world.
“The science of learning underscores the importance of rethinking what is taught, how it is taught and how learning is assessed.”
Digital technologies have a pivotal role to play. They are a major enabler of the forces reshaping how our society and economy function. The smart use of digital technologies has enormous potential to help us recast the key principles, relationships, partnerships, and components integral to successful learning environments.
An increasingly coherent set of key themes is emerging from innovative schools that highlight what is needed to design effective, learner-centred education. This suggests the appropriateness of existing principles and structures need to be re-examined.
“Learning centred approaches to technology-enabled learning can empower learners and leverage good learning experiences that have not been possible previously. Technology often offers valuable tools for other building blocks in effective learning environments, including personalisation, cooperative learning, managing formative assessment, and many inquiry-based methods.”
The impact of new technologies in supporting effective teaching and learning is “heavily dependent on educators’ abilities to see the affordances and capacities of ICT in relation to the underpinning themes for learning for the 21st century”.
It’s no longer about tools, or even about e-learning
Whether you are working on a comprehensive plan for digital technologies, or one particular issue, these key concepts should underpin your thinking:
“The mere presence of technology in the form of computers or iPads in a school or as mobile phones in the pockets of learners is not by itself sufficient and their application needs to be learning-centred, not technology-driven.”
Mayer, R. E. (2010). Learning with Technology in Dumont H., Istance, D. and Benavides, F., (eds.), The Nature of Learning, Centre for Educational Research and Innovation, OECD publishing, pp. 179-196 .
Clearly articulate your purpose and principles
The Golden Circle model (pp 5-9) re-enforces the need to start your planning by focusing on the purpose and principles driving your school’s teaching and learning. It is tricky to decide on what should be done if the "why" and "how" are not explicit. Only when your school can clearly articulate its purpose and principles should the decisions about "what to do" with digital technology be addressed.
In expanding the concept of “educative purpose”, spend time considering Julia Atkin’s two probing questions:
Agree the purpose, values, and beliefs that underpin how you work as a learning community
Before planning how digital technologies can be deployed to serve your core principles, you must agree the educative purpose, values, and beliefs that underpin how you work as a learning community. This guide assumes that your school already has, or is working on, its vision for teaching and learning before you focus on the management of digital technologies.
Planning your digital technologies journey is inextricably linked to your planning for teaching and learning.
The nature of learning using research to inspire practice: Practitioner guide , (OECD, 2012) outlines core messages and seven principles of learning driving a rethink of what is taught, how it is taught, and how learning is assessed. Using these principles to underpin your vision for digital technologies helps create an imperative that teachers who want the best for their students can understand.
Achieving successful innovation requires strong leadership and a disciplined approach. It should flow from a school-wide commitment to inquiry and evidenced-based research. It should be guided by proven frameworks such as the Spirals of Inquiry and use tools such as Design Thinking for Education .
Effective leadership for supporting innovation includes leadership that:
Schools need to:
Without teachers being supported to try new strategies and interventions your system will struggle to achieve transformative changes in classroom practices.
“Evaluation of projects has shown that strong leadership that helps to align an organisation’s culture, capability and connections will enhance the innovative potential of education practitioners."
Inspire a school-wide commitment to continual professional growth and be prepared to challenge aspects of teacher culture that do not contribute to improved teaching and learning. Adopting an inquiry framework such as the Spiral of Inquiry helps achieve this. Professional inquiries need to be informed by research and examples of emerging effective teaching. Inquiries must be underpinned by the increased use of student achievement data to identify challenges and monitor progress.
Charles Newton, former principal, discusses a number of models to support principals with strategic thinking for digital technologies.
Planning to lead technological innovation is all about “weaving the strands” of educational endeavour to ensure digital technologies support and inspire powerful teaching and learning. No longer just focusing on infrastructure and tools, your digital technologies action plan is now integral to building your school’s highly effective pedagogy and future-orientated learning capacity
Develop a thoughtful strategy for gathering and synthesising information that enables you to answer the reflective questions this guide poses. This should include:
Look at what statistical and anecdotal data is telling you about your school so that you know where you are now and can envisage the improvement required to achieve your vision. Tools such as the e-Learning Planning Framework (eLPF) and the Māori Medium e-Learning Planning Framework (MMeLPF) are designed to assist with this.
The successful deployment of digital technologies requires cohesive strategic thinking that is able to meet two of Michael Fullan's (2002) challenges:
Deep learning, systemness, and leadership form a triangle of success that underpins an effective educational system.
With that in mind, this guide helps mesh together your planning for each of these eight essential components to ensure digital technologies support a highly effective learning environment.
The senior leadership team at Hampden Street School explain how their digital technologies plan supports their strategic plan in terms of planning for, developing, and utilising digital technologies to support learning and teaching. This has been a long and ongoing journey of development for them. Key to their success is commitment to their pedagogy.
Consider these eight essential planning strands as you develop your action plan for using digital technologies to support a highly effective learning environment.
School leaders championing a coherent and collaborative strategy ensure digital technologies serve effective pedagogy to raise achievement for all students.
Leading transformation requires:
Three key imperatives to consider in your strategic planning are the need to:
Rethink systems and teaching approaches to meet these demands and take advantage of the opportunities offered by the digital environment to enhance teaching and learning.
Plan how you will engage school leaders, teachers, and your communities to continuously evaluate what students need to know and the competencies they must develop.
Successful strategies are developed by collaborative teams under shared, informed leadership.
Principals have a key role in:
When co-constructing the vision and plan for digital technologies:
This strengthens your deliberations and helps ensure the school community understand how the digital imperative is shaping education which helps engender greater buy-in.
As part of evidence-based leadership of a formative data-rich school, you need to regularly review your progress using current data. Tools such as the eLPF and MMeLPF provide a snapshot of your progress and useful resources to help discussing the “where to next”. Goals should be prioritised and informed by:
Building your team’s change management capacity is critical, as is accessing an external critical friend, mentoring, and expert help. Comprehensive, cohesive, and robust planning is essential – steady, deliberate and not too fast!
Implementing your context-appropriate strategy requires:
Trial strategies and interventions as part of an inquiry mindset and a willingness to support innovation. Monitor and evaluate these to identify whether they are making a difference to student achievement.
|As a leadership team do we understand the C21st imperatives? Can we all clearly articulate our educative purpose and a compelling vision for effective teaching and learning meeting our students’ current and future needs?||Not yet||Started||Yes|
|Is there distributed leadership across a strong collaborative team, that includes student and whānau voice, that is orchestrating an effective response to the digital imperative?||Not yet||Started||Yes|
|Based on plotting our present position against the eLPF and other data, does our school have a clear strategy that ensures digital technologies are integral to our broader strategic direction?||Not yet||Started||Yes|
|Do we have good change management expertise across our team? Are we seeking appropriate external support where we need help to develop and implement a robust plan?||Not yet||Started||Yes|
|Are we trialling strategies and interventions, and evaluating their impact on student learning?||Not yet||Started||Yes|
Teachers, students, whānau, and the community are informed and active partners in planning for and implementing an inclusive digital technologies strategy.
Genuine learning partnerships require:
Student voice is incredibly valuable because they are:
A number of schools are actively seeking feedback:
Pakuranga College principal Michael Williams explains, “The type of learning students are doing is changing. They are more authentic and aligned to the real world. Learning has become much more collaborative and students are more engaged."
Beyond the classroom your school needs to enter a genuine partnership with your community about and through digital technologies.
Parents and whānau are important because:
This requires your school to think about how you can raise awareness and empower parents to support their children’s learning.
Engage with your community around your rationale for innovative learning practices and a future-orientated curriculum. They need to understand your thinking to help ensure their commitment There will be useful community resources and expertise that you could tap into to support learning programmes. There will be opportunities to leverage useful school community collaborations and partnerships with local business.
Hampden Street School has built a very successful partnership with parents and their local community. Parents share how the school’s open door approach, as they planned and developed their innovative learning environment, gave them confidence that their children’s learning needs were being met.
Working with other schools can be incredibly valuable as we move into an increasingly connected and collaborative environment that accepts lateral accountability (i.e. the whole community accepts responsibility for each student’s progress and each teacher’s practice). These connections can be face-to-face and virtual. A growing number of schools are starting to investigate synergies around sharing teaching and collaborative access to technologies, professional development and teaching and learning strategies. The benefits of collaboration are being formalised through the IES Communities of Learning programme and the Virtual Learning Network Community’s online learning programme .
|Are we engaging teachers in our planning discussions, listening to their classroom experiences with digital technologies, and understanding their needs?||Not yet||Started||Yes|
|Do we engage students in our planning discussions, listening to their experiences with technology, and understanding their learning needs?||Not yet||Started||Yes|
|Are we encouraging and supporting our parents and whānau to develop the knowledge, and competencies required for them to be willing and able partners in the digital environment?||Not yet||Started||Yes|
|Are we looking to benefit from the involvement of parents, business, and wider communities?||Not yet||Started||Yes|
|Are we actively seeking to work collaboratively with other schools to leverage synergies made possible by digital technologies?||Not yet||Started||Yes|
Powerful learning-centred, personalised, agentic practices instill foundational knowledge while offering students opportunities to actively construct their own learning in collaboration with others.
Powerful pedagogy is:
As rapid advances in the science of learning “underscores the importance of rethinking what is taught, how it is taught, and how learning is assessed” (Dumont et al , 2012), you must ensure teaching is grounded in research-based evidence and informed by emerging effective practice. Working together, leadership teams and teachers need to identify the key beliefs, principles, and practices that underpin effective teaching and learning in your school – and the role that digital technologies will play in enhancing these.
There is an emerging consensus that powerful learning is learner-centred, personalised, and agentic. Learning-centred teaching strategies can help leverage the authentic use of digital technologies to:
Social media can be used to support:
Key elements of effective teaching are outlined in the Effective pedagogy section of The New Zealand Curriculum . Given the social nature of learning and the increasing opportunities to connect globally, students need opportunities to learn, create, and share with their peers – to actively construct their own knowledge in collaboration with others face-to-face and online. As learning experiences should demand hard work and challenge, students should experience using digital technologies to access expertise from a range of educators and their more knowledgeable others (MKOs) – adults or peers who can support learning because they have a better understanding of a task or concept.
Emotions are integral to effective learning, as is recognising individual differences. This requires teaching based on an inclusive pedagogy that is culturally responsive and focused on including all students in learning. Digital technologies provide flexible options to support teaching and learning that is more engaging and offers multiple and flexible options for both presenting content and the creation and demonstration of learning.
Digital technologies can help drive formative, data rich, and research-informed schools. Student Management Systems (SMS) data can be used to monitor both individual and group performance and so assist learners and teachers. Emerging assessment, learning analytics, and needs analysis processes can help your school:
|Is our school using the emerging research around effective teaching and learning to inform how we will use digital technologies authentically?||Not yet||Started||Yes|
|Do our programmes support inquiry-based and co-constructed learning?||Not yet||Started||Yes|
|Do our teachers use a range of digital opportunities to increase students’ motivation and engagement?||Not yet||Started||Yes|
|Do our students experience learning that is learner-centred, agentic, and personalised, including opportunities to participate, create, publish and share collaboratively with their peers and others online?||Not yet||Started||Yes|
|Do we offer students opportunities to actively construct their own knowledge in collaboration with others – and to access experience from a wide range of “More Knowledgeable Others”?||Not yet||Started||Yes|
|Are we exploring how digital technology can help gather and use formative assessment to improve learning and inform parents?||Not yet||Started||Yes|
A purposeful and authentic curriculum provides powerful learning that meets students’ present and future needs.
Our curriculum needs to be:
What is powerful for our students to learn now and for their future?
In an increasingly digital world, we need to be asking – “What is powerful for our students to learn now and for their future? We need to be educating knowledgeable, resourceful, and adaptable people who know how to act when they're faced with situations for which they are not specifically prepared – young people who can solve the world’s 'wicked' issues. This will require both foundational knowledge and the ability to connect, to network, and to collaborate – and to work across disciplines.” Bolstad and Gilbert (2006) .
We need to ensure our delivery of the values, principles, key competencies, and intent of The New Zealand Curriculum and Te Marautanga o Aotearoa acknowledge this challenge. Consideration should be given to how your curriculum will support learners to develop the knowledge and competencies needed to thrive in digital environments.
“There is no question that state of the art knowledge in a discipline will always remain important. Innovative and creative people generally have specialised skills in a field of knowledge or a practice."
Disciplinary knowledge remains as important as ever. However, as a result of the impact of digital technologies, how this knowledge is accessed, represented, and created is rapidly changing to the point that understanding the use of digital technologies is becoming essential foundational knowledge for both traditional and emerging disciplines.
Digital literacy has become foundational knowledge in its own right. The unprecedented impact of the Internet and digital media presents a whole new environment, which the 21st century citizen must learn to navigate successfully.
The future depends on people who have deep knowledge of more than one discipline and the ability to see connections between these disciplines. We see this with the emergence of new specialists such as bio-technologists, computational political scientists, and social physicists .
In response, Bolstad and Gilbert (2006) suggest, our curriculum must equip young people to be able to synthesise and apply existing and newly created knowledge to solve complex problems, often in cross-disciplinary and collaborative settings.
“The world no longer rewards people just for what they know – but increasingly for what they can do with what they know. Education is becoming more about ways of thinking, involving creativity, critical thinking, problem solving and decision making; including the capacity to recognise and exploit the potential of new technologies and, last but not least, about the social and emotional skills that help people live and work together.”
Increasingly prominent in future-orientated learning discussions, and implicit in The New Zealand Curriculum , is the need for learning to be authentic. Your school curriculum must provide authentic learning contexts that promote “horizontal connectedness ” and engage students’ interest and prior knowledge. As the ability to integrate and synthesise information across subject areas is a key 21st century competency, a number of schools are introducing specific time for students to pursue their passions. These often take the form of cross-curricular student led projects.
Digital technologies play an increasingly important role because they enhance the curriculum and pedagogy; making it more efficient, accessible, and enjoyable for teachers and students, and more appealing to digital-generation learners (Bolstad & Gilbert, 2006).
Students need a range of curriculum opportunities to develop their digital fluency
Your school curriculum needs to emphasise digital competencies that embrace the foundational knowledge, capabilities, and values essential to participate fluently in an increasingly digital world.
Technologies have changed the mode, scope, scale, and reach of communication and collaboration. The ease of communicating with diverse groups across the world requires heightened ethical, cultural, and emotional awareness to foster meaningful interactions and relationships. Students need a range of authentic curriculum opportunities to develop their digital fluency in this environment.
|Are we discussing what it’s now powerful for our students to be learning? Are we re-evaluating what constitutes essential knowledge in the digital age?||Not yet||Started||Yes|
|Are we helping students build the competencies and dispositions to use their knowledge to solve complex problems, often in cross-disciplinary and collaborative settings?||Not yet||Started||Yes|
|Are digital technologies enabling students to experience authentic learning contexts that engage their interest and prior knowledge?||Not yet||Started||Yes|
|Is there a clear and consistent understanding of the digital knowledge, competencies and confidence students need to acquire? Do they have opportunities to develop this digital fluency through their curriculum?||Not yet||Started||Yes|
|Are students experiencing opportunities to communicate with diverse groups online and so foster the ability to sustain meaningful virtual interactions and relationships?||Not yet||Started||Yes|
Commit to supporting teachers as they continue to refine and develop effective teaching practices by promoting formal and informal networking, sharing, and collaborating.
Building teacher capacity requires:
Key to building your teachers’ capacity to facilitate authentic learning experiences enhanced by digital technologies is fostering a commitment to continuous professional improvement. Teachers can support each other in a collaborative culture that values high quality formal and informal professional learning.
Leadership must promote teachers’ efficacy, agency, and collective capacity to inquire into their practice. Innovative teaching practices flourish when active teacher collaboration focuses on:
Align professional learning with current pedagogical approaches. Focus on activities directly linked to the curriculum to utilise teachers’ practical insights into what works and theoretical insight into why.
Pakuranga College principal, Michael Williams describes their intensive PLD programme. Students have a late start every Friday morning with that time dedicated to professional learning. Teachers have time and support to focus on their inquiries, which are currently based on creating better learning opportunities for students using digital technologies as a tool to support this.
Your school might adopt an inquiry framework such as Teaching as inquiry or Spiral of inquiry . When investigating problems of practice, evidence from research, formative, and summative assessment data should be used as a catalyst to engage and then begin to unpack teachers’ often strongly held beliefs about curriculum teaching and learning.
Coaching and mentoring have an important role to play in gathering, evaluating, and disseminating research and data and in challenging established aspects of teacher culture that do not contribute to improved outcomes for students.
Sustainable and cost-effective professional development requires developing in-school expertise and participation in connected communities of schools and peers. It is also essential that individual teachers are encouraged to become “connected learners” using technology and their professional learning networks to be actively engaged in local and global communities of practice.
Because successfully implemented PLD requires significant resources to support educators as they take on new and expanded roles, it’s important to:
School leadership needs to foster an environment that encourages your teachers to seek innovative and creative strategies with a strong focus on improving outcomes for learners. Enable them to take informed risks without fear of failure. This requires recognising, celebrating, and rewarding accomplishments in ways that sustain positive change.
|Are our professional practices collaborative and underpinned by a drive for continuous improvement fostered by a teaching as inquiry-based approach such as Spirals of Inquiry?||Not yet||Started||Yes|
|How, and to what extent, do teachers inquire into their use of future-focused learning? Is this process informed by data?||Not yet||Started||Yes|
Do we have a comprehensive plan for developing teachers’ knowledge, competencies, and confidence to use a range of digital technologies effectively in their teaching?
How do we ensure that this is addressing the needs of all our staff?
|Do we have a strategy to develop internal expertise in effective pedagogy and coaching?||Not yet||Started||Yes|
|Do teachers use their PLNs and online communities of practice to share and reflect on their practice and strengthen collegial support?||Not yet||Started||Yes|
|Are we fostering an environment that supports our teachers to explore innovative ways to achieve the principles of future-focused learning?||Not yet||Started||Yes|
Rethink the different components, relationships, partnerships, and principles integral to learning environments to support more flexible and personalised learning.
A learning environment is the complete physical, social, and pedagogical context in which learning occurs. “An innovative learning environment (ILE) is one that is capable of evolving and adapting as educational practices evolve and change – thus remaining future focused,” Ministry of Education .
These strongly held learning principles must underpin your planning for PLD, the physical environment, learning activities, and building relationships:
Consider how the digital environment allows you to reshape the different components, relationships, partnerships, and principles integral to learning. How does the increasing ubiquity, connectivity and mobility of digital technologies help you:
Your school’s planning for innovative learning environments should reflect the types of interactions that are to be supported. Having established your pedagogical ambitions, plan to provide the infrastructure and teacher capability needed to fully utilise your selected digital technologies.
|In what ways, and to what extent, is our strategic thinking reworking key elements of the learning environment, such as the allocation of time, spaces, places, and people?||Not yet||Started||Yes|
|Have we thought about how digital technologies are redefining what constitutes a school, a classroom and the school day, and considered the implications?||Not yet||Started||Yes|
|When reviewing our timetabling of learning and allocation of time to activities, are we thinking how we group students and how we deploy teachers and other educators?||Not yet||Started||Yes|
Have we thought:
|Does our planning for new buildings and modernising teaching/learning spaces leverage digital technologies? Are we removing barriers so all can participate?||Not yet||Started||Yes|
The effective use of digital technologies supported by infrastructure and equipment is tailored to serve future-orientated learning and administration needs.
e-Learning lead teacher, John O’Regan describes the important considerations for Hampden Street School to create reliable systems that meet the needs of their BYOD programme.
Developing and maintaining a reliable, cost-effective, and sustainable infrastructure that serves your school’s teaching, learning, and assessment while remaining largely invisible to users is a significant challenge.
To sustain bandwidth for intensive learning, your infrastructure needs to include:
For your operation’s storage and backup, servers can either be onsite or in the cloud. In an increasingly browser-based and cloud environment, you also have opportunities to access ICT infrastructure as a utility provided by others.
Integrating different cloud services so that they are easy for people to use poses significant management challenges, such as how to provide identity and access management (IAM) and single sign-on (SSO). Your system must be able to balance the need to protect privacy and personal information while still ensuring that there is easy access to the tools, services, and data teachers and learners need to optimise learning.
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In providing equitable access to appropriate equipment including devices fit for age, stage, and intentions, it is increasingly likely that access to a selection of differing devices will be required through a combination of school provision and/or BYOD. This may be 1:1 or many to one as teachers and students start bringing smartphones, tablets, laptops, and other future devices to school.
You will need to integrate your planning and budgeting for management, maintenance, procurement, and renewals into your wider school priorities. Effective technical support encompasses:
All your digital technology needs to work all the time with reliable back-ups available in case of disaster.
e-Learning lead teacher, John O’Regan describes Hampden Street School's system for technical support. Key to its success is the connection between the technician, who is also a teacher, and the staff. A clear understanding of student and teacher requirements ensures the infrastructure is built and supported to meet the needs of those using it.
|Do we have an appropriately specified, reliable, and sustainable ICT infrastructure, including SNUP, UFB, and industry-standard wireless, that serves our vision for teaching and learning?||Not yet||Started||Yes|
|Are we looking to fully leverage government initiatives to secure cost-effective connectivity, firewalling, filtering, and other digital technologies?||Not yet||Started||Yes|
|Are we moving towards seeing ICT as a utility and taking advantage the economies of scale offered by the cloud for infrastructure provision?||Not yet||Started||Yes|
|Are we ensuring our teachers and students have access to an appropriate suite of equipment and devices?||Not yet||Started||Yes|
|How does our 3-5 year planning and budgeting for infrastructure management, maintenance, and procurement align with our school’s overarching strategic direction?||Not yet||Started||Yes|
|Have we reviewed the performance and cost effectiveness of our current arrangements for technical support? Are our decision makers seeking advice and peer review?||Not yet||Started||Yes|
Teachers and students have ubiquitous access to a coherent set of simple-to-use applications, resources, services, and support.
Cohesive digital services:
Your school needs to assemble a coherent digital environment that serves teaching and learning. Along with your student management system (SMS), the key components could be:
Your school may also be using a library package and assessment tools such as e-asTTle and PaCT . Look to increase the functionality of your digital environment through the efficient use of supporting digital services and consider incorporating the beneficial use of social media elements.
This environment must be able to accommodate a range of users and their differing requirements.
To help ensure efficiency, cohesion, and cost effectiveness, leverage the emerging web-enabled, browser-based Software as a Service (SaaS) environment. However, if you are accessing a range of cloud-based services, this environment brings challenges in terms of:
You may wish to consider services that can help you manage this.
Policies around safety, security, data management, and a dedicated curriculum programme to foster digital citizenship are crucial to ensure that the school has plans in place to address components of safe, digital environments. Appropriate, user-friendly policies and procedures that are understood and adhered to will encourage appropriate and efficient use of technologies.
The use of digital technologies will only be successful when users are appropriately skilled. Ensure adequate training and preparation so all teachers are able and willing to use appropriate aspects of the infrastructure effectively, evaluate when approaches are effective, and modify these when they are not.
Develop a co-ordinated strategy, which includes just-in-time technical services and support for teachers and students. You should adopt a collaborative, learning-focused approach to providing effective technical support that meets the needs of everyone in the school.
|Has our school assembled a coherent digital environment that supports our learning, teaching, assessment, and administration needs?||Not yet||Started||Yes|
|Can all our teachers and students personalise the applications, resources and services to meet their differing requirements.||Not yet||Started||Yes|
|Do we have a strategy to increase accessibility to cloud-based services to broaden learning opportunities?||Not yet||Started||Yes|
|Do we have the tools to manage our users in this environment?||Not yet||Started||Yes|
Do we have appropriate policies and procedures?
How are we addressing the digital safety of staff and students?
|Do we ensure adequate training, professional learning, and preparation so all teachers are able and willing to use appropriate aspects of the infrastructure effectively?||Not yet||Started||Yes|
|Are we ensuring effective access to the “just-in-time” technical and skills support that our teachers and students need?||Not yet||Started||Yes|
Your plan must include:
CLA Advisor, Charles Newton explains how to use the templates as you plan.
The Roadmap worksheet provides a visual overview of the key components to consider when planning for digital technologies.
You can download an interactive digital copy, which allows you to record your thoughts on the worksheet or print large paper copies for people to write notes on. If you are using the interactive version, you must open The Roadmap worksheet using Adobe Reader to be able to save your work on the PDF. If you are using an iPad, you will need to use a PDF reader app to open, type into, and save the PDF.
Work as a team, and with your stakeholders, to compile your observations in answer to the focus questions on The Roadmap worksheet.
The Eight planning strands section of the guide explains the scope of these strands. For each strand you need to consider the key principles and their explanation before evaluating your school’s performance against the strand’s reflective questions. Record your observations on The Roadmap worksheet.
Where this evaluation identifies gaps, your team can then investigate these aspects in greater detail using the links to resources in each of the Eight planning strands
During your discussions you will start to identify both broader challenges and specific issues that need to be addressed. It’s important that you record these in the “Emerging goals and actions” box on The Roadmap worksheet.
When seeking input from different groups you may find the Planning conversations framework helps facilitate useful discussions.
While there are different ways to present these requirements, you will need to ensure that the “Action Plan” component is prominent.
How you choose to describe and present your conclusions and recommendations is up to you. When other staff, the Board, students, parents, and the community read your plan, it must enable them to:
The format should align with, and leverage, the thinking and concepts that underpin the Eight planning strands .
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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This interactive PDF can be downloaded and typed into or printed out and written on. To save your work, you must use Adobe Reader to open The Roadmap worksheet. If you are using an iPad, you will need to use a PDF reader app to open, type into, and save the PDF.
Use this downloadable document with the The Roadmap worksheet. Enter your school’s vision for effective teaching and learning, and the key principles that underpin that vision.
A downloadable document for schools to use when creating a digital technologies action plan.
A downloadable document for smaller schools to use when developing your schoolwide plan for using digital technologies.
A downloadable document for larger schools to use when developing your schoolwide plan for using digital technologies.
A PowerPoint presentation by Charles Newton, introducing this guide and explaining how to use it.
A discussion of the trends of future-oriented and innovative practices in New Zealand schools and examples of these trends in action. A Google Doc by Charles Newton, Connected Learning Advisor.
A summary of Innovative learning environments, Educational research and innovation, OECD (2013).
An overview of the options available for New Zealand schools as they procure digital technologies. It is intended for use by technology decision-makers in schools.
This diagram shows all the key components involved in managing successful change.
A checklist, devised by the CLA, to help you reflect on your school’s readiness for implementing BYOD or 1:1 devices.
A summary of the analysis on 21st century knowledge frameworks undertaken by Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013) What knowledge is of most worth: Teacher knowledge for 21st Century learning. Journal of Digital Learning in Teacher Education, v29 n4 p127-140
21 Tips to save you money and frustration.
Information to support schools with establishing clear and effective systems to address technical and user problems, or suggestions for improvements.
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.
Inclusive pedagogy is focused on including all students in learning. The aim is to bring students together and build a classroom community where every child is valued and is able to reach their potential. This section of the Enabling e-Learning website provides information and examples of how digital technologies can be used to support inclusive practices.
Information, school stories, and examples to support teachers and school leaders with developing an innovative learning environment that supports strengths-based teaching.
Information and examples of how digital technologies can be used to enable you to easily gather and share assessment information in ways that advance the learning of students.
The Connected Learning Advisory is a free service for schools and kura offering consistent, unbiased advice on integrating digital technologies with learning so they can get the best results for their students and communities. Schools can contact the advisory via online form or by phone.
An effective cycle of reflection and review ensures your learning will be linked to evidence of impact.
Examples of classroom learning demonstrating the effective integration of digital technologies to raise student learning.
Simon Sinek explains the Golden Circle in this YouTube clip from a TED talk.
Professors Bill Lucas and Guy Claxton discuss what expansive education is and how can teachers use inquiry to setup a trial for change.
Charles Newton, former principal, discusses a number of models to support principals with strategic thinking for digital technologies.
Principal Kevin Choromanski turned to the work of Professor Jan Robertson to lift achievement at Pomaria School. Professor Robertson has helped the school to develop a coaching and mentoring programme that sees everyone as a leader and a learner. This film on NZC Online is one of a series, designed to provide support and inspiration to schools that are in the process of reviewing their own school curriculum.
Albany Senior High School outline their process for professional inquiry on Wiki Educator.
This section of the New Pedagogies for Deep Learning website explains the four elements: learning partnerships, pedagogical practices, learning environments, and leveraging digital which combine to mobilise deep learning.
Leading the school community, building partnerships, consulting with communities, involving parents, families and whānau are key to building community relationships. The Educational Leaders website provides resources expanding each of these four components.
A summary of Timperley, Kaser, and Halbert’s Spirals of Inquiry paper on Educational Leaders. Download the full research paper from here.
Design thinking for educators is creative process that helps you design meaningful solutions in the classroom, at your school, and in your community. The Design Thinking Toolkit provides you with instructions to explore Design Thinking.
Information about the different stages and types of self review, self-review processes, and what highly effective self review looks like from ERO.
Information and resources from the Educational Leaders website to support school leaders with self-review and evaluation processes using student achievement data. These are the basis for sound decision making about and within teaching and learning.
Information and resources from the Educational Leaders website to support school leaders with managing change.
Information and resources from the Educational Leaders website to support school leaders with building partnerships.
Information from the Ministry of Education’s website on Investing in Educational Success (IES), a Government initiative aimed at lifting student achievement and offering new career opportunities for teachers and principals.
Practical strategies, suggestions, and resources to support learners with diverse needs.
This site provides information about and access to the e-asTTle online learning and assessment tool.
The Progress and Consistency Tool (PacT) is an online tool that supports teaching and learning.
Information and resources from the Educational Leaders website to support school leaders with mentoring and coaching by a peer partner.
e-Fellow, Emma Watts’ inquiry looked into rewindable learning (flipping the classroom) to engage and inspire reluctant writers. She asks, “How can we crack engagement in deep learning and develop lifelong learners who are confident, connected and actively involved? Can rewindable learning crack engagement in writing? Who should create the rewindable learning? The teacher? The students?”
Derek Wenmoth, CORE Education, explains learner agency. He unpacks the core features of learner agency, implications for teachers and leaders, challenges, and provides examples and links for further learning in this blog post.
A blog post from Karen Melhuish Spencer, CORE Education, explaining digital fluency.
A backchannel – a digital conversation that runs concurrently with a face-to-face activity – provides students with an outlet to engage in conversation. Beth Holland expands on the benefits of the backchannel in this post on Edutopia
Vygotsky’s research into social development theory is outlined. Three key themes are: social interaction, the more knowledgeable other (MKO), and the zone of proximal development (ZPD).
A review of Michael Fullan’s book on Change Management. It outlines six key ideas for successfully managing change.
OECD, (2012), The nature of learning using research to inspire practice: Practitioner guide from the Innovative Learning Environments Project – How can learning sciences inform the design of 21st century learning environments, OECD Publishing, Paris
An article reviewing successful approaches used by schools in Canada focusing on building a collaborative school culture to support change.
In this unpublished paper, Michael Fullan expands on building new collaborative cultures within and across schools in order to build individual and collective capacity to improve instruction linked to student needs and achievement.
This report explains three new forces that are converging improve learning.
This paper clarifies the responsibilities of policy makers to create the conditions for an effective system that produces substantial improvements in student learning, strengthens the teaching profession, and provides transparency of results to the public. The article draws on lessons from highly effective school systems in the United States and internationally to argue that the priority for policy makers should be to lead with creating the conditions for internal accountability, that is, the collective responsibility within the teaching profession for the continuous improvement and success of all students.
Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013), What knowledge is of most worth: Teacher knowledge for 21st Century learning. Journal of Digital Learning in Teacher Education, v29 n4 p127-140
This guide has been produced in response to a number of specific queries from schools. It should not be read as a recommendation or endorsement of any specific product. The Connected Learning Advisory is a Ministry of Education supported service that provides schools with technology information relevant to their queries and does not recommend one product over another.
Decision-making guides, how-to guides, and checklists