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Reviewing your school curriculum

Use the content in this section to find information, examples, and resources to support your development of e-learning within the whole school curriculum. Plan for your staff, students and the wider community to develop and own a negotiated curriculum in which technologies are assimilated with clear alignment to the vision and strategy. It is suggested you use this content in conjunction with the e-Learning Planning Framework .

Staff at St Hilda's talk about the difference using technology has made to teaching and learning. The change their approach teaching allows more time for teacher­–student interaction. Students can make choices about what tools they use for learning.

Discussion starters

Principals and school leaders

  • How will your vision for e-learning be integrated with your whole school curriculum plan?
  • How will the effective use of technologies support the way your school fosters the values and principles in The New Zealand Curriculum?
  • How will the effective use of technologies support authentic inquiry learning and knowledge acquisition?
  • How will the effective use of technologies support the key competencies?

Teachers

  • 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?

Practical steps

Principals and school leaders

  • Gather evidence of what is happening, in terms of student achievement, to inform curriculum design and decision-making.
  • Assign roles and responsibilities to personnel to lead/facilitate the approach to school-wide use of technologies/e-learning in curriculum design and review.
  • Provide opportunities for staff and wider community (students, parents) to co-construct and review your school curriculum through an e-learning lens.
  • Ensure your school’s curriculum reflects the essential nature of each learning area.
  • Consider how you can use technologies to support differentiated learners’ needs, particularly your Māori students.

Teachers

Plan and put into practice authentic learning experiences that will make the best use of technologies to support student-driven inquiry practices by:

  • using a range of digital learning objects, games and websites to explore and consolidate and extend knowledge
  • using a variety of presentation tools (graphics, slideshow, animation, movie making, flowcharts, mindmaps, PDF makers) to share new learning with others
  • 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)
  • archiving learning digitally to help inform future steps in learning (e-portfolios)
  • investigating the opportunities available to network your school to others who are part of the Ministry of Education’s VLN programmes of learning .
Developing the e-learning teacher inquiry process

Developing the e-learning teacher inquiry process

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. 

Strategic planning using the eLPF

Strategic planning using the eLPF

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.

Māori achieving success as Māori – setting up a framework

Māori achieving success as Māori – setting up a framework

Motu School principal, Paul Cornwall explains the process they went through to setup a framework for Māori achieving success as Māori (MASAM).

Using the eLPF to inform strategic planning at Waerenga o Kuri

Using the eLPF to inform strategic planning at Waerenga o Kuri

Principal, Richard McCosh explains how they used the e-Learning Planning Framework to identify strengths and areas needing development within their school.

Developing confident, skilled thinkers, and communicators

Developing confident, skilled thinkers, and communicators

Principal, James Petronelli explains Clearview School's collaborative learning approach operates links back to their school vision.

Using the eLPF to develop literacy learning goals supported by technologies

Using the eLPF to develop literacy learning goals

Brian Price, Principal of Breens Intermediate, shares how they used the e-Learning Planning Framework to develop their strategic planning.

Strategic planning for e-learning

Strategic planning for e-learning

Irene Cooper, principal of Hillcrest Normal School in Hamilton, talks how e-learning helps to engage differently with students.

Using Google Apps to facilitate communication

Using Google Apps to facilitate communication

Nikki Clarke, Deputy Principal at Breens Intermediate, talks about introducing Google Apps into the school.

BYOD – Planning your digital strategy

BYOD – Planning your digital strategy

Michael Williams, principal Pakuranga College, discusses some of the key questions they worked through when developing their digital strategy.

Strategic planning – A collaborative process

Strategic planning – A collaborative process

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.

Professional learning – Teacher inquiry

Professional learning – Teacher inquiry

Pakuranga College principal, Michael Williams describes their intensive PLD programme.

10 tips for success

10 tips for success

CLA Advisor, Charles Newton explains ten key considerations for successful planning.

Professional learning – e-Learning coordinator role

Professional learning – e-Learning coordinator role

Allister Williamson explains his role as e-Learning coordinator at Pakuranga College, which involves overseeing their professional learning programme.

Strategic planning underpinned by pedagogy

Strategic planning underpinned by pedagogy

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. 

Engaging with parents

Engaging with parents

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.

Building a reliable infrastructure

Building a reliable infrastructure

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.

Introducing the strategic thinking roadmap

Introducing the strategic thinking roadmap

Connected Learning Advisor, Charles Newton explains how to use this guide to support developing your digital technologies action plan. 

Developing e-learning capability using the eLPF and teacher inquiry

Developing e-learning capability using the eLPF and teacher inquiry

e-Learning facilitator, Ross Alexander explains the importance of having a clear vision for introducing new technologies.

Charles Newton

Developing your digital technologies action plan

CLA Advisor, Charles Newton explains how to use the templates as you plan.

Planning for success – Taking your staff with you

Planning for success – Taking your staff with you

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.

Selecting a device for BYOD

Selecting a device for BYOD

Michael Williams and Billy Merchant from Pakuranga College, explain their change in pedagogy from telling students which device to purchase to being "device agnostic". 

Professional learning – Planning strategically

Professional learning – Planning strategically

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.

Effective technical support systems

Effective technical support systems

John O’Regan, e-Learning lead teacher Hampden Street School, describes their system for providing technical support to staff.

Why choose a BYOD approach?

Why choose a BYOD approach?

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.

BYOD - Impact on student learning

BYOD – Impact on student learning

Pakuranga College principal Michael Williams explains, learning has become more collaborative and students are more engaged.

Strategic planning – Digital technologies supporting effective pedagogy

Strategic planning – Digital technologies supporting effective pedagogy

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. 

Impact of digital technologies on teacher practice

Impact of digital technologies on teacher practice

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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Resources

ICT and curriculum design
A resource designed to help schools think about the elements for designing a localised curriculum.

Reviewing your curriculum
This section of the NZC Online website supports school and curriculum leaders, and professional learning and development providers with the process of curriculum design and review. It includes information, research, tools, suggested areas of focus, and inspirational stories to help schools make decisions about how to give effect to the national curriculum.

English and e-Learning
Relevant, up-to-date information, resources, stories, and readings from English Online that provide practical support on the use of ICTs in the classroom.

Research and readings

This report looks in detail at the learning practices in nine secondary schools where ICTs for learning are well embedded. The study reports that ICTs create the opportunity for a wide variety of learning practices and make new forms of classroom practice possible. The key changes include:

  • the opportunity to share rich images, video, and plans
  • independent research is extended by the availability of internet search opportunities
  • construction of content and knowledge is made possible by ready-to-hand ICT-based tools
  • the reconfiguration of space, allowing mobility, flexible working, and activity management
  • new ways in which class activities can be triggered, orchestrated, and monitored
  • new experiences associated with the virtualisation of established and routine practices – such as using multiple documents in parallel or manipulating spatial representations.

This article by Tessa Gray, ICT Adviser, University of Waikato, describes how ICTs can be effectively integrated into the classroom.

e-Learning community discussions

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