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Criterion 8

Fully certified teachers demonstrate in practice their knowledge and understanding of how ākonga learn.

Key indicators:

  • Enable ākonga to make connections between their prior experiences and learning and their current learning activities.
  • Provide opportunities and support for ākonga to engage with, practise, and apply new learning to different contexts.
  • Encourage ākonga to take responsibility for their own learning and behaviour.
  • Assist ākonga to think critically about information and ideas and to reflect on their learning.

Guiding question

How does my e-learning practice reflect that I understand the main influences of how my ākonga/students learn?

e-Learning tools provide a range of opportunities to explore key learning concepts that cater to different abilities and learning styles.

Kate Friedwald explains how she uses a Universal Design for Learning (UDL) approach in her classroom. Teaching is based on students' specific needs and learning activities are differentiated and personalised for each learner.

Inclusive classrooms
This section of the website contains information, resources and examples for including all students in learning. 

Univeral Design for Learning (UDL)
This section of the website contains information about UDL – a research-based set of principles for curriculum development that give all individuals equal opportunities to learn – and the e-learning tools that can help to achieve them.  

Learning areas
The information, school stories, and resources in this section can support you to develop personalised, authentic learning experiences across different learning areas using technologies. The English and e-learning  page provides a variety of school stories describing how student learning outcomes have been improved with the use of technologies in this curriculum area.

Students in the classroom

Students can be empowered by the use of e-learning tools to take control of their own learning and work through content at their own pace.

Sam Cunnane, head of the arts faculty at Fraser High School, talks about the curriculum integration project. It is an experiment in cross-curricular teaching at secondary school level. It’s based on students working to produce a visual culture magazine. The first half of the year results in a Passionfruit Magazine which is completely written, designed, and produced by students. The essence of the project is that by working to produce an authentic product, in this case a visual culture magazine, students generate evidence of rich learning that can then be assessed against a range of NCEA standards. Sam says the scheme is about “turning the way we approach NCEA upside down by getting students to produce an authentic project.”

Learner agency
This section contains strategies for using digital technologies to support learner agency.   

Innovative learning environments
This section of the website offers an overview of how learning spaces can be adapted to the future-focused changes occurring in education.

Khan Academy
Students can work through learning videos and practice exercises to support their learning across different learning areas.

Judy Delbridge broadens thinking around data collection, allowing her students to produce creative results.

Reporting to parents and whānau
Up-to-date resources supporting schools to share information with parents and whānau.

Assessment Resource Bank
The ARBs consist of 1246 assessment resources in English, Mathematics, and Science. These are for students working at levels 2–5 in New Zealand classrooms. NZCER have re-developed 150 resources into an interactive online format. To register, go to http://live.arb.nzcer.org.nz and create your unique account.

e-Portfolios
Learn about what e-Portfolios are and how they can be used. Students can be given responsibility for their own learning by documenting their progress towards learning goals and deciding on what work to share.

e-asTTle
This online assessment tool provides teachers and school leaders with information that can be used to inform teaching and learning programmes to maximise individual student learning.

Schools need to foster digital fluency so that students can thrive in a digital age. Higher level use of e-learning tools can give students opportunities to think critically about the information available to them on the Internet and how to use it.

Esther Casey explains what we can do as educators to support students in building digital literacy and fluency. She explains students need to develop critical, collaborative, and creative skills in the work they do.

Digital fluency
This section of the website contains information and resources on how to foster digital fluency among students in order to achieve desired learning outcomes.

How can we foster digital fluency? VLN discussion post
This discussion surrounding digital fluency contains opinions from educational experts and teachers.

Towards digital fluency
The Ministry of Education's one-page document outlines the future-orientated goals of ensuring that students benefit from the advantages of digital technologies.  

Using e-learning tools gives students access to up-to-date information from around the world. They can connect with a range of subject experts and learning can be personalised.

LEARNZ
LEARNZ virtual field trips are an example of using virtual experiences and tools to enhance learning. These opportunities are free to schools.

e-Learning community discussions

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