Effective e-learning is underpinned by the appropriate digital technologies, including infrastructure, digital devices, resources, content, and services.
The CLA service has ended as the Ministry shifts its focus to initiatives that support the Digital Technology and Hangarau Matihiko curriculum changes.
The CLA's extensive library of resources is now incorporated within this website, along with links to other Ministry initiatives providing ongoing support.
Information and resources to support development and maintainance of a reliable school network.
This latest OECD report discusses the available evidence on innovation in education:
Te Hangarau, Te Tūāpapa | Technologies is one of the five dimensions of the e-Learning Planning Framework. This website is designed to support schools develop their e-learning capability across the five dimensions. The Te Hangarau, Te Tūāpapa page contains school stories and examples to support Kura Kaupapa Māori.
Space, whether physical or virtual, can have an impact on learning. It can bring people together; it can encourage exploration, collaboration, and discussion.
ICT leader, Fraser Malins explains some key considerations for setting up a safe network that parents and students can access easily at Halswell School.
This online guide provides schools with starting points for the effective management and use of data. It focuses on using Student Management Systems (SMS) effectively so that learning is informed by accurate, rich information.
Kate Friedwald describes step-by-step the process she went through from researching BYOD to setting up a classroom learning programme using BYOD.
Use the discussion starters, practical steps, and school stories in conjunction with the e-Learning Planning Framework to identify your current school-wide systems, and to support your planning to resource the successful use of digital technologies in learning and teaching.
Join these groups to participate in discussions with other teachers/educators about the content here, or that is relevant for you.
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