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.
Download the revised e-Learning Planning Framework (eLPF).
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. Using the eLPF could form part of a wider strategic planning process.
The framework provides schools and teachers with:
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 dimensions are:
The eLPF is accessible both as an online tool and a download. Decide which is the best tool for your school.
You might choose the online tool because:
You might choose to use a downloaded version because it's a useful pre-cursor activity to using the online tool.
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.
The diagram shows the phases schools, teachers and learners work through to grow e-learning capability to learn with and through digital technologies. Schools and learners may progress through some or all of the phases.
As you move through the phases, evidence of learning needs rather than technology will drive your decisions.
Pre-emerging: There may be little awareness of what e-learning is or the role it can play in teaching and learning. No deliberate actions may yet have been taken to explore e-learning. The use of technologies may be ad hoc, and there may be no reference to technologies in the school’s strategic planning.
investigating, raising awareness, and planning
Emerging: Your school may be focusing on investigating, raising awareness, and planning for ways to integrate technologies into your school's vision and curriculum. You may be finding out about particular technologies and their use across the dimensions. In the classroom, you may see technologies added on to teacher-directed tasks possibly as a substitute for non-digital approaches.
trialing and establishing
Engaging: Your school may be focusing on establishing and connecting planning across the school as well as trialling ways to use technologies appropriately to meet staff, community, and students’ needs. In the classroom, you may begin to see technologies used as part of higher-order (deep), collaborative teaching, and learning. The technologies begin to improve aspects of the learning experience.
effectively aligned processes and practices
Extending: Your school may have effectively aligned processes and practices across the school and community. The use of technologies is appropriate and allows significant adaptation of learning experiences to meet all learners' needs. In the classroom, teachers and students may work together to use technologies as part of authentic, higher order, co-constructed learning.
technologies make new ways of learning possible
Empowering: Your school and community regularly plan, review, and evaluate in partnership. Technology use is "anytime, anywhere", virtual, open, and equitable. It enhances needs-based, co-constructed learning within and beyond the school community. In the classroom, technologies make new ways of learning possible. It is collaborative, personalised, higher-order, and embedded in the real world.
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 ]
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 effective school e-learning review might ask the following questions.
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?"
The eLPF online tool is designed to gather and present data from leaders, teachers, students and your community.
One person (principal or e-leader) can be designated as the administrator of the tool and follow the step-by-step instructions to register your school.
When you register your school an email is sent to your official school email address (as recorded on the Education Counts schools page ). You will need to click on the "Request eLPF access" link in the email to continue with the registration process.
Download Using the eLPF online tool and follow the step-by-step instructions to register your school
The results are likely to be more accurate, truly representative, and inclusive of your school if everybody completes the review, rather than a sample group.
It is possible to have a staged roll-out of the review. For example, the leadership could complete it first and then see how aligned they are in their responses. The survey can then be extended to the rest of the staff, Board of Trustees, students, and school community.
The survey administrator will need to choose how to administer the survey from one of three options. Option one is recommended.
Participants will provide the best information when they fully and clearly understand the purpose and structure of the survey. The video below provides an explanation for the survey administrators to use when preparing staff to take the survey.
During the administration of the surveys it is important that the participants understand the following:
Your approach will vary according to the size of your school and what works best for your staff, community, and students.
Once participants have begun a survey, they have a month to complete it.
You might organise participant groups to complete it together, for example:
Questions automatically appear in random order so a user will be answering different questions to their neighbour.
Participants are able to complete the survey at home or another time by logging back in using their PIN number.
Download Using the eLPF online tool and follow the step-by-step instructions to register your school and email participants
Schools have complete control over their data. The online eLPF online tool whole school survey data can only be accessed by the survey administrator.
The survey administrator can give others access to the data by:
Download Using the eLPF online tool and follow the step-by-step instructions to access data and add an administrator
Individual participants can access their own data using their PIN number to log in at any time.
Once the survey has been completed, the administrator for the school can access the results online. Reports can be generated from the data, exported, and printed. Before generating printed reports, which may be several pages, we advise administrators to view the results online first, then decide on priority areas to look at in depth.
Analysing the data: eLPF tool – step-by-step information and screenshots describing how to use the "slider" and read the data to:
Once you have completed the review and analysed your data consider the following:
For help email: email@example.com
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 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 of 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 ongoing 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 you to develop your digital fluency.
The Enabling eLearning site is organised in the same sections as the eLearning Planning Framework. Explore each dimension:
In this dimension, you review how you engage with your community – and wider networks – with and about digital technologies.
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 is 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:
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.
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.
e-Learning facilitator, Ross Alexander explains the importance of having a clear vision for introducing new technologies.
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.
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.
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.
Irene Cooper, principal of Hillcrest Normal School in Hamilton, talks how e-learning helps to engage differently with students.
Michael Williams and Billy Merchant from Pakuranga College, explain their change in pedagogy from telling students which device to purchase to being "device agnostic".
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.
John O’Regan, e-Learning lead teacher Hampden Street School, describes their system for providing technical support to staff.
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.
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.
Allister Williamson explains his role as e-Learning coordinator at Pakuranga College, which involves overseeing their professional learning programme.
Pakuranga College principal, Michael Williams describes their intensive PLD 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.
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’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.
CLA Advisor, Charles Newton explains how to use the templates as you plan.
Connected Learning Advisor, Charles Newton explains how to use this guide to support developing your digital technologies action plan.
Connected Learning Advisor, Charles Newton explains how to to get started developing your digital technologies plan
CLA Advisor, Charles Newton explains ten key considerations for successful planning.
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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 trialled 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.