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Kellie McRobert, e-learning lead teacher at Nayland Primary School, explains how you can use e-competencies to break e-learning down into manageable competencies to create e-awareness.

The five e-learning competencies are:

  • e-Awareness – awareness of ICTs and their relevance in society, including digital citizenship
  • Digital literacy – using technology for information and knowledge (students locate, organise, create, adapt, and share information)
  • Media literacy – understanding the manipulation and the way that digital media crosses over with mainstream media
  • Informational literacy – understanding and interpreting information from different sources
  • Technological literacy – confident and critical operation of ICTs.

e-Competencies and The New Zealand Curriculum

e-Competencies and key competencies

Kellie McRobert explains how she developed a framework of e-competencies, which have been aligned with the key competencies.

Using e-competencies in the classroom

Using e-competencies in the classroom

Teacher Kellie McRobert describes how she incorporated five e-competencies into a unit of work looking at heroes.

e-Competencies in action at the KidsCan Film Festival

e-Competencies in action at the KidsCan Film Festival

At the KidsCan film festival in Nelson 70 students were put together for three days to create films. Kellie McRoberts describes students' development of e-competencies within this project. 

Explaining e-competencies

Explaining e-competencies

Kellie McRobert, e-learning lead teacher, Nayland Primary School, explains e-competencies

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Strategies to promote the development of e-competencies
This study by Juan Cristobel Cobo Romani, published in 2009, analyses the effectiveness of policies, strategies, and programmes that promote the acquisition of e-literacies. Based on the benchmarking of different studies about the impact of information and communication technologies (ICTs) on students’ learning, this work proposes a re-definition of the term ‘e-competencies’. Moreover, a set of best practices for the development of the future e-competent labour force are identified. Although the scope for this paper is primarily the countries of the European Union, worldwide studies are also considered.