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Rubric 3 - 40% of LEADERSHIP: Outline the actions and time frame of your implementation plan, including data collection, over a period of no more than 2 months.

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Rubric 3 - 40% of LEADERSHIP: Outline the actions and time frame of your implementation plan, including data collection, over a period of no more than 2 months.

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Multiple aspects of the actions, timeframe and data collection and how they relate to one

another are outlined in the context of wider research and frameworks.

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Policy
"David Parsons Week 17 Sesion 2" Think about SMAR model the Policy makes you think about where you are at a high level
Compared when we think about the digital tools we use in the classroom how we can refer to the SMAR model.

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The e-Learning Planning Framework explained

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.

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 framework provides schools and teachers with:

a self-review tool for schools to gather evidence about practice

a "road map" for building e-learning capability

a tool to evaluate the effectiveness of e-learning programmes

resources and services to support schools as they build capability.

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 of the e-Learning Planning Framework

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:

development in technology integration

pedagogical development, from teacher-directed to collaborative, co-constructed learning.

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.

Key characteristics of the phases

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 in 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 trialing 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.

References

International frameworks

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 ]

The e-Learning Planning Framework tools

The eLPF is accessible both as an online tool and as a hardcopy. Decide which is the best tool for your school.

You might choose the online tool because:

it is efficient in terms of gathering information from across your staff in a relatively short space of time - the survey takes approximately 40 minutes.

it gathers information from each individual

it offers flexibility in terms of access (time and place) - and inclusion for those who might not be able to attend a staff meeting, such as support staff.

You might choose to use the paper-based version because:

the school's browser/connection isn't stable enough for the tool to be used with confidence

it's a useful pre-cursor activity to using the online tool.

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:

provide support for staff on the nature of e-learning, effective pedagogy (in the NZC), and how to undertake a self-review

understand why they are participating in a self-review process

examine how the survey will inform the school's strategic plan and professional learning design

explore the ideas and thinking behind building the school's e-capability over time within the five dimensions of the eLPF.

Checklist for effective review

An effective school e-learning review might ask the following questions.

Planning

How are we collaborating with the whole school, our community, whānau and iwi?

What do we need to know, specifically, about the way we using e-learning?

What different types of data can we collect to help inform our review, including student achievement data?

What do we know about the progress of our Māori and Pasifika learners, and those students with identified learning support needs?

When we look at the information, have we considered all the factors that might explain why students are doing well or why we have the issues we do?

What's most important for us to focus on? What will benefit our learners?

Actioning

Have we designed an action plan that specifically addresses the issues we have identified?

Will our action plan support collaborative, culturally responsive professional learning and inquiry?

Monitoring and reviewing

How will we monitor our actions and review their progress and impact as we go?

Do we need to adjust our actions?

What was the impact of our actions on leaders? teachers? students? whānau and iwi?

Discussion starters

Practical steps

Examples of the e-Learning Planning Framework phases in action

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.

Scenario 1: Pre-emerging to emerging

"We haven't ever really had a plan for the 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."

Possible next steps

Raise awareness of what e-learning is and what might be possible across the staff and community - connect with and visit other schools, explore stories in the Enabling e-Learning media gallery .

Set up small-scale pilots or investigations in teams or syndicates to feedback.

Identify strengths across your staff and community. Look at the data on students' needs to identify priority areas.

Explore effective pedagogy such as examples of collaborative learning in action or the use of SOLO taxonomy.

Scenario 2: Emerging to engaging

"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 in the 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."

Possible next steps

Clarify a shared vision and strategic direction.

Establish priority areas and design, conduct, and review trials. For example, a syndicate or team might explore the use of collaborative technology in writing for a term, focusing on their Māori learners.

As a staff, explore and begin to trial ways of designing activities that model effective pedagogy, integrating technology.

Scenario 3: Engaging to Extending

"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."

Possible next steps

The intention is to move from pockets of strength to growing a shared understanding across the staff, whānau, and community. Explore ways to mentor staff based on their learning needs.

Ensure leadership is learning-focused and driven by the curriculum vision, graduate profile, and strategy.

Provide time for staff to grow understanding of effective learning design, both curriculum, and pedagogical knowledge so they can adapt and transform learning with increasing confidence.

Consider ways to create shared learning spaces so whānau, staff, and students begin to work as a learning community. For example, explore the use of e-portfolios, learning management systems, and social media.

Scenario 4: Extending to Empowering

"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 on-going inquiry for all of us."

Possible next steps

1. Moving towards sustainable growth - establish systems that allow for regular review, planning an evaluation of e-learning, based on evidence, including student data.

2. Engagement with whānau and students should become routine.

3. Explore ways to connect your staff and community to wider networks for learning, authentic tasks, and sharing knowledge.

4. Focus on sharpening understanding of designing for all learners to succeed. Grow understanding of personalised learning ,Universal Design for Learning , and the way technologies can enhance this.

Examples and resources to support progression through the phases, from "pre-emerging" to "empowering", across the eLPF dimensions

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 your development of e-capability.

Use the data from your eLPF survey to set your goals.

Use the content on the website to help with planning how you will move through the eLPF phases (from pre-emerging to empowering) to achieve your goals.

Beyond the classroom

Learning and teaching

Professional learning

Leadership and strategic direction

Technologies and infrastructure

Join the online discussions

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:

eLPF online survey tool

eLPF hardcopy

MMeLPF hardcopy

Using the eLPF

Using the e-Learning Planning Framework as a tool for strategic planning and staff development
This Enabling e-Learning webinar explores key ideas around the purpose and use of the framework, what this means for school's strategic planning, and where schools might integrate the framework into strategic planning (October 2014).

The webinar is supported by a VLN discussion: eLPF online tool .

e-Learning/ako-ē glossary of terms

The Māori-medium e-Learning Planning Framework

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 trialed 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:

Manaakitanga (caring, online pastoral care)

Atuatanga/Wairuatanga (spiritual synergy and spirituality)

Ako (reciprocal learning and teaching)

Kanohi kitea (visibility, to be seen)

Ahi Kaa (belonging)

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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.

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Computational Thinking for digital technologies
Designing & Developing digital outcomes.

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Our education system equips children and young people with the skills and knowledge to participate, create and thrive whatever pathway they choose to take.

In response to this fast-evolving world we have adapted our National Curriculum to now include digital technologies learning.

About Digital Technologies and Hangarau Matihiko (DT and HM) learning

Watch our introductory video

Watch an introductory video about the new DT and HM curriculum content.

What's changed?

Technology Learning

In the Technology Learning area of the New Zealand Curriculum, there are 2 new areas.

Computational Thinking for Digital Technologies

Students will develop an understanding of computer science principles that underlie all digital technologies. They'll learn core programming concepts so that they can become creators of digital technology, not just users.

Designing and Developing Digital Outcomes

Learning how to design quality, fit-for-purpose digital solutions.

Hangarau Wāhanga Ako of Te Marautanga o Aotearoa

In the Hangarau Wāhanga Ako of Te Marautanga o Aotearoa, there are 2 new tupuranga.

Te Whakaaro Rorohiko (Computational thinking)

Includes using te reo Māori to express problems, formulate solutions and solve them using algorithms, programme and data representation.

Tangata me te Rorohiko (People and computers)

Includes designing and developing digital outcomes while considering their role and responsibility as digital citizens.

Who the curriculum content is for

This curriculum will be available for all students from Year 1-13. Students have the opportunity to specialise from Year 11-13.

We're starting with NCEA Level 1 achievement standards, which will be available for use from 2018. Levels 2 and 3 will be made available from 2019.

By the end of Year 10, all young people should be digitally capable - able to use and create digital technologies to solve problems and give them an advantage whatever pathway they choose to follow.

Timeline

In Term 1 2020, it's expected that all schools and kura will be teaching the new curriculum content.

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Digital Technologies and Hangarau Matihiko learning

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Our education system equips children and young people with the skills and knowledge to participate, create and thrive whatever pathway they choose to take. In response to this fast-evolving world we have adapted our National Curriculum to now include digital technologies learning. Watch an introductory video about the new DT and HM curriculum content.

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International Policy guidelines for mobile learning 

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International Policy guidelines for mobile learning 

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Also Mindomo

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Overview of research on student agency - Open Knowledge Maps

A visual interface to the world's scientific knowledge

× Welcome to the beta version of Open Knowledge Maps. For more information on this map, please click here.

Created on 19 Aug 2020 at 10:14 with Headstart and rbace. All content retrieved from BASE.

Please cite this map as follows:

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Overview of research on student agency - Open Knowledge Maps

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Overview of research on student agency - Open Knowledge Maps A visual interface to the world's scientific knowledge × Welcome to the beta version of Open Knowledge Maps. For more information on this map, please click here. Created on 19 Aug 2020 at 10:14 with Headstart and rbace.

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Charteris, J. (2013). Learner Agency: A Dynamic Element of the New Zealand Key Competencies. Teachers and Curriculum, 13, 19-25.

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Cook-Sather, A. (2020). Student voice across contexts: Fostering student agency in today’s schools. Theory into Practice, 59(2), 182-191.

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Student voice across contexts_ Fostering student agency in today_

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Notes for Assignment

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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The relevant
community /
communities and
the adopter
groups within
them are
identified and
related together
within the wider
context.

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Early Adopters
Would be my own classroom of year 7 and 8's. But to narrow it down even more, I want to focus on 3 individuals. Year 7 (Jay and Jamie) and Year 8 (On and Chir) - I see these 4 students are the influences in the class. When others see these individuals working on something different others tend to get curious. I chose 1 boy and 1 girl from each year level based on the enthusiasm for learning in the class. (Student input, flipped classroom activities etc)

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Explore Policies and guidelines, in relation to topic and research question.
- Comprehensive review of the
literature for the chosen topic, with
multiple perspectives, integrated with the research questions and related topics

From Week 17 Session 2
How does international and national policy impact on our practice? ● What guidelines could be appropriate for us in our context

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Research Question:

***tbc “How do we foster Student agency using digital tools for Māori and Pacific Students in Years 5-8 at Finlayson Park School?”***

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RESEARCH 2 + LEADERSHIP 2 - Assessment Description and  Rubric - April 2020 Intake