Enabling elearning framework and Registered Teacher Criteria for clusters
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ABCDEFG
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Enabling E-learning Planning Framework
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EmergingEngagingExtendingEmpoweringExamples
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Leadership and Strategic Directions
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Leaders investigate the potential of technologiesLeaders trial and align e-learnign initiatives to the curriculum and are responding to short-term needsDeliberate leadership aligns the use of technologies with curriculum needsLeadership sustains and innovates the use of technologies as part of overt focus on learning
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E-learning integrated into school vision
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Leadership of e-learning• Developing resilience when dealing with problems that arise when using ICT equipment and digital tools and learning effective problem solving strategies. • Supporting colleagues to effectively integrate e-learning into their classroom programmes. • Seeking out the latest research available online about best practice in order to continue to grow and develop as an educator.
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e-learning integrated into strategic direction and policy• Setting up systems for the sharing and management of equipment to support e-learning in the school.• Developing a strategic plan and putting policies in place that support the use of e-learning in classrooms.• Managing an e-learning programme to achieve the best student outcomes. How will students access equipment in an equitable way and how will you know that time spent on e-learning is productive?
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Technologies and Infrastructure
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Technologies and infrastructure needs are investigated to support the physical environmentTechnologies and infrastructure, to meet identified needs are trialed within the physical environmentEquitable, well-managed technologies, and infrastructur support needs across an increasingly online environmentEquitable, open access to reliable technologies and infrastructure that meet all needs is sustained across an online environment
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Tools and Technologies
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Technical support and procurement• Setting up systems for the sharing and management of equipment to support e-learning in the school.
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Professional Learning
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Professional learning raises awareness and grows knolwedge of technologiesProfessional learning increasingly focuses on using technologies for learningProfessional leanrning explores ways to enhance evidence-based learning using appropriate technologiesProfessional learning is blended, sustained and extends student-centred learning through ubiquitous technologies
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Professional inquiry into e-learning• Accessing content such as videos, research articles, e-stories, suggested teaching strategies and learning snapshots online.
• Seeking out online content that is useful to you as an educator and subscribing to it so you always get the latest updates.
• Looking at how an aspect of e-learning can make a positive impact on an identified area of need in the classroom.
• Realising that you are also a learner and being open to up-skilling in the area of e-learning in order to improve your current practice.
• Using an online bookmarking or other website aggregation tools to be able to organise the content related to effective teaching and learning.
• Tapping into the online educational community in order to generate ideas to include in planning.
• Participating in online PD opportunities such as online conferences, webinars and workshops run via video conferencing.
• Use digital tools to build resources for yourself and other educators around topics of interest to support effective teaching and learning.
• Using digital tools to work and communicate with mentors in order to examine and refine your current practice and improve student outcomes
• Reading stories of teacher practice online and using this to examine your own teaching practice.
•Looking at examples of how other teachers have successfully integrated e-learning into their programmes in order to get ideas.
•Access PD materials online
• Accessing content such as videos, research articles, e-stories, suggested teaching strategies and learning snapshots online.
• Exploring your professional practice through blogging to engage in dialogue with a wider educational audience and to track your development.
• Reflecting on your own teaching practice in online spaces and invite other educationalists to enter into a dlialogue with you in order to refine your approaches and processes.
• Being an active member of the wider educational community through online networks.
• Being active in a variety of online spaces with other educators in order to explore effective teaching and learning strategies and ideas.
• Using tools such as Google Docs to enable teachers to work collaboratively any time and any place.
• Participate in online professional development
• Participating in online PD opportunities such as online conferences, webinars and workshops run via video conferencing.
• Participating in online learning as an educator to increase your own knowledge of Māori language and culture.
• Use digital tools to get feedback on how your teaching style and lessons recognise the bicultural nature of New Zealand.
• Virtually attend cultural events through the use of digital tools that help to develop knowledge of Māori language and culture.
• Consider e-learning when developing an inquiry and throughout all aspect of the teaching as inquiry process.
How might ICT support me with this inquiry?
• Seeking out the latest research available online about best practice in order to continue to grow and develop as an educator.
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Sustaining a professional e-learning community• Incorporating the use of digital tools into staff meetings, PD workshops and teacher administrative tasks.
• Encouraging colleagues to access information on effective e-learning from beyond the school.
• Setting up systems using digital tools in order to share best practice within and beyond the school.
• Looking at examples of how other teachers have successfully integrated e-learning into their programmes in order to get ideas.
• Using tools such as Google Docs to enable teachers to work collaboratively any time and any place.

• Using digital tools to capture feedback from colleagues in order to develop and fine tune effective teaching and learning strategies.
• Participating in online learning as an educator to increase your own knowledge of Māori language and culture.
• Model a blended approach to professional learning: Incorporating the use of digital tools into staff meetings, professional development workshops and teacher administrative tasks.
•attending events
• Virtually attend cultural events through the use of digital tools that help to develop knowledge of Māori language and culture.
• Being an active member of the wider educational community through online networks.
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Teaching and Learning
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Technologies supplement teacher-directed activitiesTechnologies begin to meet needs and support higher-order, collaborative learningLearning Activities integrate technologies appropriately to support authentic, higher order, collaborative learningStudent-centred, authentic, higher-order, collaborative teaching and learning is enhanced by ubiquitous technologies
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e-learning within the whole school curriculum• Incorporating e-learning into school wide events and class assembly presentations to keep the focus on how e-learning can positively impact on student outcomes.• Looking at examples of how other teachers have successfully integrated e-learning into their programmes in order to get ideas.
• Developing school-wide, syndicate or department templates and learning models that encourage the integration of e-learning.
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Digital citizenship. Key competencies, Values, digital literacy skills, and cybersafety• Helping students to understand the impact of their actions online and their role as a digital citizens.
• Exploring resources related to well being online.
• Ensuring that students and their families know how to keep safe online.
• Encouraging good posture when students are using ICT equipment and ensuing that equipment has been set up with this in mind.
• Developing school-wide, syndicate or department templates and learning models that encourage the integration of e-learning.
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Learning Areas
How technologies are used to help students engage with curriculum content in ways that reflect our bi-cultural heritage
• Type Māori words using the correct macrons. Find out how to do this by clicking on Examples.
• All online spaces are public forums and educators need to show respect for the bicultural nature of New Zealand in these spaces.
• Locating useful resources within Digistore to support your unit of study and creating learning paths for your students to use.
• Aggregating and utilsing online digital resources and websites that support the curriculum subject area objectives through e-learning.
• Utilising online networks to support all students to acquire knowledge of te reo and tikanga.
• Facilitating teaching and learning experiences using digital tools that enable expression of Māori identity and culture.
• Providing multiple and varied opportunities for student to share and respond to others work
• Students using video conferencing or other digital tools to tutor others in the use of te reo and tikanga.
• Using digital tools to provide virtual learning experiences for students to help them acquire knowledge of Māori language and culture.
•Valuing the expertise in the wider school community by inviting participation in the classroom programme through the use of video conferencing.
• Making connections across learning areas, to home practices, and to the wider world by enabling students to enter and explore new digital learning environments, overcoming barriers of distance and time.
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Pedagogy
How technologies are used to enhance effective teaching approaches, particularly ako, in ways that reflect our bi-cultural heritage
• Providing opportunities
for students to share
their home life with the
class.
• Utilising digital tools incorporating multi-media to engage and motivate students.
• Helping students to make connections to prior learning and experiences and current learning activities.
• Accessing and generating contexts for learning that reflect and affirm identity, language and culture of your learners incorporating the use of digital tools.
• Considering accessibility issues when putting materials online.
• Using digital tools to allow students work to be viewed and valued multiple times by authentic audiences.
• Providing a variety of ways for students to engage in new learning and demonstrate their understanding using digital tools in order to match their learning style.
• Utilising online networks and online resources to actively seek support in how to show respect for the bicultural nature of New Zealand
• Encouraging ākonga to take responsibility for their own learning using digital tools.
• Offering students virtual experiences and tools that save them time and cater for their individual needs allowing them to take their learning further.
• Using digital tools to personalise and adapt learning for special needs students.
• Integrating media into the classroom programme that reflects the identity and culture of Māori.
•Using digital tools, that allow colleagues, students and the wider school community to have a voice in decision making, discussions and reflections.
• Providing multiple and varied opportunities for student to share and respond to others work
• Using e-learning resources that take account of individual, cultural, and social differences.
• Using digital tools to personalise and adapt learning for special needs students.
• Providing opportunities and support using e-learning for ākonga to engage with, practise and apply new learning to different contexts.
• Assisting ākonga to think critically about information and ideas using digital tools to reflect on their learning.
• Using digital tools to personalise and adapt learning for gifted and talented learners.
• Utilising digital tools to provide appropriate learning experiences for individual students and groups of students.
• Use teaching approaches for e-learning as outlined in Ka Hikitia to help maximise the potential of Māori students such as co-construction, collaboration and tailoring instruction to the learner.
•Catering for all learners
• Providing a variety of ways for students to engage in new learning and demonstrate their understanding using digital tools in order to match their learning style.
• Utilising digital tools to allow students to collaborate both within and beyond the classroom.
• Students supporting each other in their learning through the use of digital tools.
• Utilising digital tools to help build positive relationships both within and beyond the classroom.
• Utilising digital tools to help students understand the relevance of new learning, to stimulate the curiosity of the students, and to involve students in decision making.
• Making connections across learning areas, to home practices, and to the wider world by enabling students to enter and explore new digital learning environments, overcoming barriers of distance and time.
• Enabling students to join or create communities of learners that extend well beyond the classroom using digital tools.
• Using digital tools to capture the educational aspirations of Māori learners.
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Assessment
How technologies are used to monitor, review and evaluate the impact of teaching on student achievement in ways that reflect our bi-cultural heritage.
• Expecting students to reflect on their own learning as part of an e-learning task.• Using e-learning to ascertain prior knowledge and to tap into what engages and reflects your learners.
• Using the online numeracy and literacy testing in order to identify areas of need to be addressed in your classroom programme.
• Using student and learning management systems to gather and analyse student assessment information and to see class and school trends.
• Using digital tools to reduce marking workload and to provide any where any time access to student work and assessment information.
• Using digital tools to gather reflections and assessment information from students to inform ongoing planning.
• Use digital assessment tools in order to better understand the needs of learners and to be able to analyse by ethnicity.
• Utilising digital tools to capture learning in a variety of forms and formats in order to demonstrate the capabilities of the learner.
• Using digital tools to seek feedback from students about their experiences as learners in the classroom in order to improve teaching and learning.
•Using digital tools to allow student’s work to be viewed and valued multiple times by authentic audiences.
•Using digital tools to give students feedback about their learning and behaviour and inviting them to respond.
•Using online tools to share information about a child with educators, special needs specialists and families so all feel involved and valued.
• Using digital tools to share with a mentor work being done in the classroom and to then seek feedback.
• Using digital tools to help students self and peer assess as part of the classroom programme.
•Blogging
•Google Docs
•Online Survey tools
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Beyond the Classroom
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Opportunities are identified to work with the community using technologies, and to address their impactActivities are trialed to deliberately extend community relationships using technologies, and to explore their impactCommunities are deliberately engaged through appropriate technologies, and are responding to their impactBlended communications enhance the way partnerships actively engage in sustained response to the impact of technologies
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Engagement with the community - and wider networds - through and about technologies• Enabling whānau to keep in touch with the class programme and to encourage interaction between home and school.
• Ensuring that students and their families know how to keep safe online.
• Using digital tools that allow colleagues, students and the school community to have a voice in decision making, discussions and reflections.
•Providing access for students who do not have computers at home eg Computers In Home In school, provide computer access in library before and after-school.
• Using digital tools to give students feedback about their learning and behaviour and inviting them to respond.
• Using digital tools to find out about the different groups within the school community and how to engage with them in order to improve outcomes for students.
• Using digital tools to seek information and feedback from parents and caregivers in order to inform the development of programmes to support the learners.
•Using digital tools for Contacting families ‘just-in-time’ and ‘just because’.
•Encouraging parents to provide just-in-time information.
•Supporting parent/whanau to access their child's
e-portfolio and become actively involved in what they are learning and what they need to do next
• Valuing the expertise in the school community by inviting participation in the classroom programme through the use of video conferencing.
• Using online tools to share information about a child with educators, special needs specialists and families so all feel involved and valued.
• Making connections across learning areas, to home practices, and to the wider world by enabling students to enter and explore new digital learning environments, overcoming barriers of distance and time.
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