e-Learning Planning Framework- whole school level- Artefact 4

Artefact 4- 

Learning Planning Framework- whole school level

What
I have selected a seven teacher primary school in a small town in New Zealand. This assessment was carried out from a personal perspective to gather information on the overall judgement of the school’s e-Learning Planning Framework and was restricted to public documentation without detailed insights into all organisational processes.

eLPF UC learn

Leadership and Strategic Direction

School documents outline basic cyber-safety policies. Cyber safety aspects to be covered are outlined for each year group 1-8. However it is not documented when this is to be taught or how to support student learning on the internet. Parent consent forms are signed regarding permission for photos of students to be published in newsletters and blogs. There is no evidence of e-learning in the school vision however there is evidence in professional development plans that the ICT leadership personnel have very little opportunities for up-skilling.

Professional Learning

The culture of the school is supportive however when the stakeholders are observed and involved in discussions their attitudes, beliefs and abilities are extremely varied. I believe that if the Concerns-Based Adoption Model developed by Hall and Hord (1987) cited in Chauvin and Evans (1993),  had been administered the staff would range on the stages of concern from 1-informational through to 6-refocusing. An ICT professional development action plan is in place but the implementation of this is not consistent. Furthermore this ICT action plan focuses largely on the use of the technologies, not on upskilling pedagogical practice to support student learning using ICT.

Beyond the Classroom

The school has a website with classroom blogs connected to it. Classroom blogs are commented on by both students and parents although this varies hugely between classes. There is an up to date facebook page which is used regularly to share what classes are doing and notices about school events. This page is updated regularly by the school community and commented on often by members. One class uses a Learning Management System (LMS) and google docs where parents have access to their child’s work.

Technologies and Infrastructures

The school has invested in resources over the past few years. Most laptops are leased and ipads have been purchased. There are interactive whiteboards in five out of the seven classrooms. Students are allowed to bring their personal devices to school but the infrastructure is yet to be upgraded so this proves difficult. One class has full use of BYOD’s and school laptops with 1-1 devices and this class is able to run wirelessly most of the time. Technical support is limited and sparse therefore some staff members have become problem solvers with technical issues.

Teaching and Learning

E-learning is of high importance for a two staff members and they are wanting to establish a cohesive curriculum that includes e-learning opportunities in context. Digital citizenship is evident but is delivered in a shallow way and needs to be more robust and consistent throughout the school. Some online assessment practices such as e-asttle are used and records are kept on a School Management System (SMS). Teachers are using technologies in their classrooms at varying levels with the senior class students using devices for their learning with increasing vigour.

The school is at the emerging stage in all aspects however from discussions with the ICT leader there is the need to begin with the teachers. There needs to be a plan put in place to upskill and move them through the CBAM Hall et al (1987) 'stages of concern' by defining their attitudes, beliefs and misconceptions as it has been identified that many are very apprehensive about ICT integration.

Evidence to inform decisions

School policies

School vision

School cyber safety plan

ICT lead teacher action plan

School staff

So What

The eLPF is a very useful tool to use in any new school initiative being implemented. It highlights areas that need development and it also gives an overview of what is going on in the big picture of the school at varying levels. It is necessary to point out though often when a tool like this is used the data shows that the school is working at a level that is higher than what is probably true. This has happened to us in the past. When a survey was completed for the first time participants did not have a strong understanding of the initiative that was being assessed from their perspective. When the survey was completed a second time and the participants understood more of what they were doing and the content of the project, they tended to put themselves lower on the rating scale realizing that they were not working quite where they thought they were. I compare this to when we were introduced and carried out professional development on the e-asttle marking rubric for writing. As we got more confident and experienced with marking and using the rubric we tended to mark harder than we did the first time as we had a better understanding of what the writing should look like at each different level.

These tools need to be used often and revisited during the implementation stage and again at the sustaining stage to monitor that there has not been a dip or drop off in the new innovation. Is is also a valuable tool for teachers to identify what it is that maybe causing a barrier in their practice that they had not necessarily noticed or thought of. 

Now What

• Use this eLPF with the whole staff and review annually
• Review the school policies
• Design professional development from the outcomes

Sources

Chauvin, C., & Evans, L. (1993). Faculty developers as change facilitators: The concerns-based adoption model. To Improve the Academy, 12, 165-178.

Ministry of Education. (2013). e-Learning Planning Framework.

DRAFT>>>>
Artefact 4
I have selected a seven teacher primary school in a small town in New Zealand. This assessment was carried out from a personal perspective to gather information on the overall judgement of the school’s e-Learning Planning Framework and was restricted to public documentation without detailed insights into all organisational processes.

Leadership and Strategic Direction

School documents outline basic cyber-safety policies. Cyber safety aspects to be covered are outlined for each year group 1-8. However it is not documented when this is to be taught or how to support student learning. Parent consent forms are signed regarding permission for photos of students to be published in newsletters and blogs. There is no evidence of e-learning in the school vision however there is evidence in professional development plans that the ICT leadership personnel has some opportunities for up-skilling.

Professional Learning

The culture of the school is supportive however when the stakeholders are observed and involved in discussions their attitudes, beliefs and abilities are extremely varied. Using the Concerns-Based Adoption Model developed by Hall & Hord (1987) cited in Chauvin and Evans (1993)  the staff range on the stages of concern from 1-informational through to 6-refocusing. An ICT professional development action plan is in place but the implementation of this is not consistent. Furthermore this ICT action plan focuses largely on the use of technologies, not necessarily upskilling pedagogical practice to support the technology use.

Beyond the Classroom

The school has a website with classroom blogs connected to it. Classroom blogs are commented on by both students and parents although this varies between classes. There is an up to date facebook page which is used regularly to share what classes are doing and notices about school events. This page is updated regularly by the community and commented on often by members. One class uses a Learning Management System (LMS) and google docs where parents have access to their child’s work.

Technologies and Infrastructures

The school has invested in resources over the past few years. Most laptops are leased and ipads have been purchased. There are interactive whiteboards in several classrooms. Students are allowed to bring their personal devices to school but the infrastructure is yet to be upgraded so this proves difficult. One class is fully BYOD’s and school laptops with 1-1 devices and this class is able to run wirelessly most of the time. Technical support is limited and sparse due to remoteness therefore some staff members have become problem solvers with technical issues.

Teaching and Learning

E-learning is deemed of high importance for a few staff members and they are wanting to establish a cohesive curriculum that includes e-learning opportunities in context. Digital citizenship is evident but is delivered in a shallow way and needs to be more robust and consistent throughout the school. Some online assessment practices such as e-asttle are used and records are kept on a School Management System (SMS). Teachers are using technologies in their classrooms at varying levels with the senior class students using technologies for their learning with increasing vigour.

The school is at the emerging stage in all aspects however from discussions with the ICT leader there is the need to begin with the teachers. There needs to be a plan put in place to upskill and move them through the CBAM Hall et al (1987) stages of concern by defining their attitudes, beliefs and misconceptions as it has been identified that many are very apprehensive about ICT integration.

Evidence to inform decisions

School policies

School vision

School cyber safety plan

ICT lead teacher action plan

School staff

Sources

Chauvin, C., & Evans, L. (1993). Faculty developers as change facilitators: The concerns-based adoption model. To Improve the Academy. 12, 165-178.

Ministry of Education. (2013). e-Learning Planning Framework.