Blended elearning project (1)
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This document discusses a blended e-learning project in New Zealand schools. It defines blended e-learning and outlines an e-learning planning framework that measures schools' e-learning capabilities. The framework has four phases - emerging, engaging, extending, and empowering. The project aims to increase student achievement through more e-learning opportunities, improve teachers' e-capabilities, and support school leaders. Schools will inquire into how to engage reluctant writers using technology and teachers will document the process. Resources and professional development support are provided.
Blended elearning project (1)
- 1. Blended e-Learning Project Angie Simmons Blended e-Learning Facilitator
- 2. Learning and teaching that is facilitated by or supported through the smart use of information and communication technologies (In an appropriately strategically planned setting and with effective pedagogical framework ) What is Blended e-Learning?
- 3. Values and vision driven professional development Why? - Values and Beliefs How? - Principles What? - Practices From Julia Atkin - www.learning-by-design.com
- 4. E-Learning Planning Framework Developed and piloted in 2011 Self-review tool which helps NZ schools to: establish a school’s level of e-learning capability to plan for future development
- 5. E-Learning Planning Framework Measures capability against five key dimensions:- Leadership & strategic direction Teaching and learning Professional learning Infrastructure and technologies Beyond the classroom
- 6. Emerging: Whole School - processes and practices - investigate, raise awareness and plan Teacher - find out about new technologies, supplement teacher- directed lower order approaches to teaching Engaging: Whole School - Processes and practices establish and connect planning across the school - trial initiatives Teacher - Trial and begin to use technologies appropriately to support higher order collaborative teaching and learning Four Key Phases
- 7. Extending: Whole school - Processes and practices effectively align across school, community and wider networks. Use of technology is refined and appropriate to meet all learners needs. Teacher - Begin to collaborate with students to use technologies appropriately to support authentic, higher order, co-constructed learning. Empowering: Whole School - School, community and networks work in partnerships to reflect and plan. Technology is ubiquitous, virtual, open and equitable, enhancing authentic co- constructed learning within and beyond the school community. Teacher - Work collaboratively alongside students to create personalized, higher order, real world learning.
- 8. Leadership - raising capability of leaders and schools to use e- learning tools and practices for continuous improvement Student achievement - accelerated through increased quantity and quality of ICT enhanced learning opportunities Teacher e-capability - Teachers have improved e-capability and practice Use of the Enabling e-Learning web presence - to support leaders, teachers, and PLD providers Blended e-Learning Project Outcomes
- 9. MOE Focus • Investment in UFB for schools • This year targets priority learners - Maori, Pasifika, Special Needs • Students not achieving National Standards
- 10. Two Levels of Inquiry • Big Picture School Inquiry - evidence/needs based • Reluctant boy writers • How can we use I-pads or other e-learning tools to engage and raise achievement of reluctant boy writers? • Individual Teacher inquiry into teaching practice using e-learning tools to raise achievement levels of focus group
- 11. Teaching as Inquiry • http://nzcurriculum.tki.org.nz/Curriculum- stories/Case-studies/Teachers-as-learners- Inquiry/Teaching-as-inquiry • Complete a Teacher Inquiry document • Gather evidence of changed practice leading to the engagement of reluctant writers - analyze • Reflect, modify, what next • Record the journey
- 12. Teacher Professional development • Facilitator support • Critical friend • Staff sharing through f2f or online VLN network • Reflections on learning documented and analyzed - where to next? • Impact on student outcomes
- 13. Resources • VLN groups • http://elearning.tki.org.nz/ • http://delicious.com/angiesimmons • Facilitator [email protected] • http://angelasimmons.blogspot.com • http://ictclassroom.wikispaces.com • Critical friend - staff team network