Monday, 30 September 2013

Articles, articles and more articles!!!!

My parents used to tell me that watching too much TV would make my eyes go square, but I think the real worry is that reading too many articles on a computer screen will!  There are too many possibilities out there sometimes, and I am loving the ideas - but like scenario planning, pulling out the general effects and planning for / aiming for those seems to be the way to go!
There are so many things that inspire me to change/revise what I am doing as a teacher and as a principal I think the challenge will be to pick 1 path and start a journey.  
The following are some of the articles that I have read and may include in my final assignment.  I did intend to include summaries of them on here, but I think I will just attach my completed annotated bibliography to a later post. 
I am looking forward to the end of this course with eager anticipation and dread.  I have enjoyed the challenges and excitement of new learning, the conversations and questions and will dearly miss the professional discussions I have participated in and eves-dropped on.  But I am really looking forward to a little less pressure!

Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge. Computers & Education, 52, 154-168.
Davis, N., Eickelmannt, B., & Zaka, P. (2013). Restucturing of educational systems in the digital age from a co-evolutionary perspective. Journal of Computer Assisted Learning, 29, 438-450. doi:10.1111/jcal.12032
Eickelmann, B. (2011). Supportive and hindering factors to a sustainable implemetation of ICT in schools. Journal for Edcuational Research online, 3(1), 75-103.
Ertmer, P., & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning. Computers & Education, 64, 175-182.
Kopcha, T. J. (2012). Teachers' perceptions of the barriers to technology integration and practices with technology under situatied professional development. Computers & Education, 59, 1109-1121.
Livingstone, S. (2012). Critical reflectionsin the benefits of ICT in education. Oxford Review of Education, 38(1), 9-24.
Ottenbreit-Leftwich, A. T., Brush, T. A., Strycker, J., Gronseth, S., Roman, T., Abaci, S., . . . Plucker, J. (2012). Preparation versus practice: How do teacher education Programs and prcticing teachers align in their use of technology to support teaching and learning? Computers & Education, 59, 3999-411.
Sherry, L., & Gibson, D. (2002). The path to teacher leadership in educational technology. Contemporary Issues in Technology and Teacher Education [Online serial], 2(2). Retrieved from
Timperley, H. (2011). Knowledge and the leadership of learning. Leadership and Policy in Schools, 10(2), 145-170. doi:10.1080/15700763.2011.557519
Vanderlinde, R., & van Braak, J. (2011). A new ICT curriculum for primary education in Flanders: Defining and predicting teacher's perceptions of innovation attributes. Educational Technology & Society, 14(2), 124-135.

Saturday, 14 September 2013

resources that may assist e-learning implementation

As part of the Microsoft Partners in Learning website - the developmentment of badges that can be earned for participation in various support projects could support leaders wanting to implement change...

The eLPF is a New Zealand developed framework that can assist a school to self review as well as consider next steps needed. This and other eLearning supports are available through TKI.

Reflection Three

What I have studied in this course so far…

Through the weeks so far in this course I have worked on many of the E-Activities.  I began with stumbling blindly through the orientation tasks, finding it difficult to understand enough to commit to a research topic without fully understanding the direction of the course.  The ecological perspective tasks were interesting and challenged / reminded me to look at the school from a larger perspective.  We often become very insular and focus only on the issues and work in front of us.

Considering the wider factors as suggested in Davis’ (2013) Arena of Change graphic we are able to effect change more successfully.  The introduction of various change models began as a new source of confusion mixed with excitement of possibilities.  As my understanding of the different models and they cultures they would be best used within grew, I could see how aspects of these models have been used within my own school, and how with proper planning they could be used to effectively implement change in practice.  It is important to be able to view the institution from an ecological perspective in order to determine which model of change would be the most appropriate.
I enjoyed the scenario planning, although I did not manage to complete as many of the E-Learning activities in this area as I would have liked.  The consideration of extreme possibilities appeals to my imagination.  I believe that many effective principals may use scenario planning instinctively as they consider the ‘what ifs’ and plan to bring about their ideal. 

The e-Learning Planning Framework is an interesting document.  It outlines a possible pathway for schools in New Zealand to build their e-Learning capabilities.  While there may be aspects missing, it is a workable framework and I believe would be more trusted by New Zealand Board of Trustees as it has been developed in NZ. 

How will this relate to practice?

In my situation this course is very relevant.  Despite the fact our school is small, the staff are keen to develop more effective e-Learning strategies – or a scaffolding of skills that will allow students to participate in e-Learning when they are in the senior end of our school.  All of the aspects considered in this course will assist me to plan a course of action to support this development and its implementation more effectively. 

The questions I am still asking….

Now that I have learnt so much, what else is out there that I don’t know – but should!
Is developing and implementing effective e-Learning at primary level (or trying to) worth the effort knowing that most of our students will attend a high school that has limited support for e-Learning innovations.
Are there models of effective pedagogy that will support e-Learning development or do we need to invent our own wheel?

Why these questions….

While I enjoy knowledge for the sake of knowledge – if it does not have practical application it is of less interest to me. J

What I have yet to learn…

Almost everything!!!!

I have to learn how to develop the theory and my new knowledge into a practical application.  How to use these models in my situation to develop a plan of action to create revolutionary learning experience for my students… and then how do I share that with others!

Ecological views
Davis, N., Eickelmannt, B., & Zaka, P. (2013). Restucturing of educational systems in the digital age from a co-evolutionary perspective. Journal of Computer Assisted Learning, 29, 438-450. doi:10.1111/jcal.12032

Change Models
Evans, L., & Chauvin, S. (1993). Faculty developers as change facilitators: The concerns-based adoption model. To Improve the Academy, Paper 278. Retrieved from
Legris, P., Ingham, J., & Collerette, P. (2003). Why do people use information technology? A critical review of the technology acceptance model. Information & Management, 40(40), 191-204.
Sherry, L., & Gibson, D. (2002). The path to teacher leadership in educational technology. Contemporary Issues in Technology and Teacher Education [Online serial], 2(2). Retrieved from

A great quote ;)

"E-learning's a bit like teenage sex. Everyone says they're doing it but not many people really are and those that are doing it are doing it very poorly."
Professor Brown of Massey University

- Posted using BlogPress from my iPad

Sunday, 8 September 2013

Cognitive enhancement article - a scenario

Should we use cognitive enhancers to raise student achievement? (Click title to see article)

This article was published in the September edition of NZ Principal (pages 27-31) and I assume will eventually be available on line as previous magazines are.

I thought that while this article does not consider the impact of e-learning/technology developments it is relevant to this course as it is a scenario to consider.  The article questions the use of cognitive enhancers to assist students learn.  I found it a provocative article and have enjoyed the reactions and debate it has caused in the staff room.  :)

If you could take medication to make your learning easier - would you?
I have certainly met students along the way who try so hard in their learning and struggle for no 'label-able' reason that I would love to be able to give a boost so they can feel successful - but is that ethical? or equitable?

It definitely got me thinking!

eLPF evaluation

The organisation I selected is a small school in a rural area of New Zealand. 

This assessment was conducted as a personal learning exercise to gain understanding of the ePLF and my assessments are restricted to public documentation without detailed insights into all organisational processes. 
Evidence used to inform my value judgments included the current school charter, Student achievement policy, school curriculum and discussion with a staff member.

The overall rating of the school in each section is emerging. 

Leadership and strategic direction
School documents refer to e-learning and use of technology in the classroom.  The importance of cyber safety is included at policy level and suggests the regular use of safety programmes to support digital citizenship skills.   While use of these are mentioned there is no description of how they will be used to support or enhance learning.  There is not yet an explicit plan for developing digital citizenship skills.  Staff have indicated that they are supportive of these developments.

Profession learning
The culture of the school is very supportive and teachers work together to develop sound practice.  Teaching as inquiry is expected and incorporated into the appraisal system, however does not explicitly focus on e-learning skills.  ICT PD has largely focused on the use of technologies, not pedagogical practice to support effective use. 

Technologies and Infrastructure
Significant investment in resources has been made over the past few years to ensure that teachers and admin staff have reliable access to internet, including mounted projectors, school-wide intranet, and student devices.  However, as the usage is increasing the reliability is decreasing as it struggles to cope with demand. 
Technical support is limited by budget and school location.  This has meant that key staff members have developed many problem solving skills.  The school does have a flexible budget for technical needs, however increased costs of upgrading infrastructure to include more robust wireless access and UFB will need to be considered.

Teaching and learning
The school staff and leadership have identified the importance of e-learning and want to establish a cohesive curriculum that include e-learning appropriate to their context. Digital citizenship has been explored with some classes, however it is not consistent throughout the school.  Teachers are using their own technologies based on their knowledge and skill level and trial specific technologies to address identified learning needs.  Older students within the school are beginning to use technologies to support authentic learning, however most activities require a response, not collaboration.
Assessment is largely completed in traditional formats, however participation online is seen as an effective record of learning.

Beyond the classroom
The use of school blogs, online access to newsletters and photographs has increased community engagement; however this does not regularly address impact of technology on learning.  The community do not regularly respond online although many do comment on blog posts in person rather than committing to online publication of comments.  Some families do not have internet access at home due to financial restraints or infrastructure limitations.   

While the school is at the emerging stage, from discussions with the staff member, the school as a whole is keen to develop their practice to enhance the learning opportunities of their learners and see development of e-learning policy and practice as an effective way to do this.


Ministry of Education. (2013). e-Learning Planning Framework. Retrieved from Enabling e-Learning: