E-learning

Adopted by BoT April 1996 Reviewed on a 4-yearly cycle – last review June 2014
 * ** CURRICULUM POLICY – E-learning **

E-learning, supported by Information and Communication Technology, enhances the learning experiences of our students.
 * Rationale **


 * Purpose **
 * 1) To provide a range of E-learning tools, including hardware and software that support curriculum delivery.
 * 2) To use E-learning opportunities to extend and enrich classroom programmes.
 * 3) To facilitate on-line sharing of resources and learning, connecting the school to its wider community.
 * 4) To provide easy access for teachers to a student management system for entry and analysis of assessment data.


 * Guidelines **
 * 1) The emphasis with E-learning is to motivate and engage students and enhance group collaboration.
 * 2) Provide sufficient funding to support the development, maintenance and renewal of technology equipment and software.
 * 3) Allocate appropriate levels of staffing to support the provision of technical support.
 * 4) Allocate appropriate levels of funding to support and sustain E-learning, by providing on-going professional development for teachers.
 * 5) Planning will reflect the priority to provide E-learning opportunities and learning experiences to support the delivery of the curriculum.


 * Procedures **
 * 1) For hardware, software and connection problems, consult with the tech support person.
 * 2) The E-learning Curriculum Team will have responsibility for budgeting and purchasing, in consultation with and the wider staff where necessary.
 * 3) All technology equipment allocated to rooms throughout the school is the responsibility of the teacher in charge of that room. Equipment will be kept clean and in good working order. Any requests for repairs, maintenance or technical support will be directed to the tech support person using Google Doc. Where appropriate equipment will be locked away each day.
 * 4) The school computers are covered by the School’s insurance. The lease agreement covers teachers’ laptops.
 * 5) Passwords and account details are available from the principal and/or teacher in charge of E-learning.
 * 6) New staff are offered support in terms of professional development, thereby enabling them to access and fully utilise school E-learning resources.
 * 7) Sunnybrae Normal School is not, and cannot be held responsible for the loss of material, accidental corruption or any other action that might affect transmission or loss of data.
 * 8) Sunnybrae Normal School has taken all possible precautions to maintain safety of all users and these guidelines are written and enforced in the interest of all users’ safety and effective use of the Internet. ||

** Appendix: Effective use of E-learning in classrooms at Sunnybrae Normal School ** “The focus is on learning and teaching for a new generation … To focus on technical skills alone is to limit the vision of E-learning in education. Rather, the focus must be on extending and deepening educational experiences …” || ** The Students ** || · Equipment needed is at hand – technical support is available and safety issues are considered. · Workspace is flexible to support individual, pair or small group activity. · Internet safety procedures are in place and displayed. All Year 3-6 students will have understood and signed a Cybersafety Agreement. · Evidence of the use of computers and e-learning as appropriate e.g. work displayed on the walls, slideshow presentations, books around the classroom. · Organisational routines appropriate to level that support students’ needs and ensure equity of e-learning use within the classroom programme. · Climate where students feel valued, where sharing of ideas, strategies, difficulties and successes are promoted. · Learner centred and interactive. · Goes beyond technology, drawing on knowledge of how people learn, high order thinking, effective knowledge management, information literacy, teamwork and self-evaluation. || · Has a strong sense of philosophy regarding e-learning tools being used to enhance learning - able to articulate and model this. · Is open to learning about, exploring and using a wide range of pedagogy – has ‘I can’ attitude towards use of e-learning tools. · Sees the computer and other ICT tools in the process of teaching and learning. Chooses the best tool for the job. · Uses the data projector to regularly model the use of the computer and appropriate technologies to whole class and groups of students. · Effectively uses e-learning tools and online resources for teaching and learning, planning and daily tasks. · Has a flexible approach - students moving in and out of class (photos, interviews, etc). · “Goes with the flow” on a daily / weekly basis. · Utilises skills / processes based teaching approach - e.g. communication, presentation. · Allows for “Just in time” teaching – students learning what they need to know – just in time (instead of just in case) and then putting skills into practice in meaningful, purposeful ways. · Ensures websites and online activities are appropriate for the level of the students. · Balances curriculum based instruction with opportunities for students to use e-learning to support inquiry-based, collaborative approach to solve meaningful problems. · Shows an interest in what is going on in the world and how this can be injected as “real/authentic learning” in the classroom. · Integrates use of different types of technologies and programmes e.g. open-ended programmes as well as closed. · Knows the Learning Intentions expected from the students and will also use ‘the moment’ to capture their interest and learning. · Communicates with parents through work being published on the school website, on DVD, on LMS - DZone, on class and individual blogs, on wikis. · Encourages students to lead others. || · See e-learning technologies as tools in the process of learning. · Are used as “experts” to help others, including the teacher. Collaborator and sometimes expert. · Work cooperatively and collaboratively. · See the community and beyond as resources in their learning. · Have access to enough computers for groups to be able to work at any time. (2 to each computer) · Able to work around the school to take advantage of computers not being currently utilised in other rooms. · Ask questions of themselves and others – critical learners and thinkers. · Take leadership roles in the classroom as appropriate. · Participate in self and peer assessment. · Engage in learning and persevere with tasks. · Are risk takers learning from mistakes. · View themselves as problem solvers. · Explore, discover and construct their own knowledge and incorporate new information with what they have already learned. · Are involved in cross school, interschool and global learning opportunities that are level appropriate. ||
 * ** The Environment ** || ** The Teacher **
 * · Classroom space organised so computers and other e-learning equipment/resources are accessible.

· Look at flexible years' planning overviews to incorporate what is being offered e.g. Learnz, city issues, newspaper etc to take advantage of current events and local/national/global issues e.g. Olympics, Waitangi Day, enviro sustainability. · Assessment and Evaluation – personal blogs on DiscoveryZone used as a reflective tool. · Professional development is the key. Teachers go through different stages in using technology in the classroom.
 * == Some points to consider: ==

1. // Entry: // Learn the basics of using the new technology. 2. // Adoption: // Use the new technology to support traditional instruction. 3. // Adaption: // Integrate new technology into traditional classroom practice. Here, they often focus on increased student productivity and engagement by using word processors, spreadsheets, and graphic tools. 4. // Appropriation: // Focus on cooperative, project based, interdisciplinary work - incorporating technology as needed and as one of many tools. 5. // Invention: // Discover new uses for technology tools, for example, designing projects that combine multiple technologies.

Where do we as teachers see ourselves? Seeing the next “stage” may help in our goal setting / own professional development. · Using PD money and CRT to release a couple of team members to plan a unit - the focus is on introducing a new pedagogy / set of thinking skills and integrating e-learning in a purposeful way. The two people would also be responsible for providing any PD at syndicate meetings so teachers were all ready to go. Seek advice and support from advisors and experts.

__ Some interesting sites to look at when considering how to use e-learning tools effectively: __ [] - links to Digistore, Software for Learning, Virtual Learning Network, Netsafe and other online learning environments are available from this link. http://snsict.wikispaces.com/ - Sunnybrae’s PD sites. [|www.fno.org] An Educational Technology journal written by Jamie Mc Kenzie. ||


 * || === Blogging Guidelines === ||  || === Blogging Ideas for Teachers === ||
 * || ===[[file:E-learning blog guide 2017.pdf]]=== ||  || http://www.teachersfirst.com/content/blog/blogideas2.cfm ||

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