Professional Documents
Culture Documents
January 2009
want to be connected
are discriminating
1
are empowered and critically http://www.dk2.com.au
literate
1
http://www.eduweb.vic.gov.au/edulibrar
y/public/account/operate/SSP_2008-
gdl-v1.00-20080129.pdf
2
https://www.eduweb.vic.gov.au/techroo
m/tssp/sips/
3
http://vels.vcaa.vic.edu.au/essential/int
erdisciplinary/ict/index.html
4
http://epotential.education.vic.gov.au
DEECD initiatives
(Continued)
http://www.digitaleducationrevolution.go
Digital Education MCEETYA Framework
v.au/
Revolution The DEECD eLearning planning
The emphasis on 21st century learning framework is aligned to Digital http://icttaskforce.edna.edu.au/icttaskfo
is reflected in recent Commonwealth education – Making change happen is rce/webdav/site/icttaskforcesite/users/r
Government initiatives relating to a framework for strategic planning and oot/public/Digital_education_full.pdf
technology in education. reflection published in 2008 by the
Curriculum Corporation for the
‘The Digital Education Revolution is a Ministerial Council on Education,
major part of the Commonwealth Employment, Training and Youth Affairs
Government's Education Revolution. (MCEETYA). It details the ICT-based
$1 billion is being committed over four characteristics and attributes of
years with the aim to contribute developing, accomplished and leading
sustainable and meaningful change to schools.
teaching and learning in Australian
schools that will prepare students for
further education, training, jobs of the
future and to live and work in a digital
world.’
(http://wps.pearsoned.com.au/au_h
ss_finger_translearn_1/56/14383/36
82213.cw/-/3682229/index.html)
Stimulating
Figure 1: Effective and secure
Schools Modellearning
environment
ICT, used effectively, promotes diverse,
flexible, interactive, quality learning and
Professional leadership
teaching
eLearning leadership buildswithin a safe online
an eLearning culture, as it strategically
environment.
plans for, implements, monitors and evaluates the integration of ICT
for improved learning, teaching and administration.
Purposeful teaching
ICT is used to enhance effective
Accountability teacher practice, to engage learners
ICT enhances accountability across the and to contextualise teaching to meet
school, improving communication the needs of individual learners.
between parents, teachers and
students.
eLearning Planning is integral to the Figure 2. Model for developing an eLearning Plan
School Strategic Plan and will support
all schools to continue to improve their
use of ICT for learning and teaching
eLearning Vision
School Strategic Plan
eLearning Planning Elements
eLearning Leadership
Learning, Teaching,
Learning, Teaching,
Annual Assessment
Assessmentand Reporting
& Reporting
Implementation Plan
ICT Professional Learning
Learning Communities
plan development strategies. Figure 4. Phase progression of the eLearning Planning Matrix
You can use the matrix to identify your Foundation Emergent Innovative Transformative
current practice. This can occur at staff eLearning innovation eLearning transforms
Established practices
Beginning the eLearning
or other meetings, with teachers in journey. and resources support is embedded in the learning and teaching and
small groups, or with a leadership team eLearning school culture. is evident through wider
implementation. school change.
or committee.
7.
IT infrastructure and
technical support: SIPS
Element
Sub-element
eLearning Planning Template
Indicators for
Emergent phase
The eLearning Planning Template is School eLearning Vision: Actions – What?
used in conjunction with the eLearning Identify/revise an eLearning vision. What specific actions/activities will you
Planning Matrix to outline existing and undertake?
target practice, what you need to do, Elements:
how you will do it, who will be The aspects of eLearning planning. Resources and budge – How?
responsible and when it will be done. What resources and budget will be
Sub-elements:
required?
Sub-elements to consider.
Responsibilities – Who?
Current practice: Who will be responsible for
Review the eLearning Planning Matrix. implementing, facilitating and/or
Use the indicators to identify the monitoring each of the actions
school’s current practice for each of the identified?
sub-elements highlighted. You can cut
and paste your chosen indicator Timeline – When?
directly from the matrix into this field. What are the estimated timelines for
achieving your actions? These
Target practice: timelines need to be achievable, but
Review the eLearning Planning Matrix. also monitored and modified during
Use the indicators to identify the implementation, if necessary.
school’s
Table target practice
2: Sample (desired Planning
of eLearning
outcomes) for each of the sub- Success measure:
elements highlighted. You can cut and How will you know you have been
paste your chosen indicators directly successful? What will be indicators of
from the next relevant phase of the success?
matrix into this field.
School eLearning Vision
Resources
Current Target Actions Responsibilities Timeline Success
Element Sub-element and budget
practice practice What? Who? When? measure
How?
eLearning
eLearning leadership
Leadership
Curriculum Planning
Curriculum Delivery
Learning,
Student ICT Capabilities
Teaching,
Assessment ICT Safe and Ethical
and Behaviours
Reporting Assessment and
Reporting
Reporting to Parents
Teacher ICT Capabilities
ICT
Learning and Teaching
Professional
Learning Support and Cultural
Change
Learning
Access
Places and
Physical Layout
Spaces
Learning ICT-Enabled Learning
Communities Communities
1
http://ferl.becta.org.uk/display.cfm?
resid=6997
eLearning
Leadership
Resources
Notes:
DEECD School Accountability and Improvement Framework
DEECD strategic planning documentation includes focus questions and
resources to assist schools to develop eLearning strategies and milestones.
http://www.education.vic.gov.au/management/schoolimprovement/default.h
tm
Connect
Connect provides schools and families with access to relevant, informative and
exciting online educational resources from around the world. Connect is an
evolution of the Victorian Education Channel.
http://www.education.vic.gov.au/connect
Global Teacher
http://globalteacher.org.au/
ICT Professional Learning sub- ICT Professional Learning refers to how ‘Professional learning is not just about
elements: schools plan, implement and evaluate finding out about the ICT tools and
effective ICT professional learning that developing competencies in using
Teacher ICT Capabilities – contributes to improved teacher ICT them. It focuses on being able to
developing ICT skills
capabilities by: transfer new skills to changed
pedagogical practice and
Learning and Teaching –
developing structures and improvements in the classroom.’
developing an understanding of
how ICT can enable improved conditions to support teachers to (Peter Cole, Professional
teaching and learning improve their ICT capabilities Development: a Great Way to Avoid
supporting teachers to integrate Change, IARTV Seminar Series,
Support and cultural change December 2004, No. 140, p. 4)
ICT into learning and teaching
effectively
ePotential is an ICT capabilities
supporting teachers through the resource developed by DEECD for the
process of change identification and support of ICT
capabilities in learning and teaching. It
developing collaborative, reflective, includes a survey for teachers to
inquiry-based ICT professional identify their ICT capabilities and
learning models and cultures immediate online reporting for teachers,
aligned to the school’s vision and principals, regional directors and
goals professional learning leaders. A bank of
planning and implementing resources includes samples of student
effective professional learning work, digital stories, online planning
focused on, and embedded in, tools and an interactive journal.
teachers’ ICT practice Principals and school leaders can
benchmark their school against the
using whole school performance state and region, find target areas for
data, especially the ePotential professional learning planning and view
Teacher ICT Capabilities Survey, reporting to see if selected ICT
which helps identify the ICT initiatives are making a difference.
professional learning needs.
A school can use ePotential to regularly
review all teachers’ needs and develop
an appropriate ICT professional
learning plan to align the school goals
and needs of its teachers, providing
opportunities for ‘just-in-time’ not ‘just-
in-case’ professional learning.
ICT Professional
Learning (Continued)
Notes:
DEECD’s Information and Communication Technology Domain
Professional Learning
http://www.education.vic.gov.au/studentlearning/teachingresources/ict/prof
learn.htm
The Learning Places and Spaces Learning Places and Spaces refers to choose a topic they have not yet
sub-elements are: how schools design, maintain and covered from the playlist on their iPod.
update IT infrastructure, learning During the lesson, each child records
Access places, spaces and resources, to their own conversation. The teacher
maximise learning opportunities by: moves around the room, randomly
Physical Layout
joining in with conversations and
providing eLearning in safe, facilitating the students’ learning …
secure, learner-centred, flexible Two hours later the same room is
learning spaces and connected being used for a drama lesson …
digital environments [later] for yoga …’
exploring virtual learning (Sean McDougall, One tablet or two?
environments and providing Opportunities for Change in
access to learning resources Educational Provision in the Next 20
outside of school hours years, Nesta Futurelab, 2006, p. 4)
Notes: Routinely review the eLearning Plan The following questions can help you
and ensure it is being managed evaluate each key eLearning Strategy:
effectively.
Possible focus questions:
Evaluation and review of the eLearning
Plan will address the success, or Are we achieving what we set out to
otherwise, of the strategies you identify achieve?
to enable the school to reach its How well are we achieving it?
eLearning vision.
Are our resource utilisation and time
Your eLearning Plan and SIPS frames on track?
Roadmap provide you with a framework Have there been any environmental,
which you can use to monitor and political or cultural changes that will
review infrastructure, budget, facilities, have an impact on the strategic
staffing, professional learning, and the direction of the school?
strategic support required to achieve
your eLearning vision. Does our chosen strategy still work
with our strategic focus?
Schools need to set review cycle Consistent, recurring evaluation of
timelines in line with their School your eLearning Strategy will support
Strategic Plan and annual the success of your school’s
implementation plans. eLearning Plan.
Resources
DEECD School Accountability and Improvement Framework
DEECD strategic planning documentation includes focus questions and
resources to assist schools to develop eLearning strategies and milestones.
http://www.education.vic.gov.au/management/schoolimprovement/default.h
tm
School ICT Progression Strategy (SIPS)
https://www.eduweb.vic.gov.au/techroom/tssp/sips/
Making the most of your investment in ICT
http://foi.becta.org.uk/display.cfm?
cfid=1476190&cftoken=29154&resID=35818
Managing ICT costs in schools: report
http://publications.becta.org.uk/display.cfm?resID=25942
MCEETYA, Total Cost of Ownership and Open Source Software
http://www.mceetya.edu.au/verve/_resources/total_cost_op.pdf
IT infrastructure and Supporting the School ICT Progression Strategy (SIPS)
technical support:
The capacity of your school Planning for IT infrastructure and In the development of the ICT
community to adopt its eLearning technical support is different from Roadmap, schools will be required to
Strategy depends on the reliability planning for eLearning. IT infrastructure refer to the key strategies or eLearning
and availability of an appropriate and technical support underpins a focus from their eLearning Plan, and
technical environment. Adequate school’s eLearning vision; it is not resource the requirements that are
budgeting, resourcing and meant to drive it. identified in the eLearning Plan.
maintenance are essential for Resource planning within the ICT
success. Possible focus questions: Roadmap will consider not only the
equipment but also the infrastructure
Notes: Are your technology systems and
and services, including the
solutions robust and pervasive
maintenance required to support the
enough to support effective digital
strategy in the long term.
learning and teaching?
What digital tools and resources do Prioritisation in your eLearning Plan
students and staff have access to, for needs to be flexible, because the
learning anywhere and anytime? changing availability and cost of IT
infrastructure and equipment might
Technical specialists and the have an impact on the feasibility of
Leadership Team within your school are implementing some aspects of your
likely to be considering the process for eLearning Plan.
preparation of your School ICT
Progression Strategy. Your eLearning
Plan is an essential requisite within this
process as shown in the chart.
Resources
Technical Support to Schools Program
Links to documentation for the School ICT Inventory, School ICT Infrastructure
Roadmap, and Network Guidelines and Models for Schools.
https://www.eduweb.vic.gov.au/techroom/