Learning with Digital Technologies 2015

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Learning with Digital Technologies (LwDT)
When professional learning makes a difference
Te Toi Tupu - English/Māori Medium Impact Statements 2015
Leadership shift
Student shift
Teacher shift
** Data gathered between Time A and Time B - beginning of PLD and end of 2015. All information displayed has been accessed from formal milestone reports to the Ministry of Education (2015).
Effective or highly effective leaders maintained a relentless focus on pedagogy and learning. They increased their ability to effectively self-review and analyse data about learning through and with digital technologies in their settings.
Facilitators have supported leaders to understand and use the e-Learning Planning Framework (eLPF) and Māori Medium e-Learning Planning Framework (MMeLPF); be committed to the PLD, and be collaborative and inclusive in their change management strategies.
One key factor for this shift was:
One key factor for this shift was:
Effective or highly effective teachers developed deeper pedagogical understandings of effective e-learning practice through their involvement in focussed processes of inquiry.
Work with clusters over the past two years has followed a typical pattern. Far from being a linear progression, development has ebbed and flowed according to a number of factors, represented in Figure 3.
Facilitators' experience in undertaking their own professional inquiry have enabled more meaningful support for teachers undertaking their inquiries.
Schools working together
In effective or highly effective schools, students engaged in challenging learning experiences, through and with digital technologies increased from:
Facilitators supported schools to gather and share data to empower learners to understand their progress and achievement in learning, with a focus on digital tools and methodologies.
One key factor for this shift was:
Increase from
Figure 3. Typical phases of development during work with clusters.
Cluster Progress
Early successes
Genuine collaboration • Open sharing of data • Clearly defined student centred goals
Redefinition of PLD expectations and goals
Establishing trust,working relationships and initial goals
Pre-existing relationships