Integration of e-learning

It was interesting reflecting on Tony’s study guide notes on “Changes In E-Learning”. He writes about the journey of schools use of computers. On reflection the early use of computers in schools parallels my own experiences of computers in teaching. I first had computers in my classrooms in the 1980s and have been using them ever since. I remember utilising the CD encyclopedias, databases and games prior to accessing these functions from the web. In the early 1990’s we were involved in the Telecom project where the students had regular contact with scientists working in Antarctica.

Kellow (2007,24) states “ Computing in education has changed dramatically since those early days when all we could do was basic programming and play a few games. Then the computer was mainly cast in the tutor role and used for computer assisted learning, Now the range of information and communication technologies being used has dramatically increased, the Internet being, in my opinion, one of the most influential”.It is the responsibility of every primary and secondary school in New Zealand to develop students into “confident, connected, actively involved lifelong learners” (MOE, 2007, p4). To fulfil this responsibility every school needs to ensure that all students are becoming digitally capable, and confident.

The challenge for me these days as a principal of a large urban school is to facilitate the vision, motivation, school culture and resources to make this happen.

Dias , (1999,11), exploration of the typical stages teachers work through towards technical integration (integrated e-learning) and pedagogy is interesting to reflect on. Dias poses four questions that she contends are not commonly raised as school implement e-learning into their curriculum. Dias (1999), suggests that addressing these questions could assist schools to clarify their expectations.
1. “What is technology integration, and what isn’t it?
2. Where does technology integration happen?
3. What are the barriers to technology integration?
4. What are the stages of technology integration?”

Dais also makes the point that integration takes time. In my experience it is an iterative journey not only for the school but for each individual teacher. I believe it is up to each school to provide the vision, culture, leadership and resources to give the motivation for teachers to want to move forward on this journey. Dias makes the point that it is important to have clarity around what do the teachers see as important to define what e-learning integration will actually look like in their school.

These questions would certainly be useful when conducting a school review on this area.
Misha and Koehler (2009) article promotes a framework called TPACK which could be utilised to as a way of conducting a school review to establish a way forward in the integration of e-learning and pedagogy journey. “The TPACK framework suggests that content, pedagogy, technology, and teaching / learning requires continually creating, maintaining, and re-establishing a dynamic equilibrium among all its components. It is worth noting that a range of factors influences how this equilibrium will be reached.” (2009, p 67)

The implications of the TPAK framework for educators is to be able to clarify the professional development ( either content, pedagogy, technology ) contexts or their interactions both in terms of review and subsequent action plans to meet teachers needs.This framework enables schools to clarify what is needed to encourage a more ecological approach to e-learning practice.

Both these readings have given me ideas on how we can approach our review of our e-learning development at our school and the development of our action plan for 2010 – which is my focus for assignment 2 of this course. The challenge is how to bring these big picture ideas down to a framework that is manageable and useful in a way that will engage both teachers and learners!


References:
Dias, L. B. (1999). Integrating Technology: Some things you should know. Learning and Leading with Technology , 27 (3), 11-13, 21.

Hunt, T. (2009). Study Guide 6: Vision and Policy for E-Learning, Part A - Integration of E-Learning. Retrieved September 17, 2009 from University of Auckland course, Edprofst 714: Educational Technologies in Practice

Kellow, J. M. (2007). Inquiry Learning in an ICT- rich Environment. Computers in New Zealand Schools , 19 (1), 24-31.

Ministry of Education. (2007). The New Zealand Curriculum. Wellington: Learning Media Limited.

Mishra P., & Koehler M.J., (2009). What is Technological Pedagogical Content Knowledge? Contemporary Issues in Technolgy and Teacher Education , 9 (1), pp. 60-70.