Personalising learning spins our wheels

I love this  You Tube clip which is the work of  Sandy Hooda and the team of Vega School, Delhi. – It articulates their  personalised learning values and vision very well. I am sure that a lot of people will find it very useful to promote discussion and thinking about ways to enact their schools vision for personalising learning. It also gives a bit more detail on the Global Schools Alliance. Freemans Bay School is a recent member to this alliance and as you can see the GSA has some real visionary educationists in their  organisation. I am really looking forward to meeting and having some rich dialogue with them in October in Delhi at the new Vega School that is in this Your Tube clip.

Our New Zealand  Ministry of Education is promoting  their property policy now called Innovative Learning Environments.  Its a useful link, also thought provoking for anyone who is embarking on school design. I like the notion that values and vision around education is becoming part of the picture painted by our policy makers. However the development of the schools learning vision and  plan to transition towards the vision also needs strong leadership, resourcing and support. 

The educational and political context is a little different in NZ than the countries and schools that Sandy Hooda includes on the above Veda School video clip. We don’t have SATS like they do in UK. Schools in New Zealand are self-managing and develop their own curriculum. Freemans Bay School has no schemes or exams. Many schools in New Zealand have no schemes – but if they are into that and it spins their wheels – they have them. As a school leader I always get rid of them – I have been burning school schemes since the 1980s! We also have no text books  to damage learners spines as they are carried backwards and forwards to schools in backpacks.

Our secondary assessment system,  NCEA, is flexible and personalised for the learner. Our teaching and learning can be more project based and integrated as we don’t have the pressure of national exams from an early age. Its all about differentiation, visible learning and personalisation.  There are a lot of schools into a more project or inquiry  based curriculum  now in NZ. Schools such as Albany Senior and Hobsonville Point are leading the way in this area. There are now more secondary schools with a project based lens on their curriculum in New Zealand, than there were 10 years ago.

I think it is heartening  that our Government is giving stronger leadership around school design to the education sector. Note that the learning zones do not include subject based classrooms, instead they have learning zones or  hubs where personalised learning takes place with specialist areas provided for subjects that need these spaces.  Many school leaders are  trying to influence the Government to resource schools to articulate and develop their learning vision – and resource schools to develop strategic plans to achieve this.

I think the Ministry of Education property pages on their website is a great start to assist schools with their journeys towards a more personalised and innovative curriculum – they promote lead schools with  great practice to others in New Zealand and linking it to education values, culture, collaboration and making culture. 

Innovative Learning Environments is our Ministry of Educations policy. So if you are building a new school or remodelling – it has to be a ILE by design. The next steps would be  to resource the change management needed, otherwise bookshelves will be used to make walls and separated classroom spaces and teachers will do what they have always done and they will get what they have always got.

A Innovative Learning  review tool was posted on CORE Education site recently. This is a good place to start for school leaders to review where they are at and where they are heading. However we would get greater traction to a modern national curriculum if the Ministry resourced the education vision development as part of the project.

Finally as a foot note, we made the cover story of our Education Gazette. 

Our students wanted a safe place to ride their bikes in the city and here they are enjoying our new facility.

They helped to design the track and now are working out how it can be used during the day.

Involving students to make decisions about their learning environment really spins our wheels at Freeman Bay School.

Where to start? Extend What you Value!

I always remember reading in one of Fullan's leadership article "Visions That Blind" the statement,  "Extend what you value".

Fullan quotes Shein, (1985) observation "The process of developing collaborative work cultures is complex. It requires great sophistication for school leaders: to express their own values without being imposing; to draw out other peoples values and concerns; to manage conflict and problem solving; to give direction and to be open at the same time".

I often think we feel locked into organisational systems in terms of the way that we do things, and that these ways often go back to how schools were organised in the 1960s or back in even further. We need to rethink last years  organisational structures in our schools to align with what we want to happen today, to drive our vision around personalizing learning to a reality.

In the article above Fullan expresses the need  to have recruitment action to allow for the development of leading collaborative culture in schools. He contends that teacher professional development based on collaboratively developing the school vision is required in the short and long term. This will allow the development of a collective understanding of the learning vision of the school. The areas of focus he suggests are:

• collaborative inquiry
• reflective practice
• growing technical expertise
• restructuring 

A key organisational event that ticked the boxes above that we employed was to create a new leadership position where the school leader, with prestige of salary and release from classroom teaching would lead professional learning and e-learning (blended learning) throughout the school. Effectively this school leader would map the professional learning, curriculum and ICT use in the school. This was an unusual move for a school in New Zealand of under 400 students at the time. It was pivotal to the first restructure of our infrastructure to support strengthening collaboration and personalising learning and coherence around our vision development. 

We decided a good place to start was to define what we want in terms of teaching and learning. What would that look like if it was in place in every learning area of our school. 

This professional learning collaborative inquiry is ongoing.  The model involves collaborative inquiry, reflective practice, growing technical expertise and restructuring. This professional learning model has developed a strong sense of purposeful teaching and learning practice which has led to new ways of organising teaching and learning. This has supported the process of redesigning old spaces, structures and practices that support our vision of "Engage, Enrich and Empower".

This infrastructure change and inquiry based professional learning is a strong transition component for readiness to move into our new buildings in the future. It also led to other innovative organisational and physical changes that support  transition and coherence of our school vision. These I will explore in the next few posts. I look forward to your thoughts.

  

Organizational culture and leadership: A dynamic view, by Edgar H. Schein. San Francisco, CA: Jossey-Bass, 1985,

Transition to new learning spaces

In 2010 at Freemans Bay School we demolished a large subsiding classroom block and replaced it with a new two story block. Each of these new learning zones has five classrooms based on a studio style with the classrooms surrounding around a large shared space. 

The remaining school buildings have since been identified as past their use by date for various reasons and we are now at design stage to rebuild the rest of Freemans Bay School. The school will basically be a new school and the only buildings that will remain are the ones completed in 2010. This will include 5 learning zones for up to 90 students each, library, administration block, hall  and the outdoor spaces associated with the buildings.

Rebuilding the whole school and creating a new school, staging the demolition, keeping the school running while the building project is in process is a challenge in itself. However the biggest challenge is leading the change management process to align teaching and learning practices with the school vision.

Our school vision of "Engage, Enrich, Empower" underpins our plan to align teaching practice and school vision to innovative learning environments that ensure that students have the skills to be successful in the 21st century. This is a priority for the school and for our leadership team.

I am also interested in influencing our Ministry of Education's national policy and processes that would give traction to aligning teacher practice with design purpose. It makes sense to me to have an educational lens over every stage of the process, including the technical discussions. I believe that schools need to be supported to develop their teaching and learning vision so that their is a readiness to make it happen prior to the shift into the new buildings. The Ministry of Education needs to explore their infrastructure, policy and resourcing to enable this to happen.

I have decided to do a series of posts on my blog to describe and reflect on what we are doing at Freemans Bay School to support our learning communities  transition to their new innovative learning spaces - even though the time frame for them moving into the new learning spaces is probably two years away. 

I am hopeful that some of the followers may join in and make comments for some interactive dialogue. I look forward to utilising this blog to articulating my thinking and to having some sharing from others involved in similar processes.

Engaging Challenging Communities in Learning Design

Croxteth Primary School, Liverpool Host: Headteacher:  Karen McBride Governer: Rev Iain Brookes The Croxteth Community Primary School and Child Development centre is in Mossway Liverpool - it is a new school build and opened in June 2012. This school is set in an area that has experienced generations of unemployment and the social issues that go hand in hand with low socio economic areas. The new school design has engaged the community and dramatically increased the school and home partnership around learning. Karen explained that a lot of the design elements came from student led design, This is a single storey building with classrooms arranged around three covered courtyards. The building includes a impressive central learning zone / information centre, garden rooms, art and music rooms, a large community room and a creche. There is an impressive ”4D Create” media room where the students can be immersed in  different worlds virtually to support their learning. There are outside areas for integrating play with the curriculum, as well as vegetable gardens and large tarmac areas. There is very little wasted circulation space and areas such as the internal courtyards are utilised for moving through as well as learning and gathering places. A key feature of the building is its sustainable ’green roof’ which has been planted with vegetation to absorb rainwater and provide insulation. Along with solar roof panels and water collection the school is very sustainable. The students are taught in regular classrooms and the shared spaces are utilised for break outs for independent and collaborative work. These spaces inspire creativity. I was really impressed  with the positive effect the inclusive process of school design had on this community. The improved results in student achievement is a testament to how school design can engage the community and strengthen school and home partnerships around learning.

Stirling Campus Office Block Conversion

Abington Vale Primary Late 2012, Abington Vale Primary school became part of the Northampton Primary Academy Trust. The school saw this as an opportunity for more autonomy to drive the school vision around collaboration. The academy joined together four schools which each became a campus of the Academy. Abington Vale is a primary school across two sites. Park Campus is the original site built in 1968. While in UK on my travel fellowship, we visited Stirling Campus which opened in 2013. The local council purchased Stirling House, a three story commercial office block in 2012. The office block conversion design principles are open, flexible and collaborative. This was the first initiative in the country but apparently it is common to refit commercial buildings as schools in Scandinavia and USA. The academy is committed to developing a dedicated outdoor space for the 4/5/6 year olds and this was under construction while we visited. The driver for building this new primary school was roll growth, as they are expecting more reception students over the next two years.   The council had commissioned a report to consider options for a new primary school and the cost of the commercial building fit out was significantly cheaper than a new build. The 180 reception students currently occupy the ground floor and the principal is working on getting the next levels ready for occupation as these reception students moves through the school. Principal Laura Cichuta is passionate about the spaces and ensuring that as the students move up through the school that the curriculum design of collaboration, flexibility and personalising learning will be consistent. The challenge for the school is that the allocation of space per pupil is less and there was not funding for furniture and computers. However they use lots of different funding routes for solutions to these issues. The take out for me was around the rich discussion had with Laura around the development of teaching and learning. She said that the starting point is working in teams and building those teams. You have to collaboratively work through; ·        How do we organise? ·        How do we make it work?  I was impressed with the fact that whole groups could progress through the building as the school grows- they just move up a level and the next intake moves in to the ground level. The big advantage with this is that the pedagogy, which is aspirational around personalising learning can gradually be imbedded as the school grows. The other huge advantage is the opportunity to experiment and play with the open spaces to consider the possibilities of future learning space and learning design opportunities. The idea of a school in an office block conversion is a bit of a foreign concept in New Zealand, however I can see if carefully designed and with a commitment to indoor as well as outdoor learning spaces - it can be an excellent, economic fit for purpose.

Visit to IPACA Academy

The first schools that Terry White took me to in UK was the Isle of Portland Aldridge Community Academy (IPACA) opened in September 2012, bringing together five Portland schools, the Grove, Brackenbury and Underhill, Southwell and Royal Manor Arts College. The new primary school is a converted leisure centre. The school is co-educational state school providing for students aged 4 – 16, together with Foundation Stage units including nursery and reception age children.

IPACA is sponsored by educational charity The Aldridge Foundation, which has strong links to the community forging employment opportunities for school graduates. This thinking is considered critical as most school leavers stay in the area – the school has a commitment to   building  networks with commercial and manufacturing organisations in the district and incorporating opportunities for students in their teaching and learning.

IPACA is led by Head teacher Alison Appleyard and its Governing Body. This body includes Sponsor Governors, Staff Governors, Local Authority Governors, Parent Governors and co-opted governors selected by the Academy Trust

Professor Stephen Heppell,  is the patron of IPACA. Stephen is recognised internationally as a leader in education. As a Heppell.net school the staff  here have the advantage of working directly with Stephen Heppell who influences the direction of the school.

Gary Spracklen is the Director of Digital Learning and Innovation across all campus of IPACA. His role is to drive the vision around digital learning and innovation. As an early adaptor and enthusiast for digital and future focused learning, Gary is exploring different ways he can work with the leadership team to make sure that the thinking and culture around digital learning and innovation is consistent across all five campus with ideas being explored at all levels of the school.  His blog can be explored at www.digitalipaca.blogspot.co.uk

Is an ”all through school” focused on ”stage not age” Currently 5 years to 9 years, but new build will take students to 18 years. The students work in house groups, across two year groups.  Each space can accommodate 90 students with 3 teachers, plus two teaching assistants. Most learning support happens in the classroom. A typical lesson has one teacher leading 1 supporting and 1 stretching more able students. Every learner has a chrome book from Yr 7 up. 

Key educational elements of  the design include:

·        spaces within spaces

·        flexibility

·        personalising learning

·        Why before the How and What

·        mixed age learning

·        digital learning

The flexible environment is achieved by a range of different furniture including high backed sofas and utilising furniture to make withdrawal spaces. These spaces were observed being used flexibly in the junior areas of the school

Gary  explained that in UK there is huge pressure to teach to the SATS which schools and teachers are judged on nationally. Personalising learning is considered to be a risk because there are tests to pass and jobs and careers can be lost if the student achievement results take a dive. IPACAs SAT results are impressive. Gary is working with staff across all campus to have confidence in letting go didactic approaches and to have the belief that the fantastic student achievement results will just get better with the open and team teaching approach in the modern learning environment that IPACA is committed to.

We had a brief visit to the Royal Manor campus where the senior students are currently located and met with principal Alison Appleyard where we discussed the proposed  new campus at Southwell Park. This exciting project is an old Navy base that is currently a commercial centre.

It will cater for students between 3 and 16 years old, with the main school buildings divided into houses or “schools within schools”, and a separate section for early years children from Nursery to Year 3, with its own entrance and play areas. 

The plans or Southwell Park  include:

·        a performing arts theatre

·        heated swimming pool

·        a new sports hall

·        specialist sports, art, drama, music, science and environmental science facilities

·        cutting-edge computer facilities and new technology to support learning

·        a dedicated zone to support enterprise for students and the community.

TheSouthwell Park campus would offer a range of after-school activities and facilities will be available for after school and community programmes as part of the commitment to linking to the local community.

--- SEE GARY'S GOOGLE ATMOSPHERE PRESENTATION BY CLICKING HERE ---

My take outs from the IPACA schools include:

• ·        The collaborative teaching model of one teacher leading the lesson, 1 supporting and 1 stretching students, plus 1 or 2 teacher assistants for three teachers with 60 students.
• ·        The importance of the school structures supporting the vision of the school – eg exploring leadership and team structures in relation to the school vision around teaching and learning.
• ·        Teacher development around the vision and reflecting the vision/ way of working needs to be a priority. If we want staff to be developing a programme of personalised learning / learner led design – then they need to be involved in such a programme for their professional learning.

 I    I was impressed with the work in schools in UK where new schools were being created utilising commercial buildings - in this case both a leisure centre and naval base. This is a great way to respond to roll growth accommodation needs and get good bang for buck. The concept of several schools or campus in an Academy was new to me.   I wonder how head teachers can keep in touch with staff and learners across so many campus. The current New Zealand Government policy direction is to create communities of schools informed I think from the academy concept. While I am sure there are advantages the concern for me is that Government policy makers may consider this a way to drive right wing policy around testing through a top down hierarchy rather than developing curriculum that is future focused and relevant to learners future lives.

Flipping Learning Design - the start of the journey in UK and Scandinavia

Over the 10 weeks as recipient of the 2014 ASB / APPA travel fellowship, I had conversations with educationalists, designers and architects – during visits of twenty two schools in five countries. These schools were actively engaged in new school design and new ways of teaching and learning.  My next few posts will  explore school design and aspirations around personalising learning of the schools visited.

The school  types  visited in UK and Scandinavia , included state, church, international, independent, primary, secondary, academies and free schools. It included new school builds, remodelled schools and schools that were built in refitted commercial buildings. 

The visits in UK were arranged by Terry White. Terry is a director of UK  Learning which is the UK chapter of CEFPI  (Council of Education Facilities and Planning International).  He is  an educational design solution consultant for Nova Co-Design which supports schools through the process of designing new schools and developing  and supporting the teaching vision to be implemented in the new builds.

The visits in Scandinavia were arranged by Lene Jensby Lange. Lene is founder of Autens which is an educational consultancy that works with schools, local authorities, charities, architects and others to innovate learning spaces dedicated to personalising learning. 





Both Terry and Lene were incredibly generous with their time and hospitality. I found it really interesting that in the UK and  in Scandinavia the local authorities funded talented project leaders like Terry and Lene who seemed to have ownership / leadership over the design project at all phases. A key feature of their role  is to drive the vision around personalising learning and design.

In New Zealand the role of driving the learning vision is usually done by  the principal, whose task it is ensure that  the architect understands the learning culture of the school and how that might look in the new build. We discussed at length;  personalising learning, school design and the impact of the political, social  and local context.

What a luxury to have such design consultants funded to actively engage with schools to support their transition from old ways to new ways of teaching. 

The school visits were a  fast series of walk throughs where the  worlds of pedagogy and design, intersected and  fused with vision and concerns. They all aspired to learner led personalised curriculum and design that would drive these concepts.

The challenge in all the schools was to  embed and sustain teacher practice related to learning vision and school design so that learners will be prepared for their future world.

   

Integrating e-learning - leading the change

Integrating e-learning across a school is challenging and complex. It is really important that the principal and other school leaders understand the complexity of the change process. I have been principal of my school for 18 months and what we are trying to do to implement e-learning across the school actually challenges the existing systems and infrastructure on many levels. Change is always challenging - and can be quite an emotional journey with many ups and downs. I think this brilliant clip expresses what can be a stressful roller coaster ride associated when making changes to integrate e-learning in our schools really well.

Dean Fink (2004, p3) argued that: ‘Leadership for learning is not a destination with fixed co-ordinates on a compass, but a journey with plenty of detours and even some dead ends. Effective educational leaders are continuously open to new learning because the journey keeps changing. Their maps are complex and can be confusing. What leaders require for this journey is a set of interrelated learnings looking at school leadership in a holistic rather than reductionist way. These learnings can be deepened, elaborated, nurtured, abandoned, and connected and related to other learnings as the journey progresses.’

We have introduced deliberate changes with many detours to encourage our teachers to be reflective practitioners engaging in strengthening effective integration of e-learning with the new curriculum

At our school we are promoting as part of our teaching and learning philospophy:

• Habits of Mind (Costa & Kallick 2005)
• The school inquiry learning model
• Assessment for Learning Pedagogy
• Student Led Conferences
  

Incorporating ICTs into administration ( in 2009 we have introduced electronic register, remote access, changes to reports, remote access from home, new electronic smart boards, online calendars, timetables etc, Online Learning Environment )

While integrating ICTs into administration is seen as easier that integrating e-learning into teaching and learning what has been achieved in 2009 was fraught with technical difficulties and has caused many frustrations. Teachers and students will not persevere and continue to try to use equipment that is either faulty or difficult, so keeping the systems problem-free has been very difficult.

The extent of the changes that we have embedded over the last year to encourage integration of e learning into curriculum and improving pedagogy at our school has been wide ranging.
These include:

• Making the change to the New Zealand Curriculum
• Assessment for Learning whole school contract
• Numeracy Catch Up whole school programme
• Changing the school management structure to give the ICT / Curriculum Manager high status
• Creating new roles – including e-learning team leaders, Assessment for Learning Team leaders – roles that support the curriculum development, pedagogy and e-learning integration
• ICT team leaders, one person in a year across teams, work regularly and systematically with teachers in their team
• A rigourous professional development meeting schedule that addresses what e-learning is, what it isn’t and why it must happen.
• Changing resourcing to ensure equity of access to technology across teaching teams to support e-learning ( electronic boards, data projectors, COW, mini books)
• Team planning meetings on Classroom Release Days to encourage collaboration and a culture of support
• Team planning meetings emphasise pedagogy, integrated curriculum, habits of mind, inquiry model and e-learning
• Rewarding the early adaptors – (with status and resources)
• Supporting staff who are prepared to take risks – (opportunities to attend courses, showcasing work)
• Fostering change through opportunity to participate in the digital classroom project
• Changing the planning expectations to ensure learning opportunities are based on authentic learning opportunities, habits of mind, new curriculum , e- learning, integrated approach.
• ICT / Curriculum leader and Deputy Principal (current Acting Principal) leading learning – attending planning meetings , leading discussions about pedagogy and learning
• Insisting on student led conferences rather than teacher led conferences
• Parent meetings promoting the pedagogy and learning philosophy (evenings on assessment for learning, habits of mind, e-learning, cybersafety and student led conferences.
• Mandatory class weekly reflections on learning posted on Knowledge Net.
  

What we are trying to do is to create a learning environment that encourages a metacognitive and constructivist approach to teaching and learning and loading teachers with lots of professional development around the concepts that we want incorporated in teaching and learning.

In terms of ICTs our teachers have been involved in the following in 2009:

• Skills development:( knowledge-net, school reports, cyber- safety, smart boards, remote access)
• Communication tools: (e-mails, bulletin boards on knowledge net)
  Administration tools on the network and knowledge net: (Calendar, booking rooms, help files, minutes, electronic register, remote access and updating files and reports from school to home, cybersafety protocols, shared learning resources)
• Workshops promoting the school vision, and understanding the nature of e-learning integration with teaching, learning and pedagogy
• Reviewing curriculum statements and reflecting on planning practices
• School appraisal system and observations focus on the school pedagogy philosophy revied.
  Management team have had professional development on mentoring, coaching through University of Auckland and Principals Leadership Centre and Assessment for Learning professional development.
  

Where to Next?

Dias (2007, 11) suggests that e-learning needs to be “used in a seamless manner to support and extend curriculum objectives in a seamless manner to support and extend curriculum objectives and to engage in students in meaningful learning. It is not something one does separately; it is part of the daily activities taking place in the classroom.

The Ministry of Education publication Digital Horizons: Learning Through ICT: A Strategy for Schools, This publication advocates “systematic opportunities to develop digital and information literacy, and enjoy using ICT creatively and critically in extending their horizons and growing as lifelong learners.” (2003, p12)

Cleaverley (2004) promotes the idea that schools have successfully integrated ICTs into their curriculum when they align higher order thinking skills and the teachers capacity to utilize a range of teaching strategies.

Moyle, (2006) advocates that “ a team-based approach to leadership, where the leadership capabilities of others are fostered and developed and the leadership responsibilities are shared was identified as a useful strategy for identifying the extent an complexity of the work involved in incorporating ICT into teaching and learning.”

Harris, J., & Hofer, M. (2009) in their TPACK framework for planning for e-learning integration suggest that teachers hold planning meetings to collaboratively develop the types of e-learning activities that support specific learning goals and pedagogy. This will provide a team approach to systematically improving focus on the pedagogy while improving the range of ICTs utilised for teaching and learning as a next step on our e-learning journey.

For example if the learning intention was around using descriptive language and one of the learning activities was to write a poem a set of possible e-learning activities could be:

• Create collaborative poems on Google Docs or Knowledge Net – and include reflections on the success criteria and habits of mind
• Class Blog of students poetry , where students post their poems and reflect on the success criteria for their own and partners poems. Include habits of mind reflections.
• Use digital cameras to take pictures around school that relate to their poem, create a photo story presentation and include their learning reflections as above. Post on class blog.
• Children present their poems on Movie Maker – followed by interviews by a partner to present their reflections. Embed in class blog.

Harris, J., & Hofer, M. (2009,7) TPACK “approach is designed to help teachers to plan effective, efficient, and engaging learning experiences for their students. The process is based upon a series of deliberate,balanced, and well-informed pedagogical choices, which, when taken together, can result in an instructionally effective plan for students’ learning that incorporates digital and non-digital tools and resources in appropriate ways.”

Following the planning, the ICT team leaders supported by the ICT co-ordinator can provide team based professional development at the team level around the chosen learning experiences, incorporating peer to peer workshops, observations and coaching to encourage the shift from the lesson planning to adoption in the classroom.

This logic of strengthing teacher planning aligns with the five critical elements essential for developing a culture of support for building a professional community in schools identified by Kruse, et el, (1994, p2): “Reflective dialogue, de-privatization of practice, a collective focus on student learning, collaboration and shared norms and values.

This revision of the e-learning development plan will address the commitment to meaningfully integrate e-learning with the new school curriculum and achieve our goal of embarking on an exciting journey – Utilising ICTs to transform learning : To ensure our school students are digitally capable and confident learners.

This support will go a long way towards challenging our teachers to make the changes needed and commit to the intregrating e-learning into teaching and learning and make it happen.

Cleverley, B (2004). Practical straegies to consident when integrating ICT
into new entrant classrooms. Computers in New Zealand Schools, 16(1),
pp4-10

Costa, A. & Kallick, B 2005. Habits of Mind, http://www.habits-of-mind.net/ [accessed
2007, September 20]

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

Fink . D (2004) Best Practice: A technocrats dream. Article accessed from ICP
online.www.icponline/index.php?option=comcontent&task=viewid=81&
itemid=50

Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).

Kruse, S., Louis, K.S., & Bryke, A.S. (1994) Building professional learning communities.Madison, WI: Centre on Organization and Restructuring of Schools

Ministry of Education. (2002) Digital horizons: Learning through ICT: A strategy
for schools. Wellington: Learning Media Limited

Ministry of Education. (2006) Enabling the 21st century learner. An e-learning
action plan for schools 2006-2010. Wellington: Learning Media Limited

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

Moyle, K. (2006) Leadership and Learning with ICT, Voices from the Profession. [On-line] Accessed 24 September 2009. http://www.appa.asn.au/cms/uploads/articles/leadership%20and%20learning%20with%20ict.pdf