E-LEARNING+POLICY+(NZ+PRIMARY)


 * [[image:Button-Previous-icon.png width="64" height="64" align="left" caption="Introduction" link="INTRODUCTION"]] || [[image:cultural-differences-elearning/Button-Next-icon.png width="64" height="64" align="right" caption="E-Learning Policy and Practices (NZ Tertiary)" link="E-LEARNING POLICY (NZ TERTIARY)"]] ||
 * E-LEARNING POLICY (NZ PRIMARY) **

Introduction
toc

[[image:INTRO.jpg width="154" height="115"]]
In this section, e-learning policy and practices in primary education in New Zealand will be discussed.

Evidence shows that New Zealand students have embraced technologies, such as networking and mobile devices; however, applying these technologies is still proving to be a challenge due to several factors in the primary education sector (Wright, 2010). These are:
 * School policy on the use of technologies
 * Teacher Professional Development surrounding technology tools
 * Lack of access (firewalling) to sites that will benefit learning in the classroom
 * Invested parties (Board/Caregivers/Faculty) requiring evidence related to student outcomes of e-Learning
 * Lack of resources due to financial restraints
 * The belief that learning requires 'Teacher Presence'

History
Since the introduction of learning by distance with the Correspondence School in 1922, educators in New Zealand has been aware of the benefits of distance learning. In 1996, the New Zealand Virtual Learning Network (VLN) system was used to enhance and improve student's learning (Dillenbourg, 2008). The Ministry of Education and the Ministry of Business saw how technology and Information and Communications Technology (ICT) could benefit the learners and advance business particularly through “learning and teaching that is facilitated by or supported through the smart use of information and communication technologies.” (Ministry of Education, 2006a, p. 2).

Policy


<span style="font-family: Georgia,serif; font-size: 12pt; line-height: 1.5;">The New Zealand Ministry of Education has implemented several major ICT policies in New Zealand primary schools. There are three key documents concerning communications technologies and e-learning strategies. These are:


 * 1) <span style="font-family: Georgia,serif; font-size: 12pt;">ICT Strategic Framework for Education
 * 2) <span style="font-family: Georgia,serif; font-size: 12pt;">E-Learning strategies: The Digital Strategy 2.0
 * 3) <span style="font-family: Georgia,serif; font-size: 12pt;">"Enabling the 21st Century Learner" An e-learning Action Plan for Schools

<span style="font-family: Georgia,serif; font-size: 12pt;">(Ministry of Education, 2006)

<span style="font-family: Georgia,serif; font-size: 12pt; line-height: 1.5;">E-learning in schools is a strategy to improve learner achievement through the curriculum. The Ministry has developed an infrastructure for education with the goal of providing students, teachers, and administrators with access to digital content and opportunities to support high-quality learning opportunities that will help both teachers and students (Powell, 2011). The Ministry of Education has outlined an [|E-Learning Framework] that enables school leaders and teachers to develop programmes that introduce e-learning practices into student learning.

<span style="font-family: Georgia,serif; font-size: 12pt;">The New Zealand government has prioritised the implementation of high bandwidth/wifi networks in primary education institutions. This was supposed to be finalised by 2012 with all primary schools having high speed internet to enhance the way children learn (Ministry of Economic Development, 2010). While there have been many success stories of schools moving forward with their e-learning policies there are still some schools that struggle with availability, remoteness and access.

Primary Schools & E-learning


<span style="font-family: Georgia,serif; font-size: 12pt; line-height: 1.5;">Some New Zealand primary schools and their community put up resistance or ask the question ‘where does it all fit’ when it comes to technology, and its place in learning. Schools need to report student achievement to stakeholders (e.g. Ministry of Education, Board of Trustees, and Caregivers/Parents). While some schools have embraced e-learning they struggle to show how a student has been supported and how they have achieved success through the use of technologies (Wright, 2010).

<span style="font-family: Georgia,serif; font-size: 12pt; line-height: 1.5;">A report issued by Guiney (2011) for the Ministry of Education says that a schools ethos towards e-learning is a critical factor for success. Inquiry based learning that have underpinned e-learning in primary schools suit many New Zealand students, including Maori and have lead to improved educational outcomes.

<span style="font-family: Georgia,serif; font-size: 12pt;">The E-Learning Framework created by the Ministry Of Education provides an expectation that primary schools have participated or will be participating in school based strategic planning to align with the community they serve, the school charter, curriculum, and vision (Ministry of Education, 2010). Often the use of technology based learning is not high on the list of concerns of the school's community.

<span style="font-family: Georgia,serif; font-size: 12pt;">Primary schools continue to have varying degrees of success in e-learning. Those that are creating success for the students and school alike are schools that have assigned a specific teacher who is capable of designing lesson plans with technology tools included throughout the lesson structure.

Conclusion
<span style="font-family: Georgia,serif; font-size: 12pt;"> Through policy and frameworks schools can implement an e-learning plan that will meet the charter in their school which, in conjunction with on-going pedagogical practice, will enhance student learning. This however is dependent on the availability of broadband/wifi access and a re-evaluation on the traditional school/teacher ethos that there is a need for continued ‘teacher presence’ in front of the students.

Video


media type="file" key="Barriers to Mobile Learning in NZ - Richard Rowley.mp4" width="300" height="300" align="center"

<span style="font-family: Georgia,serif; font-size: 12pt;">This video discusses barriers to mobile use in the classroom. media type="custom" key="23667076" <span style="font-family: Georgia,serif; font-size: 12pt;">This video provides four case studies of how schools around New Zealand are utilising ICT.

Recommended Reading


<span style="font-family: Georgia,serif; font-size: 12pt; line-height: 1.5;">The book " //<span style="font-family: Georgia,serif; font-size: 12pt; line-height: 1.5;">Elearnings: Implementing a national strategy project for ICT in education, 1998–2010 //<span style="font-family: Georgia,serif; font-size: 12pt; line-height: 1.5;">" (Ham & Wenmoth, 2010) gives an excellent outline of ICT strategy in New Zealand between 1998 and 2010. <span style="font-family: Georgia,serif; font-size: 16.363636016845703px;">A book review can be seen [|here].

media type="custom" key="23637468" align="center"


 * [[image:Button-Previous-icon.png width="64" height="64" caption="Introduction" link="INTRODUCTION"]] || [[image:Button-Next-icon.png width="64" height="64" align="right" caption="E-Learning Policy and Practices (NZ Tertiary)" link="E-LEARNING POLICY (NZ TERTIARY)"]] ||


 * Next Page: E-Learning Practices in Japanese Tertiary Institutions**