NZ policies

Study guide 3 questions ask us to look at New Zealand educational policies and to consider their implication on teaching and learning. I have reviewed three key Ministry of Education documents of the last decade in relation to e-learning definitions and vision. The documents reviewed include: Enabling the 21st century learner: e-Learning Action Plan (2006), Digital Horizons: Learning through ICT (2003) and The New Zealand Curriculum (2007).

Look at the definition of e-learning that is adopted?
The NZ curriculum defines e-learning as "learning that is supported by ICT" and goes on to identify in only four bullets points what it "may" achieve if utilized in the classroom. In contrast to the brief and somewhat shallow description of e-learning the e-Learning Action Plan outlines in much more depth what e-learning is and how it looks. I particular like the quote they use from JISC (2004) where they challenge people's preconceived ideas about e-learning being related only with remote or distance learning. Furthermore, it focuses on learning being central and that "conscious choice" needs to be made by educators when using e-learning in order to promote effective learning. Interestingly the Digital Horizons document does not actually define ICT specifically (which was they preferred terminology in 2003 over e-learning) . It defines information technology (IT) and communication technology (CT) but not information and communication technology (ICT). They do define e-learning as "flexible learning using ICT resources, tools, and applications, and focusing on interactions among teachers, learners, and the online environment. E-learning usually refers to structured and managed learning experiences, and may involve the use of the internet, CD-roms, software, other media, and telecommunications. Current e-learning definitions are much more inclusive of all types of ICT being part of e-learning.

What vision is put forward for e-learning in schools?
The Ministry's action plan and vision is comprehensive in it's description of e-learning and in outlining specific goals and consequent actions required.However, although it is useful to see what the government has planned to do (or has/hasn't done) it fails to address what teachers need to do to integrate e-learning successfully. The focus is obviously on Government planning rather than effective pedagogical design, practice and guidance. The Digital Horizons document is similar in that the predominant information is to tell us what the government is doing or about to do to encourage ICT. It lacks strategies for teachers and educators to implement successful ICT into their classes. Reading the document almost feels like a sales pitch - whereby the Ministry is trying to convince us of the benefits of a product (in this case ICT). Further to the illustration it is like buying a new product, which requires assembly, but there are no instructions.

In my short time as an ICT/e-learning specialist in a school I must admit I was neither provided nor seeked information or research regarding integration of ICT. Courses, conferences and meetings would focus on technology, infrastructure and money but little time was given to implementation. I guess over the last decade good models of ICT and e-learning have been developing but each school is has different needs and school culture that needs considering. The use of simple and generic implementation models like TPACK (Koehler & Mishra, 2009) and Somehk's 6 stages (1996) would have been very beneficial in the school I was in to guide the implementation of new technology and guide the purposeful direction of e-learning in the school. To read more about integration and implementation read by Blog entitled Implementation: From policy to practice.

I feel that the government is sorely missing in their documentation evidence and examples of best practice and strategies to implement e-learning into our unique schools environments. As a teacher I would never give out a piece a worksheet without instructions on it and expect my students to do well. Reading these three documents feels similar. Sure there is some suggestion as to how ICT can be used but given the lack of successful integration of ICT in NZ it would seem teachers and educators see the vision for ICT but don't have the instructions to implement it.



Koehler, M. J., & Mishra, P. (2009). What is technological content knoweldge? . Contemporary Issues in Technology and Techer Education, 9(1). Retrieved from http://www.citejournal.org/vol9/iss1/general/article1.cfm

Ministry of Education. Digital Horizons: Learning through ICT. Wellington: Learning Media Limited.
http://moodle.education.auckland.ac.nz/mod/resource/view.php?inpopup=true&id=19136

Ministry of Education. (2006). Enabling the 21st century learner: An e-learning Action Plan. Wellington: Learning Media Limited.

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

Somekh, B., Tinklin, T., Edwards, L., & Mackay, R. (1996). The Evaluation of the National Record of Achievement. Edinburgh: Scottish Council for Research in Education.