History of e-Learning in NZ

It has been quite interesting for me to read about the policy drives and initiatives that the NZ government has implemented or tried to implement over the last 20 years. A few of the initiatives I have been involved in like ICTPD cluster and e-Learning Fellowship. As i wasn't teaching during most of the 90s it was helpful to understand the rationale and successfulness of policy.

The 90s policy drives seemed very adhoc. Selwyn (2008) is quite critical of this period commenting that the government and politicians were more interested in the "kudos of being seen to something about education and technology while actually achieving little change in the classroom". During these years there was little obligation or accountable for ICT use and implementation.

1982 The computer courseware development unit. Information regarding computing

1987 24 Exploratory studies of use of computers in Education

Computer Education Development Unit was formed and then stripped by 'Tomorrow Schools'

1990 The Sallis report was the first policy

1997 ImpacT2001: Learning with IT. The Issues Minister for IT Advisory Group published

ERO released it's report - The Use of IT in Schools. The report like Selwyn was critical of the lack of planning for ICT use. In 1998 the MoE published first

1998 MoE published first strategy for ICT

2002 Digital Horizons. New strategy document emphasing the right to quality education for all. This egalitarian principle drove system and rationale for extensive adoption of ICT. An number of initiatives began. Selwyn argues that "Digital Horizons were fundamentally predicted upon wider governmental concerns of earning rather than learning".

2003 Digital Horizons revised

2006 e-Learning Action plan

Selwyn, D. (2008). Business as usual? Exploring the continuing (in)significance of e-learning policy drive. Computers in New Zealand Schools, 20(3), 22-3.

What is e-Learning

eLearning definition offered by Holmes and Garner is still very firmly fixed to online interactions, it is almost as if you have to have it otherwise it isn't eLearning.

Why is it such a focus? Great eLearning the way I understand it can take place with or without the internet. eLearning afterall means electronic learning I think not internet learning.

I totally agree that"Judgement is a key skill in the e-Learning framework". It is so important for students to be able to decipher what is true from false, fact from fiction, helpful website from ones that will lead them off track. What is really reliable and truthful on the net? Can anything be trusted fully?

How do we ensure that good e-LEarning practices are happening. What are the criteria? And what happens over time when e-Learning evolves how do we keep a track of good practice when it can change so quickly?

With such rapid change it is true that Education is not keeping up. How could this be reversed? Is it just a matter of money and policy? Can we change or are we out of control and we have to just do our best as educators with what we have in order to keep relevant and up-to-date. I guess we can dream though of what it would be like if things were reversed - where money wasn't an issue in schools. However, then with all the technology available there arises the concern over too much technology. How much is too much??

It is so true that with the wide array of jobs available that curricula can not be so targeted anymore, more generic skills are needed and are being taught. In NZ key competencies follow this pattern with communication, relating to others and problem solving are now taught amongst subjects and assessed. This is great I think as working with technology always requires many more skills that just what skill specific tools are need to use a piece of software or carry out a job.

Holmes, B., & Gardner, J. (2006). Enter e-Learning. In e-Learning: Concepts and practice (pp. 13-34). London: SAGE Publications.