[Yr7-10it] eLearning Planning Matrix

[stephen at melbpc.org.au]

Victorian DEECD and eLearning

 An eLearning School Planning Matrix

<http://www.education.vic.gov.au/management/elearningsupport.htm>
<www.eduweb.vic.gov.au/edulibrary/public/ict/elearnplan/eplanmatrixA4.doc>


School eLearning Stages: Foundation, Emergent, Innovative, Transformative


 At eLearning 'Transformative' Schools ..


Synchronous, mobile and other emerging technologies are used to create a 
range of dynamic, virtual learning communities, which enable users to 
communicate, share, collaborate and co-create with experts and with one 
another.

There is a sustainable vision for a culture of eLearning, that is 
understood, embraced and embedded across the school community, and is 
informed by a strong student voice. Strategic planning is continuous, 
proactive, informed by research and supported by formal structures for 
consultation and review with all stakeholders. 

Leaders initiate and encourage participation in rigorous dialogue and 
debate about ways in which learning and teaching with ICT can be 
integrated to maximise learning and teaching opportunities. Pedagogy 
drives the school’s decisions about ICT. 

There is strong, strategic and distributed leadership drawing on areas of 
expertise at local and global levels. 

There is a willingness to share expertise across the system.

ICT connects school planning, teacher planning, individual student plans, 
student data and assessment and reporting. 

ICT is integrated into curriculum plans across all areas of the school, 
which assists students to progress through the VELS and other curriculum 
frameworks. 

Teachers use ICT to collaborate and to share curriculum plans and 
resources across the school. Teachers use ICT to collaborate with other 
schools, developing and sharing curriculum plans, resources and 
approaches. An online environment transforms curriculum planning, 
supporting student-centred curriculum design. ICT is used to create 
dynamic, personalised learning plans that integrate effective digital 
environments and resources, and include authentic learning opportunities 
and connections beyond the school.

ICT-enabled curriculum delivery is a frequent and natural part of 
learning and teaching for all students across all curriculum areas and 
year levels. 

Students have rich learning opportunities that extend their capacity to 
learn independently and interdependently in an online environment, where 
they have a virtual space, tailored to their individual learning needs. 

Teachers and students learn together in a flexible learning environment 
with high levels of student autonomy. ICT supports the delivery of a 
contemporary curriculum with clear learning goals and rich interactive 
learning environments that seamlessly integrate technology so students 
can access information, and collaborate locally and globally to create 
knowledge, and enable all students to learn within and beyond the school. 

Transformative

Students have a deep understanding of how their use of ICT supports and 
enhances their learning, both within and beyond the school. They 
confidently articulate how ICT has made a difference to their learning 
achievements. Expectations of student learning with ICT, within and 
beyond the school, are high. Student learning with ICT is recognised, 
valued and celebrated. ICT is integral to personalised curriculum, 
supporting students to collaborate with experts and participate in 
authentic, local and global learning communities.


The school regularly reviews new technologies and their use, making 
appropriate changes to its policies and educational programs as part of a 
reflective and well-informed process. The school programs aim to develop 
students who use technology in ethical and safe ways within and beyond 
the school’s boundaries.

ICT enables the use of an online environment to demonstrate connections 
between planned learning experiences, personal learning goals and 
assessment criteria and data, and to utilise feedback about each 
student’s learning from peers, teachers and the wider school community. 

A range of tools are used in the assessment process, including 
collaborative tools, running records, ongoing visual-thinking maps, 
recorded-voice feedback, podcasts, blogs and wikis. 

ePortfolios are used by all students and teachers for reflection and 
rapid-response feedback, and to showcase evidence of learning. 

An online environment is used to support teachers to easily make 
judgments about student achievement in multiple domains of VELS or other 
curriculum frameworks, across different classes. The online environment 
provides a learning history that travels with the student as they move 
between schools.

Up-to-date and ongoing information on students’ progress is available 
online for parents to access. A secure, integrated student information 
system provides ubiquitous access to all aspects related to student 
learning, including learning pathways, assessment, reporting and student 
wellbeing information.

Transformative

Teachers and students support one other to continuously develop their ICT 
skills. All teachers have high-level ICT capabilities and apply them 
intuitively to ensure highly effective learning and teaching. 

Teachers’ ICT professional learning explores new ways of learning and 
teaching, which are enabled by contemporary learning tools and 
environments. Teachers’ ICT professional learning is systematically and 
rigorously monitored and evaluated to identify impact on learning and 
teaching.

The impact of ICT professional learning within the school is evident in 
improved results in the whole-of-school annual data collection, including 
the ePotential ICT Capabilities Survey, the Attitudes to School Survey 
and student achievement data. ICT professional learning plans are linked 
to the school vision and the School Strategic Plan. 

Staff members participate in sustained ICT professional learning that is 
collaborative, embedded in teacher practice and responsive to individual 
teacher goals, whole school and system priorities, as well as relevant 
data and research. 

The ICT professional learning strategy supports staff to lead mentoring 
and coaching models, providing just-in-time support leading to cultural 
change. Collegiate support and opportunities for collaboration are 
available through an online environment, and staff lead and contribute to 
ICT professional learning networks within, and beyond, the school.

The school provides students, parents and teachers with secure, flexible, 
anywhere, anytime, ICT-enabled access to collaborative learning spaces, 
resources, school information, student learning and assessment 
information to support student learning. School infrastructure can 
accommodate 1-to-1 computing. The school ensures that security and 
privacy needs are met.

There is an anywhere, anytime learning environment not bound by physical 
time and space. The learning environment adapts to diverse learning and 
teaching styles and needs, and is supported by personalised timetable, 
curriculum and physical spaces. Physical layouts respond to, and 
accommodate, current and emerging technologies.

Synchronous, mobile and other emerging technologies are used to create a 
range of dynamic, virtual learning communities, which enable users to 
communicate, share, collaborate and co-create with experts and with one 
another.

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