Comments (2)

  1. karen.melhuish@core-ed.org' Karen Melhuish says:

    Thanks for the overview, Suzie.

    Your first question is a bit 'chicken and egg', I think. The criteria could specifically include a whole raft of aspects of teaching – e-learning, special educational needs, gifted and talented – that are important. But I guess the argument is that, while they are important, the focus is on the practice of teaching and the curriculum, first and foremost. I wonder if profiling e-learning might have sent the signal that the technology is important, when actually the starting point should be the students and their understanding/engagement with the learning areas….

    Mind you (and I'm having a bob each way here!), the resource you and Rocky developed does push it up the agenda a little – and that is no bad thing for those teachers who may wish to enhance their understanding further:-)

    The e-learning planning framework currently in development will hopefully support teachers to review their baseline and set themselves goals. I'm not sure there is a single point at which we are 'satisfactory'… but an understanding of how we might make decisions about what tech to use when might be useful:-)

  2. Thanks for your comments Karen. I think that you have a very valid point that the focus should remain clearly on teaching and learning rather than starting with the technology. Perhaps the criteria themselves shouldn't mention elearning but I would have thought that the supporting material provided by the Teachers Council would include examples that demonstrate how teachers are meeting the criteria using elearning. Many of the other areas you mention above are included in the examples but not elearning. We have now put together a resource to try and do this but it would be great if the material provided by the Teachers Council would reflect this and that it was something that was evident in the content presented in the workshops they have been running with school leaders.

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