Te Kete Ipurangi Navigation:

Te Kete Ipurangi

Te Kete Ipurangi user options:

Literacy Online. Every child literate - a shared responsibility.
Ministry of Education.

Literacy and elearning.

Literacy and e-learning

e-Learning enables learning opportunities to be tailored to students’ individual needs and interests, improving achievement and increasing engagement. In Literacy, this may mean using e-Learning to raise literacy levels; using devices or software to engage reluctant learners with texts; or creating self managing learning opportunities to suit different learning pathways.

Pedagogy and e-Learning:

  • e-Learning and collaborative/co-constructive pedagogies appear to be linked.
  • Using these pedagogies – that also foster interaction and co-operation – appear to lead to effective learning and better teacher/student relationships.
  • Learning in an e-Learning-rich environment may make peer and collaborative learning opportunities easier, thus supporting students’ cognitive, affective and social interactions. These ways of working may lead to improved educational outcomes.
  • The prevalence of e-Learning technologies as natural ways of working in technologically-rich New Zealand schools point to ways in which traditional learning (literacy, numeracy) can be achieved in highly motivating ways. Some of these schools demonstrate both the power of an authentic audience for students’ work, and how a school’s prevailing ethos about the social and pedagogical frameworks important to learning, becomes a critical factor for success.

e-Learning and implications for New Zealand schools: a literature review (2010)

e-learning in the classroom

Stop motion animation to promote literacy
Sue Martin uses stop motion animation with her students to promote narrative skills, particularly sequencing and retelling. After teaching them how, her students now work independently during reading time in the animation corner for about 10-15 minutes at a time. She encourages student self and peer reflection by asking questions at the end of each session. Parents provide positive feedback via the class blog.

Student ownership of reading goals supported by QR codes
Konini School teacher, Vicki Pimenta shares her approach to using the literacy progressions for raising student achievement in reading. By including student voice and encouraging the students to know where they are and what their next step is going to be, students own their learning. In the classroom she uses QR codes to help them with this.

Professional readings

Using digital tools to build literacy skills across the curriculum
Access to tools that can support literacy across the curriculum are increasingly at student’s fingertips. As part of a Universal Design for Learning approach, choices and supports for all students are built into the learning design at the outset. Consequently, students should have access to tools that personalise learning and match their needs and preferences across the curriculum. Here are three ideas teachers and students can use to support this approach.

Literacy teaching and learning in e-Learning contexts
This report presents the findings of a research project on literacy teaching and learning in e-Learning contexts carried out by CORE Education and the New Zealand Council for Educational Research (NZCER) for the Ministry of Education in 2009.

Raising literacy levels using blended e learning: A design based approach in New Zealand
This paper reports on a design based intervention in urban primary and secondary schools serving culturally diverse students from low socio-economic (SES) communities. It creates further evidence about how new technologies and blended e-learning are being implemented in low SES classrooms and the relationships with valued student outcomes.

Enabling e-Learning
View school stories, snapshots of learning, and resources that show how schools are using technologies to support collaboration, personalised learning, and authentic learning experiences within the English learning area.

Updated on: 04 Nov 2020