While waiting for the Network for Learning we are building it!

Davis, N. (2012). While waiting for the Network for Learning we are building it! Computers in New Zealand Schools: Learning, teaching, technology, Vol. 24, No. 3, pp. 308 327. Niki Davis is a regular columnist for Computers in New Zealand Schools. While waiting for the Network for Learning we are building it! By Niki Davis, University of Canterbury e-learning Lab New Zealand will have a nationwide Network for Learning available progressively from 2013 and, although it may appear strange at first, we are also building it right now! In fact, as we will all appreciate soon I trust, the whole schooling sector began to build the nationwide network some time ago. One of the strands of construction is the Virtual Learning Network (http://www.vln.school.nz/) that is a form of virtual schooling that I have introduced in previous CINZS issues in this VS column (Davis 2011a & 2011b). Other strands relate to curriculum resources provided by the Ministry of Education s Te Kete Ipurangi (TKI http://www.tki.org.nz/) and online professional learning opportunities that span educators careers. Before we consider these developments in virtual schooling, it will be useful to clarify some new groupings that have emerged this year. Organisations entitled Network for Learning Let me introduce you to the crown entity that has been established this year called the Network for Learning Ltd. (N4L). The New Zealand Government is making a significant investment in infrastructure that will deliver ultra-fast broadband (UFB) to more than 97% of New Zealand schools by 2016, including support for upgrades to schools internal network infrastructure (SNUP). This began as the Ultrafast Broadband in Schools (UFBiS) Computers in New Zealand Schools: Learning, teaching, technology, Vol. 24, No. 3, pp. 308 327 308

initiative in 2010 and the best information is probably on the Ministry of Education Enabling e-learning website led by Margaret McLeod and Howard Baldwin http://elearning.tki.org.nz/. In 2011 cabinet approved a business case for a managed network with managed services for schools and decided that this Network for Learning would be overseen by a new Crown-owned Company, (called the Network for Learning Ltd /N4L; incorporated in July 2012 see http://www.n4l.co.nz/about.php). The Network for Learning Ltd. aims to realise the benefits of this infrastructure investment in terms of improved educational outcomes for students in line with government policy. The N4L Ltd is accountable to the Minister of Finance and the Minister of Education who have appointed N4L s independent board to govern this crown company. The board have now appointed a chief executive and are gaining additional staff to ensure a network service is available to all schools in 2013. The Network for Learning cannot be conceptualised just as online services to be delivered to schools. As with most 21 st century approaches to working and living, the Network for Learning will only enable Aotearoa New Zealand to capitalise on this public investment of money and educational resources if it can be established as a growing and developing network with schools, educators and learners and their parents and whanau nationwide. The NZCER report Supporting future-oriented learning and teaching a New Zealand perspective clarifies some emerging principles for future learning, how these are currently expressed in New Zealand educational thinking and practice, and what they could look like in future practice. The Network for Learning is a necessary part of that practice, so it is not surprising to find that report cited under research links on the Enabling e-learning website (http://elearning.tki.org.nz/). Future-oriented learning and teaching, including future-focused professional learning, may adopt a flipped classroom where the teacher facilitates learners to lead more personalised learning. This can be viewed as learners taking on some of the teaching and teachers modelling effective learning, which requires preparation and masterful orchestration by educators often working in teams within and across schools. I see that the co-construction, Computers in New Zealand Schools: Learning, teaching, technology, Vol. 24, No. 3, pp 308 327 309

growth and maintenance of the Network for Learning as developing and feeding these processes. I have two examples to base my case on and I trust that readers will help us to expose more. Cantanet and Westnet: an emergent section of the N4L At the end of November the teachers participating in the South Central Divide Blended Learning Project (see http://wikieducator.org/scd) led by the eprincipals of Cantanet (Darren Sudlow and Trevor Storr) and WestNet (first Vicki Smith and later Peter Graham) gathered for our final retreat after three years with regional ICT-PD cluster funding from the Ministry of Education. The project has been structured through personalised blended learning for the teachers so that we could model relevant processes and build a strong networked community across the growing clusters. Most of the teachers have been earning themselves a Postgraduate Certificate of Education under my leadership within our University of Canterbury programme. When the project started many of the approximately 30 teachers that Cantanet and Westnet schools had volunteered (often one per school) had average or low ICT skills. Only a few were eteachers accustomed to teaching students in a number of school or edeans who support such students (see Davis 2010 to clarify this terminology). The project has therefore been a fascinating and challenging journey for us all. While the first year focused on building individual capacity (Davis & Sudlow 2011c), the final year has focused on building capacity for networked schooling, including collaborative reviews of networked schooling in the first part of the year that have been shared with meetings of school principals in Cantanet and Westnet. Three groups of teachers examined the current status of networking within and beyond their respective schools, with a view to using the results to inform sustained development of blended learning in their own and broader communities. These review teams successfully worked in a blended mode and noted that Google docs makes collection of work via the Computers in New Zealand Schools: Learning, teaching, technology, Vol. 24, No. 3, pp 308 327 310

Internet easier and collaborative. We could look at each other's results online and then concentrate on points that needed further discussion. A member of each group and I presented an overview of these reviews at the ULearn conference research stream in October (Davis et al. 2012). The projects and contributing schools were: WESTeast: Karamea, Westland, Greymouth, Reefton and Te Kura/TCS BLIP Canterbury: Darfield High, Oxford Area, Rangiora New Life, Ellesmere and Amuri Area Schools. Mackenzie Connections: Geraldine High School, Mackenzie College, Twizel Area School and Waitaki Girls High School One hypothesis was that The more isolated a teacher/school, the more essential networks are and this was found to be true. The networks at the more isolated schools are a priority both those in existence and those lacking. Those at the less isolated schools have more established networks (both face to face and online) but the need remains significant. In addition, the Mackenzie Connections survey showed that although Geraldine and Waitaki have established links with staff in other schools, there is a need and a trend by all schools to increase networking between schools. Interestingly, many teachers still see teaching and learning as distinct activities, rather than the community of learners that this group had envisaged. Other key findings included far more enthusiasm and internet connectivity among the wider schooling community than had been expected (the bias of response using an online survey was recognised). There was evidence of a wide range of student networking and more involvement in VLN courses with video conferencing. One group found that students have started to expect use of online tools in their everyday learning and competently network with cell phones, Facebook, laptops and some with tablets. The number of responses to the online survey was excellent and higher compared with the teacher response, indicating perhaps more acceptance of the online environment, with an acknowledgment that this must encourage teachers to use the skills of their students in this area and adapt teaching Computers in New Zealand Schools: Learning, teaching, technology, Vol. 24, No. 3, pp 308 327 311

programmes in ways that allow them to learn with a blend of web tools and existing resources. A surprisingly diverse range of enrolments in courses outside their home school was evident. For example, one rural school in June 2012 had 42 students enrolled in extramural courses as follows: 4 with Telford (agriculture) 16 with Te Kura TCS 4 with PORSE (ECE) 8 students with Fairview (automotive) 1 with HITO (hairdressing) 7 with tourism course 1 with Waikato University 1 with Westnet VLN At the end of the project in November 2012 during the final retreat at Punakaiki we celebrated these teachers as emergent leaders and their final projects, all of which aimed to sustain blended learning and networked schooling. Table 1 provides an overview with projects grouped into themes. Some had been encouraged to maintain a relevant individual focus, such as a review of their online class and work as an eteacher. Two projects had implemented their LMS school-wide and supported each other through the process. We also noted that BYOD (bring your own device) had emerged as an opportunity that also brought major challenges that the BLP was addressing as a community. Others had developed major strategies for networked professional development across the schools and potentially nationwide, e.g. a VLN Educo site to support vpld, CoP for edeans, a CoP for Westnet teachers of English, a resource for arts teachers nationwide and beyond. Finally, one teacher had migrated during the project from Westnet to Te Kura TCS and so her project will capitalise on her insider knowledge to explore strategic improvements in distance and online learning for Te Kura s dual enrolled students. Computers in New Zealand Schools: Learning, teaching, technology, Vol. 24, No. 3, pp 308 327 312

All of these projects and their resources are relevant to the N4L, and many sit within the Ministry of Education online services that should move into the N4L, such as Mahara MyPortfolio for schools and VLN Moodle servers. For example, should the opening of the N4L disrupt the work of edeans and distance learning, then we are likely to see questioning of the N4L Ltd. In addition, the work of Cantanet and Westnet teachers to sustain blended learning can be seen to be developing N4L services. The virtual professional development in the VLN (Owen, 2012) can be viewed in the same way. This is thus one way we have been building the N4L together even before it opens for business. Initial teacher education: an emergent section of the N4L? The blended learning project with Cantanet and Westnet is only one of many examples where teachers and their schools are generating and networking to improve learning in ways that can and should work with the N4L. There are also activities in initial teacher education that provide significant resources and networking activity that should benefit and accelerate the growth of the N4L and its impact. Mackey et al (2012) presented an overview of those activities recently to the ASCILITE conference in Wellington, using the University of Canterbury s award winning primary programme as an illustration. Within this ITE degree the formal induction to the Moodle-based LMS and Mahara MyPortfolio that then blend into the programme for hundreds of future teachers each year so that they engage with relevant technologies within their professional learning. Mackey et al. continue, In conjunction with these strategies, there has been a purposeful focus on how to integrate the appropriate use of current technologies and e-learning into all courses. For example, staff have been encouraged and supported through organised professional development, teaching showcase events, and one-to-one mentoring to: model blended e-learning pedagogies using the LMS, AdobeConnect, interactive whiteboards, and e-portfolios for students studying in three modes (campus, regional campuses and distance); Computers in New Zealand Schools: Learning, teaching, technology, Vol. 24, No. 3, pp 308 327 313

embrace Web 2.0 tools for collaborative work, class activities and assignments; integrate appropriate digital content from relevant sources (e.g. Te Kete Ipurangi, DigiStore); adopt e-assessment strategies using the LMS and/or e-portfolios; establish virtual connections with teachers, schools, subject associations and national and international educational leaders; develop learning networks that include experts from related industry and real-world contexts. There are many examples of innovative e-learning including the use of Adobe Connect to support interactive workshops for campus and distance students; Web 2.0 tools such as Voice Thread by students to record and provide feedback on multimedia assignments; college i-pads and personal bring your own devices (BYOD) for curriculum activities; existing as well as staff and student-created video; and teaching in a specially-designed collaborative e-learning lab where up to 80 students can work in groups of three around shared computers as well as using their own devices. Worthy of special mention is the widespread use of Mahara MyPortfolio (schools version) which provides valuable connections between ITE staff and students, and the wider schooling sector through the associated online community and special interest groups, and builds understanding of the value of e-portfolios for personal and professional learning. In common with the earlier examples, the thorough embedding of ICT develops skills and knowledge in partnership with schools that provide opportunities for professional practice nationwide. At times, these future teachers, in collaboration with cooperating teachers and university supervisors, model new practices and they often bring new online resources into schools. The same is true for other programmes including the use of MyPortfolio by the University of Auckland and Twitter in the University of Waikato (Wright 2010). I trust that readers will therefore support the case for those involved in initial teacher education to be encouraged to actively participate in the N4L with our colleagues and their Computers in New Zealand Schools: Learning, teaching, technology, Vol. 24, No. 3, pp 308 327 314

students in schools. After all, to limit access would reduce the preparation of newly qualified teachers for schooling today and block development. For that reason I have developed a discussion paper (see http://wikieducator.org/nflandite) and sought and received support from key agencies including the Tertiary elearning Reference Group, TEFANZ, the VLNC Council, and DEANZ, the national association for open flexible and distance learning representing all sectors of education and training. Drawing on relevant research and current discussion papers on teacher quality (Aitken et al., 2012; Timperley, 2012), my paper starts with three recommendations: 1. The services of the Network for Learning N4L Ltd. be adjusted to cover all those who work in the schooling sector. (Note: This would not include any subsidy for bandwidth services because that is only relevant for school premises). 2. A national hui be urgently convened to better understand and start to disseminate the contributions and needs of initial teacher education, including services such as nationwide eportfolio services that are already deployed for schools and professional learning development (PLD) in the schooling sector. 3. The government s billion dollar investment in UFB be leveraged by gathering relevant illustrations of best practices plus related research and development to inform the national strategy and all relevant educational agencies and institutions. Best practice includes PLD provided by student teachers and curriculum innovations with digital technologies that reach schools and communities through ITE, including blended online learning across initial teacher education and some partner schools. Conclusion This column recognises engagement with relevant N4L activities and resources that have already emerged with professional and organisational development within and across networked schools. And it also seeks to recognise that initial teacher education Computers in New Zealand Schools: Learning, teaching, technology, Vol. 24, No. 3, pp 308 327 315

programmes, all of which are also in partnership with schools, have many contributions to make because they are also developing relevant resources, skills and activities that are relevant to the nationwide Network for Learning that will emerge progressively from 2013. Therefore the design of the N4L would best to recognise and work with many providers and clients as it seeks input in nationwide workshops and other avenues, and this paper seeks to inform that planning. For rural schools in particular, provision of services and access to others networked course offerings and curriculum are a matter of survival, so that the responsiveness of the N4L for uninterrupted continuation of the VLN online services are critical. Many rural schools are continuing to develop strength through networking of schooling, as described above. In addition, tertiary organisations need direct access and that to be included within the N4L Ltd. s design in many ways. Only then can the N4L emerge and grow to play its part to support increased educational outcomes and related economic benefits for all students and their communities throughout Aotearoa New Zealand. Acknowledgements While the views expressed in this column are my own and do not represent those of the Ministry of Education or any other body, I wish to acknowledge their support and to note that I am a member of the UFBiS Governance Board, TeLRG and the Board of Te Kura TCS. I also wish to acknowledge all participants in the SCD BLP ICT PD cluster 2010-2012 and my colleagues in the University of Canterbury e-learning Lab. References Aitken, G., Sinnema, C., & Meyer, F. (2012). Initial Teacher Education Outcomes: Graduate Teacher Standards Background Paper. Auckland: The University of Auckland. Computers in New Zealand Schools: Learning, teaching, technology, Vol. 24, No. 3, pp 308 327 316

Davis, N.E. with Chisnell, M., Arkless, D. & Hutt, L. (2012). Views of networked schooling in New Zealand s South Island by teacher leaders of blended learning from Oxford Area School, Twizel Area School, & Westland High School representing their groups. Presented to ULearn 2012 Research Stream, Auckland, October 2012. Davis, N.E. (2010). CINZS goes into virtual schooling. Computers in New Zealand Schools: Learning, Teaching, Technology, 22(2). Davis, N.E. (2011a). New forms of networked schooling are evolving fast! Visionary leadership please. Computers in New Zealand Schools: Learning, Teaching, Technology, 23(2). Davis, N.E. (2011b). Online and blended learning rolling into New Zealand schools. Computers in New Zealand Schools: Learning, Teaching, Technology, 23(1). Davis, N.E. & Sudlow, D. (2011c). Achievements of the Southern Central Divide schools in implementing personalized blended learning. In J. Mackie, N. Dabner, J. Johnson & N. Davis (eds.) Proceedings of ULearn 11 Research Stream (34 39). Davis, N.E. (2010). CINZS goes into virtual schooling. Computers in New Zealand Schools: Learning, Teaching, Technology, 22(2). Mackey, J., Davis, N.E. & Dabner, N. (2012). Relevant, current and sustainable digital strategies to prepare future teachers to lead e-learning. Paper presented to ASCILITE conference, November 2012, Wellington. Timperly, H. (2012). Learning to Practise. Draft Paper for Discussion and Consultation. Auckland: The University of Auckland. Computers in New Zealand Schools: Learning, teaching, technology, Vol. 24, No. 3, pp 308 327 317

Owen, H. (2010). Personalised, contextualized, professional learning development: Putting it into practice. Journal of Open, Flexible and Distance Learning, 15(1), 61 74. Wright, N. (2010). Twittering in teacher education: reflecting on practicum experiences. Open Learning, 25(3), 259 265. Table 1. An overview of teachers projects in 2012 that aim to sustain blended learning within and beyond Cantanet and WestNet, including Te Kura/TCS. Projects were selected to indicate the range of activity relevant to the N4L. Networked schools and development Help!!! ICT PD for teachers (Educo Moodle site) This Educo VLN Moodle site is designed to support staff PLD including a section for readings. It is a place for people to go to start or continue their blended learning journey. It also provides a location for resources developed in other projects, e.g. a link to the database that Mary has created of all our expertise; and Justin has provided a section that frames and links to his ULearn workshop and more. Justin also has ideas and thoughts for this being a practical one-stop shop for all help IT-related and allow us as a group to share our feelings and ideas in the forum Ask an Expert in a bloggy sort of way. Conrad has recorded a brief overview stored in UTube that includes views of staff to encourage uptake and use: https://www.youtube.com/my_videos_edit?ns=1&video_id=xowtlcztora Conrad Conner & Justin Thompson Computers in New Zealand Schools: Learning, teaching, technology, Vol. 24, No. 3, pp 308 327 318

Online community for English teachers on the West Coast, with all the challenges that brings. (Karamea Area School and WestNet) Provides reflections on published case studies of blended communities of practice, it is informed by Angela s meetings with various English teachers from the West Coast. The blog site also describes future plans. For example, We have decided that the most useful site for our teachers at present would contain a collection of English exemplars from level 1 3 of the New Zealand s National Certificates of Educational Achievement (NCEA) which are the national qualifications for senior secondary school students. http://secondaryenglishcommunity.blogspot.co.nz/ Angela Roberts edean Community of Practice This community of practice continued through 2012, when it focused on putting together a presentation that can be used to inform teachers, parents and students about what it means to be an online learner. We also surveyed our estudents to find out what level of support they get in their individual schools and what changes they would like to see made to this. Finally Ann made some more videos talking to my estudents about their experiences as online learners. edean resources are all freely available on the CantaNet website in the Box under edean resources: this includes everything we have done for the past two years including the video clips. Please encourage your edeans to use these resources. http://cantanet.org/ The edean group have been advocating better resourcing of the position in order to help student achievement in online courses. Research shows that the support at the school end is Computers in New Zealand Schools: Learning, teaching, technology, Vol. 24, No. 3, pp 308 327 319

almost as important as the eteacher role (Davis & Niederhauser 2010; Barbour, Davis & Wenmoth 2012) Anne Williams Blended learning and the importance of keeping learning in the arts sustainable Review of current networking in the arts, linked to Rural Connections project (A1) ways of using networking in blended learning to work as a community plus examples of ways forward from research, overseas examples etc. Produced as a Ken Robinson style movie to promote networked schooling by teachers of visual arts. Maryann Darmody Informing strategic change with a school focus Using e-portfolios in second-language learning The purpose of my investigation was to see how e-portfolios could be used to enhance learning a target language, with a view to using this as a step on the pathway to introducing BYOD at GHS. My review provides background on some important issues that language teachers in New Zealand face, the philosophy behind e-portfolios, a case study of how e-portfolios have been used by a language class and finally some attempts to answer the question Where to from here for GHS? Jane Donald Computers in New Zealand Schools: Learning, teaching, technology, Vol. 24, No. 3, pp 308 327 320

Challenges with blended learning to inform school planning in Ellesmere College Report to inform school leadership including transition opportunities with transition from contributing primary schools that make more extensive use of ICT and blended learning. Dayle Stoliker Network schooling as a key to differentiated programmes in primary school classes (Oxford Area School) A case study of Mary s explorations in her primary school to illustrate the range of possibilities a blended networked approach can provide. Readings to cite will focus on virtual schools, blended learning, differentiated programmes in primary school, many of which are already in Mary s VLN MyPortfolio view for BLP: http://portfolio.vln.school.nz/view/artefact.php?artefact=448&view=93 Mary Chisnall Planning to sustain and expand blended/networked teaching and learning (Reefton Area school) Report to the BOT and management of Reefton Area school to inform the annual plan 2013 re sustaining and expanding blended/networked teaching and learning. Pat Lewis Computers in New Zealand Schools: Learning, teaching, technology, Vol. 24, No. 3, pp 308 327 321

Sustaining blended learning begins at home Mackenzie College Staff s journey into the unknown world of blended learning Key focus: to introduce staff to the idea of blended learning through using Moodle. Goals: Whole staff PLD focus for the year was developing or adding to an already existing Moodle course. It was important to try to give staff a purpose to their PLD. An online PLD course using Moodle was developed to help staff learn new skills, set milestones and help them to experience being a student using a Moodle course. This reinforced the importance of being a learner of blended learning too. As learners, staff got to experience both the frustrations of technical difficulties and positive aspects of using a LMS. Progress: All staff can now find their way around their Moodle Site. Varying degrees of success has been attained, some have thoroughly engaged their students others are still building confidence. Lisa Holden BYOD Developing blended learning skills and preparing for BYOD Ashcoll We used the elearning Planning Framework individual teacher reflection to get an idea of where our staff thought they sat individually and where they thought the school sat. Results showed that more than 50% of our staff feel they are at the emerging stage and the rest see themselves as mostly engaging or extending. Over 50% of the staff see the school as engaging and some individuals going beyond that. Computers in New Zealand Schools: Learning, teaching, technology, Vol. 24, No. 3, pp 308 327 322

We used another tool to find out what skills staff have and what they would like to know more about. This will be used when we decide what PD to offer next year. We have run PD sessions this year around a range of tools and also offered sharing sessions for staff to see examples of best blended learning practice. Technically our school is now ready for BYOD but there is still work to do in the background around policy, consulting the community, device selection and so forth. Webinars via the elearning Framework and PD from the MCFCS group have been useful preparation for this. 2013 will hopefully see us with a number of different focus groups running Moodle, Google Apps, Web2 and Edmodo. We have been actively engaging with the Mid Canterbury Fibre Connected Schools group and a number of staff have taken advantage of the courses they have offered through 2012. Several staff hope to continue to be involved in PD opportunities supported by this cluster in 2013. Anne Williams, Jess Bennett, Michael Clark Introducing BYOD into our school to sustain the blended learning approach (Waitaki Girls ) Following our networking review, the need and desire to move towards a BYOD system to help promote blended learning became evident. I therefore attempted to explore the concept of BYOD and what it means for change in the classroom, student Computers in New Zealand Schools: Learning, teaching, technology, Vol. 24, No. 3, pp 308 327 323

motivation and promotion of blended learning to identify key aspects that need consideration when implementing a BYOD system. to aid a pathway for Waitaki Girls in implementing a BYOD system This entailed establishing a vision/reason for change the philosophy surveying of students, staff and community to establish needs and the degree of support ensuring the school infrastructure would support the idea teacher PD to integrate the e-learning strategies into unit planning and to make them familiar with both the Web 2.0 tools and the devices that may be introduced, looking at setting up of policies All of these highlighted the need for gradual introduction, a focus on PLD that included a wider perspective of educating students as digital citizens and focussing on student learning outcomes. Jackie Grant The digital classroom (Darfield High School) We have been laying the foundation for a fully digital class in 2013. This trial class will be able to access digital resources and applications whenever they need it during class time. This will mean that each student will have a device that can access the internet via a wireless connection. This will support the implementation of fully blended approach with the appropriate systems in place to support students and parents. Computers in New Zealand Schools: Learning, teaching, technology, Vol. 24, No. 3, pp 308 327 324

Created a minisite, written a proposal, met and briefed all families who have expressed interest at open evening with an info pack and presentation. Also wrote a BYOD policy and updated our CyberSafety/Digital Citizenship policies. 33 families have signed up for the class so the Dean now has the unenviable task of reducing to one class of 28 students. An overview for the school leadership and participants has also informed the while network including Cantanet. This includes Bron s more detailed perspective relating to the teacher and class, complemented with Matt s strategic view for the school and its networks drawing on Zaka s (2012) case study of blended learning in a Cantanet school. Bronwen Seaward & Matt Maude Virtual schooling course development Blending learning in an eteacher s VLN chemistry course (Amuri) A review of the ways in which LMS, VC and other tools are blended within and beyond my Cantanet chemistry course along with the ways in which I do or could network with other teachers, edeans, my students and curriculum developers or resources on the web aims to improve the quality of blended learning in the VLN Community. A guided tour of this course will be the mode through which this is presented, possibly a screen recording that is planned using a series of screen shots and sketches as part of the story board. Title and reference slides will enable a professional finish and inclusion of the references cited. Christian Alino Computers in New Zealand Schools: Learning, teaching, technology, Vol. 24, No. 3, pp 308 327 325

School-wide blended learning developments The introduction of an LMS and how that might enhance blended learning (Timaru Boys High School) Report of the developments this year plus evidence of changes in staff practice from a survey and observations by the authors. Links are made to the school ICT strategy and relevant literature showing significant growth and sustainable blended learning as well as future innovations on the horizon such as a parent portal. Keri Whytock & Dave Thorp School-wide introduction of an LMS (Marian College) A case study paper to examine the LMS tool and its associated infrastructure, the professional development ideas and opportunities necessary to create the necessary environment to introduce the tool, the capability of the staff to use the tool, and the importance of networking to support the new innovation. The report concludes with a reflection by the lead change agent DP Frank Moran, including a comparison with a similar project in Timaru Boys School. Frank Moran Te Kura s networked schooling with Cantanet and WestNet schools (Te Kura) This report aims to improve the experience of students who are dually enrolled with Te Kura and other schools in New Zealand. This review aims to explore and identify ways in Computers in New Zealand Schools: Learning, teaching, technology, Vol. 24, No. 3, pp 308 327 326

which both Te Kura and its partners can improve their collaboration in the future. It draws on my experience as an edean in a WestNet school, experience as a recently employed Te Kura teacher and Learning Advisor, information from a recent online survey of edeans, and interview(s) of staff in Te Kura s Christchurch office. It starts with a brief review of relevant literature that indicates the importance of the role of the edean and partnerships between educators in different locations. Vanessa Burton This work is licensed under a Creative Commons Attribution-NonCommercial- NoDerivs 3.0 New Zealand License. Computers in New Zealand Schools: Learning, teaching, technology, Vol. 24, No. 3, pp 308 327 327