A Vision for e-Learning

Assignment 1: A Vision for e-Learning

Simon Forst ETEC 520, Section 66B: P anning ! "anaging Tec#no ogies in $ig#er E%&cation 'r( Tatiana Bo&r o)a *&ne 2+, 201+

A Vision for e-Learning Tec#no og, &se in e%&cation is constant , c#anging an% e-Learning is -ecoming an im.ortant com.onent of earning t#at can -e &se% to a&gment tra%itiona c assroom teac#ing met#o%s /Bates ! Poo e, 200+0( T#e .ro.ose% )ision for e-Learning in an e ementar, m&sic .rogram is an e1ce ent fo&n%ation for ,o&ng st&%ents to engage 2it# tec#no og, ear , in t#eir earning 3o&rne,( T#is -rief .a.er 2i .resent an e-Learning initiati)e for an e ementar, m&sic .rogram 2#i e a%%ressing t#e man, c#a enges in#erent in its conce.t&a i4ation, . anning, im. ementation, e)a &ation an% maintenance( Part 1: The Institutional Context T#e conte1t for t#is )ision of e-Learning is t#e m&sic .rogram at East)ie2 E ementar,

Sc#oo ( East)ie2 E ementar, Sc#oo is ocate% in Sc#oo 'istrict 566 in t#e L,nn Va e, area of 7ort# Vanco&)er, BC( 8t is a sc#oo of a..ro1imate , +02 st&%ents in 9in%ergarten to gra%e se)en 2it# a staff com.rise% of 26 teac#ers an% 1: earning s&..ort .eo. e, inc &%ing e%&cation assistants, a%ministrati)e assistants an% c&sto%ia staff( T#e sc#oo a%ministrators consist of one f& -time .rinci.a an% one .art-time )ice .rinci.a ( T#e sc#oo ;s %a,-to-%a, o.eration is great , en#ance% -, t#e Parent A%)isor, Co&nci in s&..orting t#e f&n%ing of reso&rces t#at a&gment st&%ent earning o..ort&nities an% #osting e)ents t#at -ring st&%ents, .arents an% staff toget#er in -&i %ing comm&nit, ca.acit,( /7ort# Vanco&)er Sc#oo 'istrict, 20120 T#e m&sic .rogram is ta&g#t -, one teac#er em. o,e% t#ree %a,s .er 2ee9 a o2ing for a 12 %i)isions to atten% t2o +0-60 min&te c asses eac# 2ee9( T#e m&sic room is 2e reso&rce% 2it# m& ti. e .ianos, e ectronic 9e,-oar%s an% c ass sets of <rff 1, o.#ones, g&itars, an% &9& e es( Tec#no ogica %e)ices a)ai a- e for &se in t#e m&sic room consist of a stereo s,stem an% one 2011 i"ac com.&ter( St&%ents a so #a)e access to a s#are% com.&ter a- of +0 anti=&ate% e"acs .&rc#ase% in 200+, a 2011 i"ac in eac# #omeroom an% a set of 20 iPa%s

A Vision for e-Learning .&rc#ase% in 2012( T#e st&%ents are from a )ariet, of socio-economic -ac9gro&n%s inc &%ing aff &ent fami ies i)ing in arge, sing e-fami , %etac#e% #omes, an% ot#ers i)ing in socia #o&sing( T#e sc#oo .o.& ation is m& ti-et#nic an% inc &%es a..ro1imate , +0 Eng is# as a secon% ang&age st&%ents, 25 s.ecia nee%s st&%ents, 10 a-origina st&%ents, an% 5 internationa st&%ents( As a

res& t of t#e sc#oo ;s )arie% %emogra.#ic .rofi e, East)ie2 E ementar, st&%ents #a)e a )ariet, of e1.erience an% e1.os&re e)e s 2it# %ifferent t,.es of tec#no og,( >#i e e)er, st&%ent #as an o..ort&nit, to &se com.&ters at sc#oo , man, of t#e more aff &ent st&%ents ma, #a)e a%)antages o)er t#eir .eers -eca&se t#e, #a)e t#eir o2n a.to.s, ta- ets an% smart.#ones( T#is &nfort&nate , creates an atmos.#ere of tec#no ogica ine=&it, 2it# some st&%ents #a)ing fe2er o..ort&nities to access tec#no og, 2#en a2a, from t#e sc#oo en)ironment( Part 2: The Environmental Scan External Factors T#e im. ementation of an e-Learning .rogram in t#e East)ie2 E ementar, m&sic c&rric& &m o)er t#e ne1t fi)e ,ears is %e.en%ent on a )ariet, of e1terna factors( E1terna factors affecting t#e incor.oration of e-Learning range from -roa% #ig#- e)e .ro)incia go)ernment .o icies to mi%- e)e %istrict f&n%ing g&i%e ines to oca economic factors t#at inf &ence st&%ent enro ment n&m-ers( ?o)ernment .o icies re ating to t#e f&n%ing of .&- ic sc#oo s %etermines t#e f&n%ing a)ai a- e to sc#oo -oar%s 2#ic# #as -een on t#e %ec ine 2it# t#e c&rrent economic c imate an% .o icies of t#e Li-era go)ernment( Sim. , state%, t#e Britis# Co &m-ia Teac#er;s Fe%eration maintains t#at .&- ic sc#oo s are face% 2it# t#e c#a enge of %i)i%ing static e)e s of go)ernment f&n%e% e%&cation %o ars among increasing , arger gro&.s of st&%ents /Britis# Co &m-ia Teac#ers; Fe%eration, 20120( >#i e t#ere #a)e -een mo%est increases in t#e .er ca.ita

A Vision for e-Learning f&n%ing for Britis# Co &m-ia;s st&%ents in recent ,ears, t#e o)era )a &e #as not sta,e% on .ar 2it# inf ation /Britis# Co &m-ia Teac#ers; Fe%eration, 20120( <nce o)era sc#oo %istrict f&n%ing is recei)e% from t#e .ro)incia go)ernment, t#e 7ort# Vanco&)er Sc#oo Boar% %istri-&tes f&n%ing among t#eir t#irt,-fo&r sc#oo s( Eac# in%i)i%&a sc#oo is t#en tas9e% 2it# %etermining #o2 m&c# of t#eir f&n%ing ma, -e a otte% to im. ementation of s.ecific .rograms, s&c# as an e-Learning initiati)e, 9ee.ing t#e -roa%er .ict&re of t#e entire sc#oo -&%get in min%( T#e Britis# Co &m-ia "inistr, of E%&cation;s c&rrent E%&cation P an /20110 an% Transformation P an /201+0 -ot# inc &%e .romotion of tec#no og, &se -, Britis# Co &m-ia;s st&%ents, -&t neit#er .ro)i%es s.ecifics as to #o2 t#is goa 2i -e f&n%e% or #o2 it 2i -e im. emente% at t#e .o ic, e)e ( P&- ic sc#oo -&%gets are

imite% -, man, factors inc &%ing -ot# #ig# an% mi%- e)e .o icies an% societa economic factors res& ting in sc#oo s #a)ing to -ear t#e -&r%en of raising mone, for most of t#eir in%i)i%&a tec#no og, .&rc#ases( Strong /200:0 arg&e% t#at man, factors m&st -e consi%ere% 2#en %e)e o.ing effecti)e . ans for tec#no og, &se inc &%ing ens&ring t#at e=&i.ment .&rc#ase% meets t#e nee%s of t#e st&%ents 2#i e maintaining a2areness of t#e man, ne2 .ro%&cts a)ai a- e( Economic factors #a)e c#ange% t#e .o.& ation of 7ort# Vanco&)er in recent ,ears, an% in .artic& ar t#e L,nn Va e, area, 2#ere #o&sing .rices are e1.ensi)e an% contin&e to c im-( Se)era East)ie2 .arents #a)e s#are% t#at ,o&ng fami ies 2it# more t#an one c#i % are o&tgro2ing t#eir sma a.artments an% con%os an% are c#oosing to mo)e to ot#er areas of ?reater Vanco&)er t#at #a)e more affor%a- e #omes( T#is s&-&r-an migration #as #a% an effect on t#e sc#oo , as %emonstrate% -, a .o.& ation s#ift from 650 st&%ents in 200+-2006 %o2n to +00 st&%ents for t#e c&rrent sc#oo ,ear(

A Vision for e-Learning Internal Factors "an, 7ort# Vanco&)er sc#oo s, inc &%ing East)ie2, #a)e Tec#no og, Committees t#at -ring a%ministration an% teac#ing staff mem-ers toget#er to conce.t&a i4e tec#no ogica goa s an% im. ement strategies t#at ea% to2ar% accom. is#ing t#ose goa s( T#e, t,.ica , aim to ens&re st&%ents are .re.are% to engage 2it# ne2 tec#no ogica %e)e o.ments t#at ma, en#ance t#eir earning e1.eriences an% .re.are t#em to &se tec#no og, confi%ent , as t#e, contin&e t#eir e%&cation( East)ie2 E ementar, #as #istorica , re ie% #ea)i , on f&n%raising -, t#e Parent A%)isor, Committee to .&rc#ase ne2 tec#no ogica s&..ort too s to 9ee. t#e sc#oo &. to %ate 2it# c&rrent tren%s in tec#no og, s&c# as e-Learning( "ost recent ,, t#e Parent A%)isor, Committee .&rc#ase% t2ent, iPa%s for sc#oo -2i%e &se in 2012( T#ese t,.es of e1tra -&%getar,

-on&ses are t,.ica , s&..orte% an% f&n%e% -, Parent A%)isor, Committees #o2e)er, re ,ing on .arent f&n%raising a-i ities #as an effect on #o2 m&c# mone, is a)ai a- e eac# ,ear, an% cannot .ro)i%e a consistent so&rce of f&n%ing for t#e f&t&re( T#e East)ie2 E ementar, Sc#oo P an /7ort# Vanco&)er Sc#oo 'istrict, 20120 inc &%es a goa to integrate tec#no og, more e1tensi)e , into c assroom earning( T#e a%ministration #as -een )er, s&..orti)e of i%eas to en#ance t#e sc#oo ;s tec#no ogica .rofi e, -&t #as -een re &ctant to ma9e %ecisions on s.ecific .&rc#ases( 'ecisions regar%ing .&rc#asing of ne2 e=&i.ment an% . anning sc#oo -2i%e tec#no og, goa s to a&gment st&%ent earning are ma%e -, t#e Tec#no og, Committee an% t#e a%ministration( Tec#no ogica &.%ates are t,.ica , inf &ence% -, a)ai a- e f&n%ing 2it# mone, coming from t2o main so&rces: t#e "inistr, of E%&cation an% Parent A%)isor, Committees( T#e "inistr, of E%&cation .ro)i%es mone, t#at is re-a ocate% -, sc#oo %istricts into Tec#no og, E%&cation S&..ort ?rants t#at are &se% to &.%ate

A Vision for e-Learning sc#oo e=&i.ment -&t t#e -& 9 of t#e mone, comes from .arent f&n%raising initiati)es( T#e 7ort# Vanco&)er Sc#oo 'istrict;s Ten @ear Strategic P an /20110 %oes not .ro)i%e a s.ecific . an for tec#no og, &se or ongoing .&rc#asing of e=&i.ment to 9ee. .ace 2it# t#e ra.i% , c#anging #ig#-tec# an%sca.e( T#e . an %oes state t#at a as.ects of st&%ent earning 2i -e s&..orte% -, information an% comm&nications tec#no og,, -&t fa s s#ort of s&ggesting a c ear %irection or g&i%e ines for im. ementation( 8n%i)i%&a sc#oo s are eft to inter.ret t#e strategic . an interna , an% im. ement t#eir o2n tec#no ogica %e)e o.ment i%eas t#at are

s.ecific to t#eir &ni=&e nee%s( T#is .ro.ose% e-Learning initiati)e can a so #e . im.ro)e t#e cost effecti)eness of .ro)i%ing a fine arts .rogram i9e m&sic -, creating o..ort&nities for earning t#at ta9es . ace o&tsi%e t#e time .ress&re% sc#oo en)ironment /Bates ! Sangra, 20110( <t#er interna factors t#at mig#t inf &ence t#e im. ementation of an e-Learning . an for t#e m&sic .rogram inc &%e .ro- ems 2it# infrastr&ct&re an% staff .re.are%ness to s&..ort st&%ents( East)ie2 E ementar, #as internet access an% >i-Fi in e)er, c assroom, -&t interna tec#no ogica infrastr&ct&re constraints, s&c# as imite% -an%2i%t#, can create roa%- oc9s for st&%ents an% fac& t, 2it# %ai , c assroom e-Learning acti)ities( >it# t#e c&rrent tec#no ogica #ar%2are, t#ere are times 2#en t#e -an%2i%t# cannot #an% e t#e .ress&re .&t on it -, t#irt, com.&ters in t#e com.&ter a- or t2ent, st&%ents on iPa%s &sing >i-Fi a at t#e same time( <t#er c#a enges to an e-Learning initiati)e for East)ie2 "&sic inc &%e t#e fact t#at information tec#no og, s&..ort staff 2or9 in an on-ca -asis an% are not a)ai a- e 2#en concerns arise an% t#ere is on , one .erson on t#e fac& t, 2it# an, a%%itiona training in e%&cationa tec#no og,( Bereiter an% Scar%ama ia /20060 arg&e t#at e%&cators s#o& % -e foc&se% on ens&ring t#e, are a%e=&ate , .re.are% to en#ance t#eir st&%ents; earning -, ens&ring t#at t#e, are constant , e)a &ating t#eir teac#ing to ma9e s&re t#e, are incor.orating tec#no og, t#at .re.ares st&%ents

A Vision for e-Learning for t#e f&t&re( Part 3: A Vision for E- earnin! in the Eastvie" #usic Pro!ram T#e )ision for an e-Learning initiati)e in t#e East)ie2 E ementar, "&sic Program 2i

consist of an on ine set of essons %esigne% to #e . st&%ents in gra%es fo&r t#ro&g# se)en earn to . a, g&itar an% com.ose m&sic( S.ecific com.onents of t#is e-Learning initiati)e 2i consist of 2e---ase% t&toria s a o2ing st&%ents to )ie2 .ictoria an% )i%eo e1am. es of content for f&rt#er .ractice an% it 2i a so .ro)i%e t#em 2it# an o..ort&nit, to s&-mit se f .ro%&ce% a&%io an%Aor )i%eo c i.s for assessment .&r.oses( T#is )ision for e-Learning 2i create c#ange in t#e m&sic .rogram as t#ere is c&rrent , on , face-to-face c assroom instr&ction( T#e c&rric& &m goa s of m&sic com.osition an% .erformance 2i -e incor.orate% into t#e e-Learning . atform creating o..ort&nities for t#e teac#er to -ecome more of a faci itator as t#e st&%ents 2or9 t#ro&g# t#eir essons( Assessment 2i -e ma%e &. of a mi1 of i)e .erformance an% .re-recor%e% a&%io an% )i%eo( St&%ents 2i -e a- e to &se t#eir o2n %e)ices in a%%ition to sc#oo -s&.. ie% com.&ters an% ta- ets ens&ring t#e, are a- e to fin% an% fo o2 t#e .rogram from #ome( T#is e-Learning conce.t 2i -e &se% to com. iment tra%itiona c assroom--ase% face-toface instr&ction an% 2i c#ange t#e m&sic .rogram from its e1isting str&ct&re of sc#oo --ase% s#ort .erio%s of m&sic e1.os&re to o.ening &. a ne2 a)en&e of f e1i-i it, for st&%ents to e1. ore t#eir artistr, o&tsi%e of sc#oo time /Be ,, 200:0( St&%ents 2i #a)e access to m&sic instr&ctiona )i%eoA.ictoria t&toria s for earning to . a, g&itar an% essons in -asic m&sic com.osition t#eor, for &se in t#eir #ome en)ironments( Fami ies ma, a so -enefit from t#is )ision for e-Learning -eca&se st&%ents t#at ma, ot#er2ise not #a)e .ri)ate m&sic instr&ction 2i #a)e free access to m&sic essons in t#eir #ome en)ironments( T#e e-Learning mo%& e 2i - en% 2it# t#e tra%itiona c assroom--ase% st, e of instr&ction as st&%ents 2i s#are t#eir com.ositions

A Vision for e-Learning in c ass an% #a)e o..ort&nities to .ractice t#eir instr&ment an% 2or9 on t#eir com.ositions 2it# t#e g&i%ance of t#e teac#er %&ring sc#oo time( St&%ents 2i a so #a)e o..ort&nities to s#are

t#eir com.ositions for t#e sc#oo comm&nit, t#ro&g# t#e &se of -ot# i)e in-sc#oo .erformances an% a o2ing access to t#e recor%e% )ersions of t#eir m&sic on ine( T#is e-Learning . atform can f&rt#er -e &se% to en#ance comm&nit, at East)ie2 2#ic# s&..orts t#e i%eas s&ggeste% -, An%erson /200C0 t#at e-Learning initiati)es s#o& % -e comm&nit,-centere% an% earner-centere%( St&%ents 2i -e a- e to act as .eer mentors -, s#aring t#eir .rogress an% i%eas 2it# ot#er st&%ents on ine an% in t#e c assroom en)ironment( <)era teac#er-st&%ent an% st&%ent-st&%ent comm&nication can -e en#ance% -, a o2ing net2or9ing o.tions an% s#aring of creati)e i%eas -ot# at sc#oo an% at #ome /Per9ins ! Pfaffman, 20060( T#e rationa e for a&gmenting t#e c&rrent m&sic .rogram 2it# t#is e-Learning conce.t is to im. ement t#e .o icies of t#e "inistr, of E%&cation, t#e 7ort# Vanco&)er Sc#oo 'istrict an% t#e East)ie2 E ementar, Sc#oo P an in ens&ring a st&%ents #a)e e1.erience &sing tec#no og, as .art of t#eir sc#oo ing to .re.are t#em for 21st cent&r, earning st, es /Bates ! Sangra, 20110( 8t 2i enric# t#e c&rrent str&ct&re of sc#e%& e% m&sic c asses -, .ro)i%ing an o..ort&nit, for st&%ents to contin&e t#eir m&sic e%&cation at #ome 2#ere t#e, ma, fee more comforta- e in e1.ressing t#eir creati)it, an% e1.erience o2er e)e s of .eer .ress&re as t#e, are earning a ne2 instr&ment( T#e a-i it, to #a)e 2e---ase% access to t#is e-Learning initiati)e 2i mean t#at st&%ents can re)ie2 an% e1.an% on c assroom m&sic c&rric& &m conce.ts from an,2#ere 2#i e im.ro)ing t#e o)era =&a it, of t#e earning e1.erience /Bates ! Sangra, 20110( 8n t#e ne1t fi)e ,ears, t#is e-Learning )ision co& % -e e1.an%e% to inc &%e ot#er instr&ments an% conce.ts s&c# as more in-%e.t# essons on m&sic t#eor,( St&%ents 2i -e a- e to trac9 t#eir .rogress eac# ,ear an% co& % #a)e t#e a-i it, to %e)e o. on ine e-.ortfo ios of t#eir

A Vision for e-Learning

2or9 t#at t#e, can c#oose to s#are 2it# ot#ers an% e1.an% on as t#e, .rogress f&rt#er 2it# m&sic as t#e, mo)e on into #ig# sc#oo an% -e,on% /*afari, 20060( T#e sc#oo 2i #a)e to . an for &.%ating of e=&i.ment as ,ears go -, an% e)a &ate t#e effecti)eness of t#e e-Learning .rogram as it e)o )es an% e1.an%s( Part $: Im%lications of Im%lementin! an E- earnin! Plan C#anges necessar, to im. ement t#is )ision of e-Learning at East)ie2 E ementar, 2i re=&ire -asic &.gra%es to t#e e1isting infrastr&ct&re( Bates an% Poo e;s /200+0 SECT8<7S mo%e for se ecting an% &sing tec#no og, a%%resses se)era as.ects of t#e ogistics of im. ementing t#is )ision for East)ie2 E ementar,;s "&sic Program( <rgani4ationa iss&es m&st -e a%%resse% -efore t#is e-Learning .rogram can -e im. emente%, s.ecifica ,, t#ree areas m&st -e targete% to ens&re o.tima f&nctioning of t#is initiati)e inc &%ing: 10 an on ine ser)er /c o&%0 to ma9e t#e eLearning .rogram a)ai a- e in m& ti. e ocations for &se inc &%ing t#e sc#oo #omerooms, m&sic c assroom an% com.&ter a- -&t most im.ortant ,, st&%ent #omes an% ot#er off cam.&s ocationsD 20 &.gra%es to t#e -an%2i%t# of t#e internet to im.ro)e t#e strengt# an% re ia-i it, of t#e >i-Fi signa at East)ie2D an% +0 a%%itiona imite% .&rc#asing of e=&i.ment s&c# as iPa%s an% com.&ters for &se -, t#e m&sic .rogram /Bates ! Poo e, 200+0( T#e ro e of t#e teac#er 2i -e affecte% in t#e creation an% faci itation of t#e e-Learning .rogram in re ation to t#e .re.aration time t#at 2i -e re=&ire% to %e)e o. t#e 2e---ase% t&toria s an% t#e s.ee% at 2#ic# t#e st&%ents can -e ta&g#t #o2 to engage 2it# t#e ne2 tec#no og,, s.ecifica , t#e s9i s re=&ire% for recor%ing an% com.osing m&sic on ine /Bates ! Poo e, 200+0( T#e m&sic teac#er 2i #a)e t#e &ni=&e o..ort&nit, to 2atc# as t#eir st&%ents e)o )e from .artici.ating in tra%itiona c assroom m&sic acti)ities to -ecoming creators of origina 2or9s /Bereiter ! Scar%ama ia, 20060( T#e teac#er 2o& % #a)e t#e o..ort&nit, to

A Vision for e-Learning 10 faci itate earning in a no)e 2a, t#at ma, occ&r entire , o&tsi%e t#e tra%itiona c assroom en)ironment as t#is e-Learning .rogram 2i a o2 for instances of st&%ent-teac#er interaction t#at occ&r entire , on ine /Bates ! Poo e, 200+0( St&%ents &sing t#e e-Learning . atform in t#e m&sic .rogram at East)ie2 E ementar, 2o& % #a)e engaging an% &ni=&e interacti)e earning e1.eriences /Bates ! Poo e, 200+0( An e1am. e of t#is co& % -e a c ass of st&%ents creating e)er-e)o )ing m&sic com.osition as .art of t#eir e-Learning acti)ities( St&%ents 2o& % #a)e t#e o..ort&nit, to og on to t#eir gro&. com.osition an% ma9e c#anges an% a%%itions at an, time 2#ic# co& % t#en -e e1.erience%, ana ,4e%, criti=&e%, %e-ate%, en3o,e% an% & timate , e)a &ate% 2#en t#e gro&. meets in t#e tra%itiona c assroom setting(

A Vision for e-Learning 11 Feferences An%erson, T( /200C0( To2ar% a t#eor, of on ine earning( 8n T( An%erson ! F( E o&mi /E%s(0, T#eor, an% Practice of <n ine Learning, C#a.ter 2 /..( 65-:60( Fetrie)e% from #tt.:AA222(a&.ress(caA-oo9sA120Ae-oo9A02GAn%ersonG200CGAn%erson<n ineGLearning(.%f Bates, A( ! Poo e, ?( /200+0 HA frame2or9 for se ecting an% &sing tec#no og,(I 8n Effective Teaching with Technology( San Francisco: *osse,-Bass( Pages :5-105( Bates, A( ! SangrJ, A( /20110( Managing Technology in Higher Education: Strategies for Transforming Teaching & Learning. San Francisco: *osse, Bass Bereiter, C( ! Scar%ama ia( "( /2006, S.ringAS&mmer0( Catc#ing t#e T#ir% 8CT >a)e( Queens niversity Education Letter. Fetrie)e% from #tt.s:AAcats.a2(its(=&eens&(caA-itstreamA 1E:6A2:0A1A K&eensE%&cationLetterGS.ringS&mmer06(.%f Britis# Co &m-ia "inistr, of E%&cation( /20110( !"s Education #lan. Fetrie)e% from #tt.:AA222(-ce%. an(caAassetsA.%fA-cGe%&G. an(.%f Britis# Co &m-ia "inistr, of E%&cation( /201+0( $%&'($%&) Transformation #lan. Fetrie)e% from #tt.:AA222(-ce%(go)(-c(caA.&-sAtt-. anA201+-2016G-ce%GttG. an(.%f Britis# Co &m-ia Teac#ers; Fe%eration( /20120( Education *unding: + !rief to the Select Standing "ommittee on *inance and ,overnment Services. Fetrie)e% from #tt.:AA222(-ctf(caA&. oa%e%Fi esAP&- icAP&- icationsABriefsA2012E%F&n%ingBrief(.%f *afari, A( /20060( T#e Hstic9,I e.ortfo io s,stem( E- "+ SE .eview/ '0/60, +C-6E( Fetrie)e% from #tt.:AA222(e%&ca&se(e%&AeroAartic eAHstic9,I-e.ortfo io-s,stemtac9 ing-c#a enges-an%-i%entif,ing-attri-&te Be ,, <( /200:0( "o)ing to B en%e% 'e i)er, in a Po ,tec#nic: S#ifting t#e "in%set of Fac& t,

A Vision for e-Learning 12

an% 8nstit&tions( 8n "(B& en an% '(P( *anes /E%s(0, Ma1ing the Transition to E( Learning: Strategies and 2ssues, ..( ++-66, $ers#e,, PA: 8nformation Science P&- is#ing( 7ort# Vanco&)er Sc#oo 'istrict( /20110( $%&&($%$& Strategic #lan. Fetrie)e% from #tt.:AA222(n)s%66(-c(caAA-o&tLsAMAme%iaAP'FG&. oa%sAComm&nicationsAStratP anA 10@earStrategicP an20110C2E(as#1 7ort# Vanco&)er Sc#oo 'istrict( /20120( School #lan for $%&$($%&': Eastview Elementary( Fetrie)e% from #tt.:AA222(n)s%66(-c(caASc#oo SitesAEast)ie2(as.1 Per9ins, "(, ! Pfaffman, *( /20060( Lsing a co&rse management s,stem to im.ro)e c assroom comm&nication( Science Teac#er, :+/:0, ++-+:( Fetrie)e% from EF8C %ata-ase /E*:5C66+0( Strong, B( /200:0( Strategic P anning for Tec#no ogica C#ange( Fetrie)e% from #tt.:AA222(e%&ca&se(e%&AeroAartic eAstrategic-. anning-tec#no ogica c#ange