• build ideas, learning solutions, products and plans through creative processes as well as for expression and reflection • communicate, share and work collaboratively in local and global environments • learn and work legally, ethically and safely as responsible users and creators • develop new thinking, learning and problem solving skills to support their ongoing development. See next table, with the courtesy of the Department of Education, Training and Arts, Queensland Gobernment. Characteristics of an effective Effective eLearning teachers: eLearning teacher • demonstrate an ongoing commitment to professional knowledge, These characteristics should be professional practice, professional relationships and professional values. considered in the context of the • have an understanding of the transformative role of ICT for 21st National Framework for Professional Century curriculum design/interpretation, pedagogy and student learning Standards for Teaching, the • make conscious decisions about student learning based on an Queensland Professional Standards understanding of digital learners for Teachers, the Professional • are lifelong learners who are willing to take risks, fail and explore areas Standards for Queensland Teachers outside his or her expertise (Queensland College of Teachers), • employ a variety of methodologies, current learning theories and and the Smart Classrooms practices Professional Development • constantly collaborate with colleagues and practicing professionals in Framework. order to consolidate understanding and to share and reflect on their learning, wonderings and discoveries. Characteristics of an effective Effective eLearning schools feature: Leadership and vision, including eLearning school supportive policy These characteristics should be • shared vision for learning and systematic whole school plans for how to considered in the context of the get there MCEETYA Learning in an Online • enabling policies and adequate resourcing World strategy documents and the • classrooms fostering peer and tutor support that equip students as UNESCO ICT Competency Standards
• build ideas, learning solutions, products and plans through creative processes as well as for expression and reflection • communicate, share and work collaboratively in local and global environments • learn and work legally, ethically and safely as responsible users and creators • develop new thinking, learning and problem solving skills to support their ongoing development. See next table, with the courtesy of the Department of Education, Training and Arts, Queensland Gobernment. Characteristics of an effective eLearning teacher These characteristics should be considered in the context of the National Framework for Professional Standards for Teaching, the Queensland Professional Standards for Teachers, the Professional Standards for Queensland Teachers (Queensland College of Teachers), and the Smart Classrooms Professional Development Framework. Effective eLearning teachers: • demonstrate an ongoing commitment to professional knowledge, professional practice, professional relationships and professional values. • have an understanding of the transformative role of ICT for 21st Century curriculum design/interpretation, pedagogy and student learning • make conscious decisions about student learning based on an understanding of digital learners • are lifelong learners who are willing to take risks, fail and explore areas outside his or her expertise • employ a variety of methodologies, current learning theories and practices • constantly collaborate with colleagues and practicing professionals in order to consolidate understanding and to share and reflect on their learning, wonderings and discoveries. Characteristics of an effective eLearning school These characteristics should be considered in the context of the MCEETYA Learning in an Online World strategy documents and the UNESCO ICT Competency Standards Effective eLearning schools feature: Leadership and vision, including supportive policy • shared vision for learning and systematic whole school plans for how to get there • enabling policies and adequate resourcing • classrooms fostering peer and tutor support that equip students as
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