Professional Documents
Culture Documents
Introduction
challenging public k-12 learning systems to adapt to the skills, literacies, and confidence needed
to be successful citizens as they choose their paths after graduation. This paper will focus on the
readiness of the Prince Edward Island Department of Education, Early Learning and Culture
(DEELC) to adopt an e-learning approach to education. The parameters of this process will be
conducted through the use of an audit tool aimed at measuring the preparedness of
administrators, teachers, and learners understanding of what e-learning is and the technical skills
required for success. To date, the inclusion of digital learning in an online environment within
the DEELC could be seen as piecemeal at best with a history of isolated adoption either
introduced through isolated initiatives from specific curriculum areas, professional development
The K-12 public school system on Prince Edward Island is the responsibility of the
DEELC and encompasses 62 buildings, 19,500 students and 1700 teachers and support staff.
Since the formation of the last provincial government in 2015, one of the stated priorities is to
Build technology capacity and engagement in schools ("Education, Early Learning and Culture
| Prince Edward Island", 2017) but this statement lacks clear definition in how it will be
undertaken to support learning. Success will depend on many factors from all three groups,
administrators, teachers, and students. Using the audit tools outlined in this paper will go a long
way to identifying the strengths and gaps of each group and the data collected will be used to
Background
On Prince Edward Island, there exists the capacity to deliver an online learning
environment for the entire K-12 system. There have been strides in the past 20 years to develop
the digital capabilities of both teachers and learners. In 1999, Technology Education for Atlantic
Canada fostered the development of a vision for Communications & Information Technology
(CIT) use within their respective k-12 jurisdictions. In it, all learners were envisioned as
developing the skills needed to be technologically literate and capable citizens who can develop,
problems (Prince Edward Island Department of Education, Early Learning and Culture, 2005).
This approach led to the development and adoption of Journey On, a framework that provided a
skills continuum and lesson plans for teachers at the primary to grade 12 level to integrate
communication and information technology in their classrooms. Independent to this the DEELC
made investments in Tevlac, a complete student management software package school for
elementary, junior, senior high schools and school districts. Students Achieve, an online
software that allows students and parents to track attendance and progress was also purchased
and implemented. All of these investments were undertaken independently with schools,
teachers, and students not required to interact with them. This slowly began to change, a 2012
Ministers Directive announced that all teachers and students would be required to use the
purchased tools by 2013 to record students attendance, marks, post assignment and
communicate with parents. A training regime was put in place to support teachers in this
endeavor. This was the beginning of a more cohesive approach to using digital tools that
In 2014, the Government of PEI announced that it was making an investment $8,000,000
in PEI schools for upgrades to bandwidth, network connectivity, hardware replacement and a
new approach to learning through the adoption of Google Apps for Education suite of tools
(CBC News, 2013). As of 2017, the DEELC is completing this implementation and this
investment will provide the backbone for my assessment of the readiness of the Prince Edward
Island k-12 public school system to implement a system wide e-learning environment.
Laying the foundation for an infrastructure that can support an approach to teaching and
learning is not enough for the success of an e-learning strategy. Using technology for teaching
and learning needs to be approached with an understanding of how students learn, how they will
develop technical skills and competencies and how e-learning will allow for knowledge to be
represented through varying media modalities. Processing learning in this manner requires the
use of different sensibilities (Bates & Sangra, 2013). This new model for learning requires
decisions makers that have the fortitude to understand what is required for the adoption and
decision makers often lack the experience in knowing how an e-learning approach for teaching
and learning can be achieved. For this reason, the audit tools used in this paper are divided into
three categories, allowing for a detailed review of the factors required to develop the new
cultures, concepts, and understanding that are vital to teaching and learning in an online
Administrators Survey
There are not many administrators that I have met that can articulate what e-learning is.
Not having a clear understanding of the vision for what is to be achieved makes it hard to plan
the path to the destination. Administrators responsible for learner success need to be able to see
their role in this process because the payoff of a good understanding equates to a quality e-
Learning platform that opens up a whole new world of opportunities for learners (Dowdle,
2006). Any hope for lasting success with an implementation of a K-12 e-learning strategy within
the DEELC on PEI is contingent on decision makers concept of what teaching and learning
should look like, the resources needed and the availability of budgetary dollars needed. With this
grounding reality, it wasnt a straightforward process to find an audit tool that addressed our
needs for a public K-12 e-learning system so one was developed from the accumulation of other
examples.
The decisions for all technology related items within the DEELC rests with the
representatives from the Public School Branch, 1 from the French Language School board and 2
curriculum consultants. Except for the Educational Development Officer, there is no one on the
committee that has had previous experience in the development of an e-learning environment.
The Educational Development Officer is a recent addition to the TELT, having only been in
place for 8 months. In that time, a draft K-12 digital online learning framework has been drafted
for review (Appendix A). Cormier (2017) states that the process involved in the development of
the digital online learning framework was to analyze design, develop, implement and evaluate
teachers and staff in the e-Learning environment. The audit tool developed for Administrators
E-Learning Readiness Audit 6
(Appendix B), reflects this and places an emphasis on examining the Governance structure, who
is responsible for what role and working to have all members understand the roles and
responsibilities of others. The survey is divided into yes and no categories in hopes that a
definitive answer from participants will lead to a deeper discussion on their answers, clarifying
Having a robust network and broadband capabilities is a must for the success of this e-
learning platform. If Wentling's definition of e-Learning is to be adopted, that the acquisition and
use of knowledge distributed and facilitated primarily by electronic means" (as cited in Mercado,
2008), then having a good relationship with the IT Shared Services division to make this happen
is key. This hasnt always been the case, even with an $8,000,000 technology investment in
education already there is a constant power struggle in priorities and receiving support from the
IT Shared Services division. At times it is like the tail is wagging the dog. It is of great
importance in the readiness audit that everyone involved at the administrators level has a clear
understanding of their roles in the plan, who is performing them and who they are accountable
to.
Chromebooks and 1700 teacher laptops into the system all of this with a minimal amount of
training and support. Introducing these devices into the system without considering a plan for
how they will be used for teaching and learning seems counterproductive. Currently, the human
resources just arent there to properly address the needs of the system for this proposed shift.
Bates points out that the minimum support that a teacher requires in adaptation of e-learning into
learning, learning theories, the design of teaching, learning technologies and project work (Bates
E-Learning Readiness Audit 7
& Sangra, 2013), this along with digital technology skills development requires a concerted
investment and cant be left to self-directed adoption. Decision makers need to realize the
parameters involved from their level, the resource and commitment, needed to make an e-
learning (blended learning, online learning) a reality. Without doing the work needed to answer
Teacher Survey
The advancement of e-learning learning at the K-12 level on PEI rests with the teachers.
If they decide not to use this approach in their pedagogy to increase student learning then it will
be an uphill struggle to develop students who have the skills, literacies and confidence needed to
be successful citizens during their k-12 learning journey and after graduation. It is hard to blame
teachers in this matter, without proper support, many see this as just one more thing on an
already full plate of things to accomplish in their teaching day. Technology support received to
date by teachers in PEI has come in one off sessions either after school, on special designated
curriculum. This one and done approach is relevant and useful, but often does not lead to the
strong pedagogical skills using digital technology and doesnt provide cultural change required
to achieve a transformative integration of technology into teaching and learning (Bates & Sangra,
2013). For teacher success, one of the needs expressed is for there to be an at the elbow approach
that can work with teachers in the practical application of how to incorporate a wide variety of
learning strategies and technologies depending on the learning goal being sought (Mercado,
2008). For these reasons, one approach being undertaken at the DEELC is the development of an
online portal that would be a one stop resource for teacher resources such as curriculum guides,
The audit tool developed for teachers (Appendix C) breaks the survey into three
headings. The first is Digital skills. More than one teacher in the DEECL system has made it
known they just dont know what they dont know when it comes to digital technology.
Although not an exhaustive bank of questions on this topic, this section aims to gauge the
proficiency of the day to day basic skills expected for working within the PEI k-12 education
system. This readiness audit tool for teachers will help the administrators understand the basic
skills level teachers currently have and provide data for their needs if the system is to move
forward. Nothing can be assumed especially in reality of a current review of the minimum
qualifications required for a typical teaching position within the PEI educational system;
Qualifications
Minimum Qualifications:
- Applicants must have a B.Ed; preference will be given to those with a major in
English;
- Experience at the Intermediate/Senior High grade level;
- Knowledge and experience with modifications to curriculum;
- Experience with StudentsAchieve(SAS);
- Knowledge of school level curriculum;
- Effective assessment strategies;
- Good classroom management skills, knowledge of effective teaching strategies and be
able to demonstrate teamwork and collaborative practices;
- Commitment to school community, demonstrate commitment to ongoing learning and
must be able to facilitate communications with parents.
(Province of Prince Edward Island, 2017)
There is no requirement spelled out that teachers must have a minimum digital skills competency
and if they dont have it and they are not offered support in learning them, then how are they to
know.
E-Learning Readiness Audit 9
One area that was chosen to be included in this readiness audit was the confidence level
of teachers using digital technology both in general skills competency and within an e-learning
environment. Teachers will often choose not to include technology approaches to their pedagogy
for fear They will break something or that they may seem unknowledgeable in the eyes of their
peers or students. The Digital Confidence section asks teachers to examine their vulnerabilities
The final segment of the Teacher Survey puts an emphasis on the changing of educational
pedagogy using digital technologies in an e-learning model from one of knowledge as content to
a greater focus on knowledge as a process (Bates & Sangra, 2013). The recent article in the
Guardian newspaper entitled Charlottetown school tells kids to put away the phones
(Goodwin, 2017) gives an indication that the use of digital technology integration into
pedagogical practices is still the exception rather than the rule. This section of the teacher
readiness tool can help both teachers and administrators understand that in the development of an
e-learning environment, adequate support must be provided in the design of e-learning activities.
Teachers must command both technical skills and digital literacies if they are to successfully
redesign their teaching assignments to incorporate e-Learning effectively into their pedagogy.
Student Survey
accustomed to interacting with digital technologies, that they possess the skills and aptitudes to
succeed in a multimodal digital world. Therefore they can easily translate these skills and
aptitudes into an e-learning environment, In my experience, having spent many hours working
with both teachers and students in the development of technical skills to meet learning outcomes,
E-Learning Readiness Audit 10
students have more of a comfort level in the role of consumer of digital material than in using
digital multimodal approaches for learning in an e-learning environment. For this reason, the
main headings of the student audit tool (Appendix D) are that same as the teachers with a
different focus on the questions asked. These questions are aimed to address the tools and e-
learning environments specific to the learners within the PEI public school system, specifically
Recommendations
There has been a considerable amount of time invested in dissecting the individual
components needed to initiate a strategic plan for e-learning within the PEI public school system.
With this said, any movement forward with elements needed for success has been by achieved in
isolation rather than as part of a plan as a whole. Currently, there exists an IT infrastructure
backbone that with some slight tweaking to include additional bandwidth can provide a
dependable foundation from which to build off of. There is also an adequate amount of hardware
and software for the implementation of an e-learning strategy. What is missing is a cohesive
vision for e-learning from the TELT committee so that the development of a plan that links the
use of technology to the specific requirements of a particular knowledge domain or subject area
can be finalized (Bates & Sangra, 2013). The information obtained from this audit can provide
the data to help focus the k-12 strategic plan, but I fear the major barrier to success rests with the
current complement of those on the TELT committee. There is a prevalent lack of understanding
of e-learning and a lack of effort required to move any e-learning platform forward in spite of it
being a priority for this Government. It appears that they arent prepared to make decisions for
what is required or are unsure how to proceed, this is why the Educational Consultant was
brought on board. I fear that in order to make e-learning a reality in PEI schools, there needs to
E-Learning Readiness Audit 11
be a resetting of the TELT committee to include members with the vision to make decisions
based on the sole focus of changing the way education is delivered currently. Moving from an
industrial model of the 20th century to one that embraces the benefits of what an e-learning
Conclusion
There is a clear message being presented to the public on Prince Edward Island that the
use of technology for teaching and learning is here to stay. In a recent Minister of Education
press release this was reinforced, Now that students have the access and the tools, our
good instructional strategies that are supported by the use of technology, (Jean Doherty, 2016).
To move from where we are now to where we need to be to make this happen, we need to have a
clear vision of what e-learning looks like within the K-12 public school system on Prince
Edward Island. Sangra (2017) makes this clear when he states that the vision is what determines
the function, the role and the kind of e-learning the institution decides to implement. And this
decision conditions most of the elements of the implementation process. The data extracted from
the e-learning readiness audit developed for this paper can help to provide a clearer path in
moving from e-learning in PEI schools from a vision to a viable, robust, cohesive reality.
E-Learning Readiness Audit 12
References
Bates, A., & Sangra, A. (2013). Managing technology in higher education. San Francisco, Calif.:
Jossey-Bass.
CBC News. (2013). PEI invest in schools $eight million. Retrieved from
http://www.cbc.ca/news/canada/prince-edward-island/p-e-i-schools-receiving-significant-
internet-upgrades-1.1362008
CBC News. (2015). P.E.I. makes technology in classrooms a priority. Retrieved from
http://www.cbc.ca/news/canada/prince-edward-island/p-e-i-makes-technology-in-
classrooms-a-priority-1.3223537
Cormier, D. (2017). Prince Edward Island Department of Education, Early Learning and Culture
Digital Framework. Charlottetown, Prince Edward Island.
Education, Early Learning and Culture | Prince Edward Island. (2017). Princeedwardisland.ca.
Retrieved 15 July 2017, from https://www.princeedwardisland.ca/en/topic/education-
early-learning-and-culture
Goodwin, N. (2017). Charlottetown school tells kids to put away the phones. CBC News.
Retrieved from http://www.cbc.ca/news/canada/prince-edward-island/pei-schools-
stonepark-electronic-devices-1.4005222
Jean Doherty. (2016). Bring Your Own Device project begins. Retrieved from
https://www.princeedwardisland.ca/en/news/bring-your-own-device-project-begins
Prince Edward Island Department of Education, Early Learning and Culture. (2005). Journey On.
Charlottetown: Queens Printer of Prince Edward Island. Retrieved from
http://www.gov.pe.ca/photos/original/eecd_JourneyOn4.pdf
Province of Prince Edward Island, C. (2017). Public School Branch: Jobs. Gov.pe.ca. Retrieved
10 July 2017, from http://www.gov.pe.ca/jobs/posting/education/external
https://connect.ubc.ca/webapps/discussionboard/do/message?action=list_messages&foru
m_id=_388416_1&nav=discussion_board_entry&conf_id=_310694_1&course_id=_993
58_1&message_id=_3355004_1#msg__3355004_1Id
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