Step

Review &
Prioritise

STEP 1: Review & Prioritise

e-Learning
Roadmap

STEP 1

Review & Prioritise

e-Learning
Audit

Case studies

ICT
Framework

STEP 1: Review & Prioritise

Two key documents used in the review and prioritise stage are
the e-Learning audit and the e-Learning Roadmap.
The e-Learning audit helps quantify ICT resources and staff
professional development in ICT. The e-Learning Roadmap helps
the e-Learning team to analyse the schools current stage of
development in ICT and to identify priorities for the future.

STEP 1: Review and prioritise

25

e-Learning audit
The first task of the e-Learning team is to complete a school-wide audit to establish the
current level of ICT provision in the school. The audit assists in identifying the existing
ICT equipment and software available, how the equipment is accessed, how the school is
networked and the level of ICT confidence among the teaching staff. An e-Learning audit
template is available to assist in the completion of this process. This can be downloaded
from the NCTE website (www.ncte.ie/elearningplan).

26

STEP 1: Review and prioritise

The e-Learning audit includes information on the following areas:

Equipment
List of the hardware, peripherals and other equipment in the school
Equipment warranties and expiry dates
List of software titles currently being used including details of:
the class/subject/special needs spread of software resources
licences in place/pending

Range of online resources

Access and networking

Information about the availability of ICT throughout the school including:
the physical location of computers, i.e., whether in computer rooms, placed in
classrooms and/or in resource rooms

the network infrastructure, i.e., the number and location of computers linked to
the school network; wired or wireless network, schools servers, data security, data
backups, uninterruptible power supply (UPS), Antivirus software
the extent to which ICT facilities are made available to students
Number of network points per learning area/classroom
Number of internet enabled classrooms

Details of how the school is providing ICT resources for pupils with special
educational needs

Internet connectivity, technical support

Information about internet connectivity in the school including:
the number and location of computers connected to broadband

the number of hours usage per day/week

the status & quality of the internet Acceptable Use Policy (AUP)

Details of the management and security procedures in place, procedures for reporting
and tracing of technical support issues. Antivirus and software update procedures
Details of the level and appropriateness of current maintenance and
technical support contracts, including equipment warranty information

Staff capacity
Details of ICT training courses undertaken by staff including:
courses offered by the NCTE and other providers

statistics on the number of staff who have attended courses

staff willingness or interest in progressing to Diploma and Masters programmes in ICT

Information on how staff are currently using ICT:

in their planning and preparation for teaching
in their classroom lessons
STEP 1: Review and prioritise

27

1.

Leadership and planning

2.

ICT in the curriculum

3.

Professional development

4.

e-Learning culture

5.

ICT infrastructure

Stages of development are described as:

Leadership & Planning

Vision

ICT in the Curriculum

Vision focuses mainly on ICT equipment.

e-Enabled

e-Learning vision is developed by e-Learning Team.

e-Confident

e-Mature

e-Learning vision is fully integrated into the whole

school vision.

e-Learning vision is wide ranging and shared by

all stakeholders. It is actively tested through the
student learning experience.

Teachers implement the e-Learning Plan in their

daily work. Staff & students are actively engaged in
innovative and exemplary practice.

Basic ICT Plan is in place.

e-Learning Plan has been developed by e-Learning

Team. One teacher or a group of teachers has
assumed leadership for ICT planning in the school.

Comprehensive e-Learning Plan is integral to the

whole school plan. The development of the plan is
led by principal/ICT co-ordinating teacher/e-Learning
Team with all staff contributing and whole school
acceptance. There is a designated ICT co-ordinating
teacher with clearly defined duties and responsibilities.

Integration

Focus is mainly on ICT equipment and the acquisition of basic ICT skills.

Focus is mainly on supporting the integration of ICT

usage throughout the school.

Focus is mainly on supporting more comprehensive

integration of ICT and the exploration of new and
more effective approaches to ICT integration.

Focus is mainly on supporting and facilitating personalised and self-directed learning.

Acceptable
Use Policy

School has developed an Acceptable Use Policy for

the Internet.

School has developed an AUP following consultation with staff, students, parents/guardians, board of
management/trustees.

School has developed and ratified an AUP for Internet

and ICT use following consultations with staff,
students, and parents. All stakeholders are familiar
with its contents and the plan is fully implemented.

The AUP accommodates innovative use of new

technologies, and facilitates the development of an
ethical and responsible approach to the use of these
technologies.

School includes the use of ICT and assistive technologies in

the development of all Individual Ed ucational Plans (IEP)
for students with special educational needs and uses ICT in
all aspects of special educational needs assessment.

Plan

Special
Educational
Needs

Support of ICT as a tool for learning in special educational needs exists but is uncoordinated.

Use of ICT is focused on the areas of learning

support and resource teaching.

School supports and encourages the use of a wide range

of ICT resources and assistive technologies throughout
the school to facilitate the inclusion of students with
special educational needs in line with the EPSEN Act.

Teacher
Understanding

Teachers have a general understanding of how elearning can improve teaching and learning.

A number of teachers understand methodologies to

integrate ICT into the curriculum.

Most teachers understand how e-learning can be

used in the curriculum to improve student learning.

Teachers have determined their own methodologies

for integrating ICT into the curriculum.

Planning

There is little planning for ICT integration, with ICT

activities focused on students acquisition of ICT
skills, eg word processing.

There is some planning for ICT integration, with the

focus mainly on teacher preparation, whole class
teaching, group and individual work.

Teachers plan in a structured way for ICT integration

in their lessons and classroom activities.

The school devotes time to exploring new approaches to using e-learning to improve student learning.

Teacher Use

Teachers use computers primarily in isolation from

regular classroom learning activity.

Teachers use ICT for lesson planning and as a

teaching tool.

Teachers use ICT to provide learning opportunities

that support cross-curricular, subject-based and
constructivist learning approaches.

Teachers have embedded ICT into their practice to

facilitate student directed learning. There is consistent evidence of collaborative, discovery-based and
authentic e-learning activities throughout the school.

Students occasionally use ICT as part of the learning process.

Student
Experience
SEN

Professional Development

The e-Learning team uses the e-Learning

Roadmap to identify where the school is at
under five key areas:

Initial

Teacher
Awareness &
Participation
Planning
Focus
Teacher
Confidence

SEN

Informal
Learning

e-Learning Culture

The completion of the e-Learning Roadmap

provides the school with a snapshot of
its strengths and challenges in relation
to e-Learning and allows the school to
identify priorities for progression to the
next stage.

e-Learning
roadmap

Access
Evidence of
Use
Website/
Online
Presence
Projects

Students experience e-learning activities regularly.

Students experience e-learning activities regularly

and use ICT to collaborate on curriculum activities
both within the school and with other schools.

Students are facilitated to use ICT to support and

assess their learning, eg creating digital content and
eportfolios.

Teachers are aware that ICT can enhance the

learning opportunities of students with special
educational needs.

Teachers use of ICT focuses on the development

of literacy and numeracy for students with special
educational needs.

Teachers use ICT diagnostic tools, assistive technologies and ICT resources to address curriculum objectives with students with special educational needs.

ICT is integral to all aspects of SEN teaching and

learning as well as in the development of IEPs. ICT
resources and assistive technologies are incorporated into all levels of school planning.

Some teachers have availed of NCTE professional

development in ICT.

Teachers are aware of and many have participated

in NCTE or other ICT professional development
programmes.

The majority of staff have availed of individual

or whole school ICT professional development
opportunities.

Teachers meet their professional development

needs through active participation in communities
of practice, peer-to-peer networks and accredited
practice-based research.

Interested individuals identify their own ICT professional development needs.

An individual teacher or the e-Learning Team

identify the whole staff professional development
needs in relation to ICT integration.

The ICT co-ordinating teacher or the e-Learning Team

facilitates the identification of overall e-learning
needs of staff. Programme for CPD is developed.

Teachers engage in ongoing self-evaluation and

reflective practice in progressing the schools CPD
programme.

Professional development is focused on acquiring

basic ICT skills.

Some staff are participating in NCTE CPD which

focuses on the integration of ICT into the curriculum.

The majority of staff have engaged in NCTE and other

relevant professional development focused on the
integration of ICT into the curriculum.

Schools identify and design whole school professional development programmes based on their
specific needs, delivered in their own school with
support from NCTE and other agencies.

Teachers have basic skills but lack the confidence to

apply these in the classroom.

There is growing confidence among staff in the

integration of ICT in the curriculum.

The majority of staff are confident in the integration of ICT

in their daily teaching.

Teachers confidently share their experiences and

innovative practice within their own school and
with other schools.

Teachers are confident and have acquired the

skills to use a wide range of technologies to
facilitate the inclusion of students with special
educational needs.

Some staff have completed ICT & Special Needs

professional development, eg NCTEs ICT & SEN - The
Basics course.

All teachers in learning support and resource

teaching have completed professional development
in ICT and SEN.

Teachers have acquired the skills to use some

assistive technologies and other technologies to
support students with SEN and are adapting their
teaching methodologies to use ICT in special educational needs. Teachers have attended professional
development on specific areas, eg autism.

There is little sharing of e-learning ideas and good

practice among staff.

Sharing of e-learning ideas and good practice

among staff takes place in an informal manner.

Teachers regularly share new e-learning ideas and

good practice with each other eg via staff meeting
or e-mail.

School supports and facilitates peer-to-peer

learning in ICT, using a VLE and other formal and
informal approaches.

Teachers and students have limited access to elearning resources.

Teachers and students have regular access to elearning resources.

e-Learning resources are readily available to staff

and all students throughout the school.

e-Learning resources are available to staff, students and

the wider school community outside of school time.

There is visible evidence of use of e-learning, eg

displays of project work.

Evidence of e-learning is visible in all areas throughout the school.

The school disseminates and shares examples of

good practice beyond their own school community.

The school website contains content developed by

teachers and students.

Schools uses a Content Management System (CMS)

to create a communicative space where the school
community publishes content and which conforms
to accessibilty guidelines.

Students and teachers regularly develop small-scale

projects for external collaboration, eg through the
use of a Virtual Learning Environment or wikis.

School encourages parents and the wider

community to use ICT to communicate with the
school. Teachers, students and parents have online
access to student records and timetable.

There is little visible evidence of e-learning.

School has or is actively planning an online presence,

eg a blog or basic website.

Some teachers engage in school-based ICT project work.

School has an active and up-to-date website.

School is involved in projects that integrate e-learning (national and/or international), eg e-Twinning.

Some level of ICT purchase planning takes place,

including standardisation of ICT equipment, use of
laser printers, and purchasing with warranty.

Procurement planning and standardisation of

ICT equipment takes place. Older computers are
disposed of environmentally.

There is an integrated approach to procurement

which takes into account full operating costs of ICT
equipment and technical support provision.

Most rooms and computers are connected to the

school network, facilitating access to online and
network resources.

A high speed and reliable network extends to all

areas of the school. All computers are connected to
the network facilitating access to online and locally
based server resources.

Resources are accessible from a central server. All

teachers and students have secure access to server
space, and their e-portfolio, from within the school
and remotely.

Technical support is carried out using mainly

voluntary assistance. Occasionally a technician is
paid to carry out urgent work.

Technical Support is provided by an external

company on a call-out basis as required. No
technical support contract is in place.

Technical support is factored into procurement planning,

all equipment is procured with an appropriate warranty.
Formal technical support contract with Service Level
Agreement (SLA) is in place with an external provider.

Technical support is planned and integrated with

ICT procurement planning and takes into account
full ICT operating costs.

Software
and Digital
Content

Limited e-learning resources are available. Scoilnet is used

regularly. Central licensing agreements are availed of.

The school has a range of appropriate e-learning

resources to support learning at all levels.

There is easy access to appropriate digital content that

teachers have catalogued by subject/curriculum area.

The school creates its own customised digital

content which is accessible from home and school.

ICT Equipment

Some classrooms have desktop computers. A laptop

and portable projector, printer and digital camera
are available as shared resources.

Some rooms have digital projectors and computers.

Peripherals, such as digital cameras and scanners are
used for e-learning activities.

All learning areas have access to a range of ICT

equipment including digital projectors and wirelessly-enabled tablet PCs. Laptop trolleys are used to
improve access to resources.

All learning areas have access to a range of ICT

equipment. Provision is made for the incorporation
of students mobile devices.

Licensing

It is unclear whether all software in use in the school

is properly licensed.

The school is developing a software licensing

programme for the applications installed on the
schools equipment.

The school has a log of all licenses for software and

applications in use throughout the school.

The school ensures that all new installations

of hardware and software meet the required
licensing standards.

LAN &
Broadband
Access
Technical
Support

There is some communication between school,

home and the Department of Education & Science
via e-mail or text messaging.

Basic level of planning for ICT purchasing exists.

A network exists in some areas of the school.
School is connected to the Schools Broadband
Programme. Internet access is distributed through
the Local Area Network.

School has experience of integrating e-learning in

interdisciplinary and large scale project work, eg FS.
School makes regular use of ICT to communicate with
teachers, parents, Board of Management and the wider
community. School has an e-mail newsletter.

Planning for
Acquisition of
Resources

Organisation &
Communication

ICT Infrastructure

Using the e-Learning

Roadmap

School has an e-mail address, and uses this for basic

levels of correspondence and communication.

NCTE. All rights reserved. No part of this e-Learning Roadmap may be copied, reproduced or made available in any form without the prior permission of the NCTE.

Initial
e-Enabled
e-Confident
e-Mature
It is not unusual that a school may be at different stages across each area. For example,
schools may find that they are primarily in the Initial stage in terms of their ICT
infrastructure but they are in the e-Enabled stage when it comes to ICT in the curriculum.
The e-Learning Roadmap is not a scorecard to grade schools in terms of their ICT use,
but it is designed to generate discussion among the e-Learning team around the five key
areas. Each statement is accompanied by a tick box and schools will tick the box that best
describes their current situation.
The e-Learning Roadmap is available to download from the NCTE website
(www.ncte.ie/elearningplan).
A printed version is provided at the back of this handbook.

28

STEP 1: Review and prioritise

1. Leadership and planning

There is a clear need for school leadership to
play a central role in the development of the
e-Learning Plan. This does not mean that
school principals have to become experts in
how ICT can enhance learning and teaching
but they do need to lead the process.
Ultimately, the e-Learning vision needs to be
fully integrated with the vision expressed
in the Whole School Plan whereby teachers
and students work together to use ICT in
innovative ways. The creation of such a
culture requires time and significant teacher
support. The role of the principal and that of
the ICT co-ordinating teacher is core to the
development of structures that will enable
such a culture to flourish within a school.

School leaders must

recognise ICT as a key enabling
agent in assisting teaching and
learning, integrating it as seamlessly
as possible into the school day.
Investing Effectively in Information and
Communications Technology in Schools, 2008-2013
- The Report of the Ministers Strategy Group

2. ICT in the curriculum

ICT integration is a key component of any e-Learning Plan as it describes how ICT
can add value to learning and teaching throughout the school. When completing
this section of the e-Learning Roadmap, the NCCA ICT Framework should be carefully
considered.
The NCCA ICT Framework offers schools a structured approach to embedding ICT across
subjects during the period of compulsory schooling (from the beginning of primary
school to the completion of Junior Cycle). The NCCA ICT Framework is organised into four
areas, each with a corresponding objective as follows:
Exploring the potential of ICT to create, communicate and collaborate to organise
and produce information
Understanding and applying knowledge of the functions of ICT, including safe
practice, maintenance and ergonomics.
Using ICT for thinking and learning, including managing enquiry, assessing information,
solving problems and expressing ideas across a range of curriculum areas.
Developing a critical appreciation of the role of ICT in society and developing habits
which reflect an ethical and responsible use of ICT.

STEP 1: Review and prioritise

29

Extract from the NCCA ICT Framework

The ICT Framework offers schools a structured approach to using ICT in curriculum
and assessment by identifying the types of learning with ICT (including knowledge, skills
and attitudes) appropriate for students during the period of compulsory education. The
ICT Framework is not a curriculum area or a syllabus. It is not presented as an add-on
to teaching and learning, but as a tool to help teachers to integrate ICT in learning and
teaching. The Framework provides a guide to teachers for embedding ICT in curriculum
and assessment across curriculum subjects. It is an enabling Framework.

Teachers should also

exploit the potential of ICT
to develop as wide a range of
students skills as possible, including
research and investigation skills,
writing and presentation skills,
communication skills, teamwork
and collaborative skills and the
higher-order skills of problem-solving,
analysis, and evaluation.
Investing Effectively in Information and
Communications Technology in Schools, 2008-2013
- The Report of the Ministers Strategy Group

Within the ICT Frameworks objectives, fifteen

specific learning outcomes have been
identified to represent what is important
for students to know in relation to ICT.
Learning opportunities have been identified
within the outcomes for each level. These
are presented as starting points for schools,
rather than exhaustive treatments of all four
areas.
The NCCA ICT Framework can be downloaded
from the NCCA website at:
www.action.ncca.ie

3. Professional development
Teacher confidence has been identified as a key factor in terms of how teachers integrate
ICT into their practice. Teachers require the technical skills to use technology and the
pedagogical skills to integrate ICT into their teaching. Where teachers have attended
ICT professional development, there is a strong correlation with their adoption and
integration of ICT. It is also clear that teachers are more interested in attending pedagogically-focused, as opposed to technically-focused, ICT professional development. Having
acquired the ICT competence it is essential that teachers get confident in its subsequent
use in the classroom.
The NCTE provides a range of professional development courses and support groups to
teachers to assist them in the integration of ICT into learning and teaching. The e-Learning
Roadmap will assist the e-Learning team to identify the areas where professional
development is required by staff members on a group or individual basis.
30

STEP 1: Review and prioritise

4. e-Learning culture
Schools should consider how they can integrate ICT into the school culture to enable
sharing and mutual support among the teachers, collaboration with other schools locally
and globally while also improving communications with parents and the wider local
community. In developing the e-Learning Plan, the school
should look beyond the curriculum to see how ICT is
Teacher professional
used in other areas such as:
teacher collaboration and peer to peer
support
creating and sharing digital resources
among colleagues both within
the school and through teacher
professional networks (TPNs) or
communities of practice
use of a virtual learning environment (VLE)
communicating with parents and the
wider community
providing access to ICT outside of
school time

development is central to
successful ICT integration in
schools. Recent initiatives in The
Netherlands, Finland, Northern
Ireland and other countries indicate
that appropriate professional
development and support for
teachers, in tandem with teachers
personal motivation, are key factors
in progressing ICT integration.

Investing Effectively in Information and

Communications Technology in Schools, 2008-2013
- The Report of the Ministers Strategy Group

developing and updating the school

website.
STEP 1: Review and prioritise

31

5. ICT infrastructure
Having completed an audit, the school will have a clear and accurate account of its
existing ICT infrastructure. In developing their ICT infrastructure, schools should be guided
by the recommendations of the Ministers Strategy Group.

It is recognised that schools will vary in their requirements for, and expectations of,
ICT. In identifying desirable baseline levels of ICT provision and equipment for schools,
the Strategy Group recommends that schools adopt the following recommended
ICT configurations in the development of e-Learning strategies and their future
implementation.
Classrooms should be networked to include between 5 and 8 serviced points
of access (2 at the teachers desk and 4-6 for students). Ideally, schools should
work towards an eventual 5:1 pupil to computer ratio (PCR) in classrooms.
To facilitate greater ICT integration at primary level, computers should
be located in classrooms rather than in dedicated computer rooms.
Larger primary schools may choose to maintain their computer rooms. At
post-primary level a mix of locations is appropriate and should include both
classroom computers and computer rooms.
All classrooms should have a fixed digital projector and teaching computer
with a wireless keyboard and wireless mouse.
All computers in the school should be networked and broadband-enabled.
Ready access should be available to a range of digital devices such as digital
cameras and digital video (DV) cameras.
Access should be available to a mobile laptop trolley, supporting between
10-30 laptops capable of linking to the school network and the internet (1 for a
small school and 2 for a larger school).
There should be a mobile multimedia station in every school with integrated
digital media features to enable content creation, editing and production,
recording and duplication.
Resource rooms and learning support areas should be equipped with networked,
internet-ready computers and digital projectors where appropriate.
Investing Effectively in Information and Communications Technology in Schools, 2008-2013 - The Report of the
Ministers Strategy Group

32

STEP 1: Review and prioritise

Identifying e-Learning priorities

Having identified where the school is in terms of current provision, the school now
identifies its e-Learning priorities. These priorities will emerge from the review process,
using the e-Learning audit, the e-Learning Roadmap, and the NCCA ICT Framework. When
the review is completed, the findings should be disseminated to all staff as this will
form the basis for identifying the schools e-Learning priorities. The e-Learning Roadmap
will provide a strong indication of the schools immediate priorities for e-Learning. For
example, attending to areas that are at the Initial stage with a view to progressing them
to the e-Enabled stage would be a good starting point. This process will be co-ordinated by
the e-Learning team. The e-Learning case studies and the sample e-Learning Plan extract
in this handbook provide examples of e-Learning priorities identified during this stage of
the planning process.

The e-Learning team should ensure that the e-Learning priorities identified align with
and complement the implementation of both the Whole School Plan and the internet
Acceptable Use Policy (AUP).

STEP 1: Review and prioritise

33

Timeframe for review

It should be possible to complete the review process (e-Learning audits and e-Learning
Roadmap) within two to three weeks. However, this will vary from school to school. Having
conducted the review, the e-Learning team will have a clear indication of the schools
current practices and provisions.

Summary
At this point the e-Learning team will have:
Conducted an e-Learning audit.
zz
Used the e-Learning Roadmap to identify the schools stage
zz
of e-Learning development.

Consulted the NCCA ICT Framework in terms of ICT integration.

zz
Considered how ICT can enhance learning and teaching for all pupils,
zz
especially those with special educational needs.

Established their e-Learning priorities, based on the findings from the

zz
e-Learning Roadmap.

Clarified and validated the identified e-Learning priorities against the

zz
Whole School Plan and the internet Acceptable Use Policy (AUP)

34

STEP 1: Review and prioritise