Digital Horizons - A strategy for schools, 2002-2004 Revised edition, December 2003, Ministry of Education Wellington NZ

My musings about the latest selections of readings I have undertaken ....
I have coincidentally been leading cluster schools through the processes of creating elearning vision and planning. I was surprised to read the vision statement on page 3 "All learners will use ICT confidently and creatively to help develop the skills and knowledge they need to achieve
personal goals and to be full participants in the global community." The surprise came because this almost exactly mirrors the statement made by principals and teachers when creating their own school elearning vision. I would believe that most staff would not have read the Digital Horizons prior to working with me so am interested in the similarities. Does this mean that Digital Horizons is still current and valid for 2009 .. I think so.
Most of the goals and actions expressed in this document are still current goals and actions for the schools in my cluster and I was surprised at the level of criticism this document had received in other readings.
Selwyn, D. (2008). Business as usual? Exploring the continuing (in)significance of e-learning policy drive. Computers in New Zealand Schools, 20(3), 22-34.
This reading seems to be particularly fixated on economic pressures and drivers that surround elearning policy in nz. (page5) This reading becomes interesting when discussion surrounds issues in the context of "reading with" Digital Horizons. Selwyn, D. (2008), highlights the disconnect between lofty intangible goals and the financial implications of providing the tools to utilise elearning. Working with 6 different schools in the area of elearning the common thread is consistent inability to provide the laptops / desktops / site licences / data projectors etc that are all needed to teach and learn in a digitally enhanced manner.
The article is quite right to suggest that any improvement is dependent on teacher and school emphasis rather than any thing produced by the ministry. The willingness to change and try new things has been a feature from the staff I have had the privilege to work with and I thank them for their generosity of spirit. Without this I doubt that there would be any tangible change to classroom practice. Thus I think that the title of the reading is extremely important as it suggests quite rightly that things have the potential not to impact teaching and learning without those at the heart of the matter being committed and involved.