1. eStrategy Framework
SCHOOLS & PRESCHOOLS
ICT STRATEGY
DEPARTMENT OF EDUCATION AND CHILDREN’S SERVICES, (2008). DECS E-STRATEGY FRAMEWORK.
RETRIEVED FROMHTTP://WWW.DECD.SA.GOV.AU/ICTSTRATEGY/PAGES/LEADERS/ESTRATEGY/

2. About the framework
The framework enables the identification, implementation and evaluation of
strategies to ensure effective use of Information and Communication
Technologies (ICT) in teaching and learning programs to improve outcomes for
learners.

3. Why to use this framework (1)
Technologies play an important role in improving learning outcomes for children, and in making
school management more efficient and effective. The eStrategy Framework is designed to
assist schools review, plan and advance their use of technologies, in a way that is strategic and
manageable. The framework helps schools to map themselves against a series of statements
that describe a range of practices, from Undeveloped to Embedded. This mapping generates a
profile that schools can use to prioritise areas for development.

4. How to use this framework (2)
The framework allows schools to identify:
• where their current practices are in the continuum
• priorities for realistic short and longer term improvement goals
• processes for achieving their goals
• evaluation strategies to refine goals and actions.

5. It is important to involve as many of the school
community as possible; staff, students, families, and the
wider community. This will enable them to gain a common
understanding of what is working well, what areas need
improvement and how to focus on those.

6. Overview

7. Vision and Leadership Aspect
OVERVIEW
 The Vision and Leadership Aspect reflects the importance of having a comprehensive vision for ICT
that is not static and needs to be reviewed and updated. It stresses the importance of careful
financial planning which takes into account all related costs and the impact on implementation and
learning outcomes.
STRANDS
The Strands in the Vision and Leadership Aspect help leaders to consider the following questions:
■ Vision: Is there an innovative and inclusive vision for ICT that is regularly reviewed and updated in
light of developments in technology and knowledge of effective practices?
■ Strategy: Are there strategies in place that support the vision?
■ Evaluation: Is the effectiveness of the vision monitored and its impact across the site evaluated?

8. Teaching and Learning Aspect
OVERVIEW
The Teaching and Learning Aspect is concerned with the way that leaders at different levels promote a strong
culture of teaching and learning with ICT.
It is important for several reasons: effective planning and use of ICT by teachers, explored from the learners’
perspective, looks at learners’ expectations, informs and influences future decision making, and improves
learners’ attitudes towards learning in general, as well as motivation and behaviour.
STRANDS
The Strands in the Teaching and Learning Aspect help leaders to consider the following questions:
■ Leadership and planning: Does the leadership team support a culture of innovative curriculum practice that
leads to quality planning and use of ICT?
■ Capabilities and experiences: Are children and students supported to develop skills and aptitudes for 21st
century learning?
■ Assessment and evaluation: How is ICT impacting on learners and their achievement? Is data collected and
used in a range of ways to inform both assessment and future planning?

9. Professional Learning Aspect
OVERVIEW
The Professional Learning Aspect is concerned with the processes used to identify and plan for
individual and whole professional learning with ICT. This aspect is concerned with the overall
management and evaluation of professional learning with ICT, and how outcomes are used for future
planning.
STRANDS
The Strands in the Professional Learning Aspect help leaders to consider the following questions:
■ Planning: Are individual staff capabilities and whole site ICT professional learning needs identified?
■ Implementation: Is a range of quality ICT professional learning opportunities that lead to innovative
teaching and learning practices provided?
■ Evaluation: Is the impact of professional learning with ICT monitored and evaluated?

10. Administration Aspect
OVERVIEW
The Administration Aspect is concerned with the effective use of management information systems,
performance data and ICT to improve communications. It focuses on the secure, safe and legal use of
ICT, and how ICT are used to improve work practices.
STRANDS
The Strands in the Administration Aspect help leaders to consider the following questions:
■ Connections: Do the administrative systems support all members of the community to implement
the site’s vision, policies and practices? Are they easily accessible, secure, integrated and flexible to
meet changing needs?
■ Systems: Are there strategies and systems in place to enable long-term sustainability of resources,
security and safety, effective and optimal communication, teacher planning, assessment and
reporting, and effective storage of learners’ work?
■ Data: Are ICT used effectively to record and analyse performance data? Does the site regularly
review and update its procedures relating to data protection?

11. Resources Aspect
OVERVIEW
The Resources Aspect is concerned with the provision, management and support of ICT
resources used within and beyond the policy. It concerns with Learning Culture, physical
environment, environment underpins a positive teaching and learning experience, flexible access ,
monitoring the use and evaluation of the effectiveness of ICT resources, community.
STRANDS
The Strands in the Resources Aspect help leaders to consider the following questions:
■ Environments: Are teaching and learning spaces, both physical and virtual, meeting the site’s vision for
21st century education?
■ Provision: Are decisions about the procurement and management of ICT resources well planned? Do
these resources provide reliable, integrated, personalised access for all users across the site?
■ Support: Is technical support provided that allows for minimal disruption to teaching and learning
programs? Are ICT resources and technical support monitored and evaluated to inform ongoing
procurement?

12. Assessment and Evaluation
• On the pages 26 and 27, there are charts that can be removed for display, or
to map and track school progress based on the DECD Improvement &
Accountability Framework (DIAf) principles
• eStrategy Framework Charts for Vision and Leadership, Professional
Learning, Administration and Resources
• eStrategy Framework Charts for Teaching and Learning Chart

13. Discussion Questions:
 1- Where do you think is your school in “vision and mission” aspect? What you should it do to make
more progress?
 2- Where do you think is your school in “teaching and learning” aspect? What you should it do to
make more progress?
 3- Where do you think is your school in “administration” aspect? What you should it do to make
more progress?
 Or/ Where do you think is your school in (free choice) aspect? What you should it do to make more
progress?

14. Conclusion
 This reading is a valuable tool for evaluating and measuring the effectiveness of any
ICT program policy in any educational organization. It provide important actions that
are required by teachers, school leaders and policy makers to support the
development of digital age learning. The stakeholders’ actions are needed to insure
students are prepared for life-long learning beyond their schools.
“If we teach today as we taught yesterday, we rob our children of
tomorrow” John Dewey.