Having worked through the e-Learning Roadmap and established a set of e-Learning priorities, the school is now ready to address the question – ‘How will we get the school to where we want it to be in relation to ICT integration?’  This progressive route will be outlined in the e-Learning Plan.

In developing the e-Learning Plan the e-Learning team should consult as many school stakeholders as is possible. The team can follow the school planning principles suggested by PPDS and SLSS. For additional information in relation to whole school development planning, consult the PPDS (www.ppds.ie) or the SDPI (www.sdpi.ie) and SLSS (www.slss.ie) websites.

An e-Learning Plan template is provided in this handbook, along with sample extracts of a completed plan. Schools can download an electronic copy of the e-Learning Plan template from the NCTE website at www.ncte.ie/elearningplan.

Completing the e-Learning Plan
The e-Learning Plan will contain the following:

• Section 1 – Introduction
  • school vision/mission statement
  • e-Learning vision
  • completed e-Learning audit
  • completed e-Learning Roadmap
  • overview of planning process
    
• Section 2 – Overview and action plans
  • e-Learning Plan overview (priorities, targets and tasks)
  • action plans (detailed target and task breakdown)
    
• Section 3 – Conclusion
  • e-Learning budget
  • ICT policy checklist
  • sign off and date

Section 1: Introduction
The introduction section of a school’s e-Learning Plan provides background information on the plan. It contains the school’s vision statement along with an e-Learning vision statement. It lists the school’s ICT resources and the level of ICT skills among the teaching staff. This section also lists the members of the e-Learning team and the timeframe taken to develop the plan. The completed e-Learning audit and e-Learning Roadmap, covered in step 1, are attached to this section of the e-Learning Plan.

Section 2: Overview and action plans
This stage involves the use of two linked components – the e-Learning Plan overview and the action plans. The e-Learning Plan overview contains the school’s identified priorities in relation to e-Learning (established in Step 1) and the associated targets and tasks. These are further broken down in the action plans, which describe the targets and tasks and also outline the following:

• timeframe during which the e-Learning priorities will be implemented
• person or persons responsible for the implementation of the priorities and/or teachers who will assist in this activity
• resources required to ensure the successful implementation of the priorities
• criteria to be used in measuring the successful implementation of the priorities

Document templates are available to download from the NCTE website (www.ncte.ie/elearningplan).
 
Overview
The e-Learning Plan overview lists the priorities and their associated targets, tasks and implementation timeframes. At primary level, the overview will usually contain all of the school’s e-Learning priorities, targets and tasks. At post-primary, an e-Learning Plan overview and associated action plans may be completed for each subject department within the school. It is important to note that these plans can be adapted to suit individual schools’

e-Learning priorities
The school will by now have identified a number of e-Learning priorities following the use of the e-Learning Roadmap; the e-Learning Plan will describe how the school plans to implement these. The timescale for implementing these priorities may vary. Some priorities may be achieved in a short timeframe (e.g. over the course of a school term), while others may take longer (e.g., 1 to 3 years). For each priority, the school will establish a target or a set of targets. Each target will have a number of associated tasks that need to be completed in order to achieve the target.

  Sample priority
  That teachers’ use of ICT focuses on the development of literacy and numeracy skills for students with special educational needs.

e-Learning targets
Each priority is divided into a small number of attainable targets. These targets are used to aid the monitoring of the overall progress towards achieving the specific priority.

  Sample target
  The English department will procure appropriate literacy software/online content for students with special educational needs and  
  evaluate progress in their use on a regular basis.

e-Learning tasks
Each target, in turn, is broken down into one or more tasks that will translate the desired targets into practical achievements.

  Sample task
  The English department will use the identified software titles/online content, focussing on specific learning objectives of students with
   special educational needs, and integrate these into the individual educational plans. This will be carried out in the first term.

When setting tasks, schools may find it useful to apply the SMART principle, thus ensuring that each task is Specific, Measurable, Achievable, Relevant and Time Bound.

Action plan
The action plan records the e-Learning priorities already identified. Each e-Learning priority identified will have one or more associated targets and each target will have one or more associated tasks.

The action plan identifies who will carry out the task, what resources are required to do this, what are the expected outcomes and the monitoring and evaluation procedures.

The diagram below describes the different sections of the action plan.

Section 3: Conclusion
The final section of the plan should be completed by the e-Learning team when the other aspects of the e-Learning Plan have been finalised. This includes details on what is to be purchased and the relevant costs, if available.

The NCTE website has a number of resources and supports available to assist schools in the ICT purchasing and procurement area. These are available on the NCTE website at www.ncte.ie/ICTAdviceSupport/Purchasing/.
 
Resources include advice and support on purchasing ICT equipment, including:

• details on ICT purchasing frameworks
• where frameworks don’t exist, details are provided on other purchasing mechanisms
• an ICT equipment self-audit spreadsheet
• suitable ICT equipment specifications for schools
• templates for engaging with suppliers, seeking quotes etc.
• guidelines on the evaluation of responses from vendors.

The Conclusion also includes a checklist of relevant school policies and a section for sign off by the principal and the chairperson of the Board of Management.