Four in Balance Monitor 2011 - downloads.kennisn... - Kennisnet

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10 Leadership for leadership to guide the process and to create the right conditions for collaboration with other professionals (see Figure 1.1). Vision Expertise Collaboration Digital learning materials Pedagogical use of ICT for teaching/learning Improvement in quality of education Figure 1.1: The basic elements of the Four in Balance model (Ten Brummelhuis, 2011) ICT infrastructure 1.2 What do we mean by “balance”? In this Four in Balance Monitor we look at each of the basic elements of the Four in Balance model separately, so that we understand the priorities that schools set for themselves and the basic conditions in which they invest. That gives us an idea of how things stand across the country. The questions we ask include: What infrastructure facilities do schools purchase? Do they have enough digital learning materials at their disposal, or are there bottlenecks? how much effort do schools put into developing a pedagogical vision regarding the use of ICT in teaching? The Four in Balance model is not only a useful conceptual framework for a national benchmark, it is also an implementation model for the sustainable use of ICT in education. Four in Balance is not intended to compel schools to use ICT. It is intended to help the schools that wish to use ICT make choices that will improve the quality of teaching/learning and achieve the related benefits.
1 - WhAT IS FoUr IN BALANCE? In many cases, schools fail to achieve the benefits that they thought they would attain using ICT. For example, a project falters because the teachers are not equipped to use the technology, or because the infrastructure that the school has chosen does not match the pedagogical approach that teachers favor. The project then never goes beyond a one-time experiment (Van der Neut, 2010; Van Eck, 2009; 2010). one well-known example was described by Zucker in an article in Science. Zucker looked at the investment schools in the United States had made in laptops (Zucker, 2009). Although the schools had spent a lot of money on the laptops and related equipment, teachers scarcely changed their lessons and failed to use many of the new options at their disposal. There was no impact on the way pupils thought or learned. Similar findings have emerged in studies exploring the impact of interactive whiteboards (DiGregorio, 2010; Bannister, 2010). The Four in Balance model allows schools to avoid such pitfalls by helping them consider, in advance, how to organize teaching/learning and what to invest in. Thanks to research, we are coming to learn more and more about how best to coordinate the four basic elements. one important finding is that the human factors (vision and expertise) must be considered first, and only then the material ones (learning materials and infrastructure). In previous publications, we referred to this particular coordination sequence as “education-driven innovation” (Law, 2008; De Koster, 2009). The opposite sequence, which starts with technology or digital learning materials, is known as “technology-driven” or “material-driven” innovation (see Figure 1.2). Vision Expertise Education-driven Technology-driven Digital learning materials ICT infrastructure Figure 1.2: Two coordination sequences: education-driven (starting from the human factors) and technology-driven (starting from the material factors). Education-driven coordination has a better chance of succeeding 11
Page 1: Four in Balance Monitor 2011 ICT in
Page 4 and 5: 4 Contents Main topics 6 1 What is
Page 6 and 7: 6 Main topics The Four in Balance M
Page 8 and 9: 8 learning materials. That is 10% m
Page 12 and 13: 12 Coordination that puts technolog
Page 14 and 15: the basic elements of the Four in B
Page 16 and 17: 16 We can describe research carried
Page 18 and 19: 18 Knowledge transfer Knowledge con
Page 20 and 21: 20 The interactive whiteboard has p
Page 22 and 23: 22 at their own level and should mo
Page 24 and 25: 24 It is therefore important for pr
Page 26 and 27: 26 Pupils learn skills and acquire
Page 28 and 29: 28 The debate concerning the import
Page 30 and 31: 30 Competence-based professional en
Page 32 and 33: 32 • ICT can be conducive to know
Page 34 and 35: 34 Number Three quarters of teacher
Page 36 and 37: 36 The number of lesson hours in wh
Page 38 and 39: 38 3.2 Teachers at home Virtually a
Page 40 and 41: 40 Actual use homework assignments
Page 42 and 43: Learning at school and at home We s
Page 44 and 45: 4 44 Vision The way in which teache
Page 46 and 47: 46 Pedagogical vision of ICT in PRI
Page 48 and 49: 4.4 Summary • Knowledge transfer
Page 50 and 51: 50 Familiarity with computer applic
Page 52 and 53: 52 Teachers themselves believe that
Page 54 and 55: 54 example e-mail and standard offi
Page 56 and 57: 56 6.3 Source The most important so
Page 58 and 59: 7 ICT infrastructure After investin
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60 Ten to fifteen per cent of the c
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62 7.2 Interactive whiteboards Scho
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64 7.3 Connectivity We make a disti
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66 8 Collaboration and leadership S
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68 Support Where can teachers turn
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70 Centralized vision Schools do no
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72 Leadership focusing on material
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74 9 From ICT use to more effective
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76 for example, or learn skills in
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78 doing schoolwork at their home c
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10 80 Bibliography • Anderson, r.
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82 • DiGregorio, P. & Sobel-Lojes
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84 • Ict op School (2004). Vier i
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86 • Marzano, r. & haystead, M. (
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88 • Somekh, B., haldane, M., Jon
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• Wopereis, I. & Sloep, P. (2009)
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