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

More documents

Recommendations

Info

12 Coordination that puts technology before pedagogy has only a limited chance of success (Fullan, 2011; Kozma, 2003; Ten Brummelhuis, 2008). Crucial human factors include the following: • The ICT facilities match the teacher’s views on education If so, then the teacher will certainly not be unwilling to use ICT in his or her lessons (oECD, 2010b; Van Gennip, 2008; Versluijs, 2011). If an ICT application conflicts with the teacher’s pedagogical principles, however, he or she will prefer not to use ICT. Teachers will not easily give up their principles, because they derive much of their professional identity from them (Ertmer, 2005; 2009). We look more closely at this in Section 4.3. • The teacher is familiar with ICT and is capable of using it If not, then his or her use will be ineffective. This is in fact a key factor (Knezek, 2008; Van Buuren, 2010). once the teacher is familiar with the technology, he or she must integrate it into the subject matter and his or her pedagogical approach. This type of knowledge is referred to as TPACK, that is: Technological Pedagogical Content Knowledge (Voogt, 2010a). • The teacher is convinced of the added value of ICT If not, then he or she will tend to stick to a familiar routine (Tondeur, 2008; Voogt, 2010a). It is important for teachers’ professional development to understand which ICT-related pedagogical strategies will lead to better pupil performance (Erstad, 2009; hattie, 2009; Timperly, 2007). • There is leadership A demonstration of leadership can get teachers involved in innovation, motivate them, and allow them to develop a shared vision (Dexter, 2008; Vanderlinde, 2011; Waslander, 2011) – not only the trendsetters, but also (and more specifically) the more hesitant majority (Fullan, 2011; Schut, 2010). We will look more closely at the issue of “leadership” in Chapter 8.
1.3 The Four in Balance Monitor 1 - WhAT IS FoUr IN BALANCE? Benchmark The Four in Balance Monitor provides figures on how Dutch schools integrate ICT into teaching and the results they achieve by doing so. The data reveal trends and offer schools a benchmark for comparing their own situation with those of other educational institutions (Chapters 3 to 8). The Monitor covers the three sectors in which Kennisnet is interested: primary education, secondary education, and vocational education and training. When discussing research on primary education that does not include special education, we refer simply to primary education. In addition to surveying the current state of affairs, the Monitor reviews what research has taught us about the benefits of ICT (Chapter 2). The Four in Balance Monitor shows that we are gradually acquiring more knowledge of the effects of ICT. At the same time, this publication also shows that there are still many questions concerning the long-term benefits of ICT in education. By systematically generating new knowledge and providing the latest information about what does and does not work, we aim to help schools select the ICT applications that will improve their pupils’ performance. Such information can also help developers, educational support staff, policymakers, and commercial parties meet the support needs of schools that utilize ICT. Sources What we know about the benefits of ICT is based on the results of independent research. A considerable percentage of that research has been carried out on behalf of Kennisnet by various research institutions within the context of the “Making Knowledge of Value” [Kennis van Waarde Maken] research program. This program also covers closely related research projects, for example “Learning with more effect” [Leren met meer effect], EXPo and EXMo (see also Chapter 2). To show how the current situation compares with previous years, we present comparative data collected in previous studies. We also use data taken from other Dutch and international studies to help us understand 13
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 10 and 11: 10 Leadership for leadership to gui
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
Page 60 and 61: 60 Ten to fifteen per cent of the c
Page 62 and 63:
62 7.2 Interactive whiteboards Scho
Page 64 and 65:
64 7.3 Connectivity We make a disti
Page 66 and 67:
66 8 Collaboration and leadership S
Page 68 and 69:
68 Support Where can teachers turn
Page 70 and 71:
70 Centralized vision Schools do no
Page 72 and 73:
72 Leadership focusing on material
Page 74 and 75:
74 9 From ICT use to more effective
Page 76 and 77:
76 for example, or learn skills in
Page 78 and 79:
78 doing schoolwork at their home c
Page 80 and 81:
10 80 Bibliography • Anderson, r.
Page 82 and 83:
82 • DiGregorio, P. & Sobel-Lojes
Page 84 and 85:
84 • Ict op School (2004). Vier i
Page 86 and 87:
86 • Marzano, r. & haystead, M. (
Page 88 and 89:
88 • Somekh, B., haldane, M., Jon
Page 90 and 91:
• Wopereis, I. & Sloep, P. (2009)
Page 92:
Kennisnet Foundation Address Palets
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?