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

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the basic elements of the Four in Balance model. Information on these sources can be found in Chapter 10. Virtually all of the sources can also be consulted via the Kennisnet website (onderzoek.kennisnet.nl). What’s new in 2011? The Four in Balance Monitor combines all the knowledge we have acquired so far about the use of ICT in education. While the 2011 Monitor follows the same structure as the 2010 Monitor, we have added new information. We have retained any valid insights gained in previous research and deleted findings that have become obsolete, especially where statistical data are concerned. We have also updated our survey of the research in Chapter 2 and added new information. This edition of the Monitor therefore supersedes previous editions.
2 Benefits of using ICT 2 - BENEFITS oF USING ICT What benefits can be derived from the balanced use of ICT in education? This chapter discusses the results of our research on the benefits of ICT This year’s results confirm what we discovered last year: that ICT makes teaching more effective, efficient, and appealing. It should be noted, however, that ICT (or more ICT) is not always the best alternative. Schools and teachers should start by taking a good look at the circumstances in which it is being used. Points to consider are the following • It is better to be realistic and set feasible goals. • The teacher plays a crucial role. • ICT raises new questions about pupil independence and the teacher’s role as a coach. • one size does not fit all: be sure to take differences in learning styles into account. • Coherence: relate the digital material to other material. After a brief description of the Kennisnet study (Section 2.1), we discuss the results by looking at four learning strategies that are closely associated with pedagogical vision (Sections 2.2 – 2.6). 2.1 Kennisnet’s research program This chapter presents a compilation of the results obtained in Making Knowledge of Value, Kennisnet’s research program. Since 2007, Kennisnet has encouraged and funded research through this program, specifically by supporting studies that investigate which strategies work when using ICT in education and which do not. The program is demand-driven and education-driven; in other words, the research is based on questions that schools themselves are asking regarding the effectiveness of a pedagogical concept. For example, can an interactive whiteboard enhance teaching in a way that helps pupils learn more? And do pupils collaborate more closely if they make a video together? The program essentially welcomes any question concerning the contribution ICT makes to achieving educational objectives. 15
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 12 and 13: 12 Coordination that puts technolog
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
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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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Kennisnet Foundation Address Palets
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Four in Balance Monitor 2011 - downloads.kennisn... - Kennisnet

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