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16 We can describe research carried out on behalf of Kennisnet using the “knowledge pyramid” (Figure 2.1). The pyramid consists of four levels: inspiration, existence, perception, and evidence. Every innovation in education begins with an idea (inspiration). Some of these ideas can be turned into reality (existence), and this is where the Four in Balance conditions play a crucial role. The job of the researcher is to clarify whether ICT will actually help produce the intended benefits, whether teachers, pupils and parents recognize its added value (perception), and whether pupils in fact really learn more (evidence). In other words, we begin building knowledge at the bottom of the pyramid, with an inspired idea as to how ICT can improve education. The idea is put into practice and research examines whether it has lived up to expectations. The research results can in turn lead to better ideas, and to a new or adapted bottom level, for example by extending successful projects to include a larger group or trying them out under other conditions, and by learning from projects that did not demonstrate the added value of ICT. Evidence – confirmed benefits Perception – perceived benefits Existence – implementation Inspiration – idea Teachers and pupils are enthusiastic; pupils are very motivated and feel more confident Pupils in groups 4 to 8 use Kurzweil software when they like, like a pair of reading glasses Pupils weak in reading let the computer read them texts (compensating) Figure 2.1: The knowledge pyramid The knowledge pyramid is made up of four hierarchical levels; each succeeding level has greater evidentiary value. An example is given on the right (Luyten, 2011b). This example concerns a school that uses a text-to-speech program to help dyslexic pupils with their reading. The pupils can have the program read texts out loud to them. In the example, research has confirmed the school’s expectations. The results may lead to the program being used more widely. Example: Reading with a computer program that reads texts out loud (Kurzweil) Pupils who learn to read using the read-aloud software are more motivated and self-confident
2 - BENEFITS oF USING ICT In this chapter, we show the relationship between the basic elements surveyed in our research program, cluster those elements and draw overall conclusions. We begin at the bottom of the pyramid, with the ideas. We categorize these according to two important approaches to education: knowledge transfer and knowledge construction (explained in Section 2.2). This allows us to sort out the promising ideas from the less promising ones and map expectations concerning the use of ICT in education. We provide only a brief description here of the studies on which we have based our insights. readers who would like more information should consult the bibliography at the end of this publication and visit onderzoek.kennisnet.nl/onderzoeken-totaal/overzicht. The various studies are listed there. 2.2 Classifying ICT applications by pedagogical vision We can roughly divide our insights into the benefits of ICT into two categories: ICT that supports knowledge transfer and ICT that supports knowledge construction (oECD, 2009). Knowledge transfer is a pedagogical approach in which the teacher conveys knowledge to the pupil in small steps, with the emphasis being on repetition and practice. The teacher decides what pupils should learn, and when. An extreme example of knowledge transfer is a lecture or a “prepackaged” lesson. In knowledge construction, the teacher facilitates learning as part of a process of investigation. The pupils are given the chance to acquire knowledge actively, independently and in collaboration with others by searching for solutions. When assessing pupil performance, the teacher looks not only at what pupils have learned but also at how they have learned it (Van Gennip, 2008). 17
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 14 and 15: the basic elements of the Four in B
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
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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
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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)
Page 92:
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