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

More documents

Recommendations

Info

18 Knowledge transfer Knowledge construction Structure offering knowledge in a clearly defined and structured (step-bystep) manner Timing Teacher (or computer) decides what knowledge pupils are given and when Epistemology Well-defined and solvable problems, with correct solutions Classroom situation Quiet and concentration in classroom, attention focused on teacher Focusing on the end product, facilitating the pupil’s process of investigation Pupil directs learning and is an active participant in knowledge acquisition Encouraging pupils to search for new solutions Active work attitude, working independently and in collaboration, not limited to classroom Testing Pupils tested on content Assessment of learning process Learning objective Acquiring a knowledge of facts and concepts Developing the ability to conceptualize and reason Table 2.1: Comparing knowledge transfer and knowledge construction (based on oECD, 2009, Chapter 4) Knowledge transfer and knowledge construction should be viewed as abstractions or idealizations (shown in Table 2.1). Pure forms seldom occur in reality, however, and in the classroom, teachers tend to use both – although Chapter 4 will show that teachers express a certain or even a strong preference for knowledge transfer. It is expected, however, that knowledge construction will gain in importance. Knowledge transfer and knowledge construction using ICT The Kennisnet studies can easily be divided into those concerning knowledge transfer and those concerning knowledge construction. It is useful to have a clear explanation of the difference between the two categories. Knowledge transfer includes such strategies as “instruction” and “structured practice”; knowledge construction includes such strategies as “inquiry-based learning” and “learning to learn” (which will be explained in detail in the sections below). ICT can be deployed in each of these strategies but the objectives will differ and so will the benefits. Table 2.2 lists the four above-mentioned (ideal) strategies along with a typical example of each one and a typical learning objective.
2 - BENEFITS oF USING ICT The rest of this chapter considers the following question: what do we know about the added value of ICT for these four teaching/learning strategies? Teaching/ learning strategy Typical example of ICT use Transfer Instruction Enriching instruction by using images on interactive whiteboard Construction Structured practice Inquiry-based learning Learning to learn repetition exercises on a computer Physics computer simulation Using video and a digital portfolio to encourage reflection Learning objective See Gaining new knowledge Consolidating knowledge, making it automatically accessible Understanding and mastering principles Controlling one’s own learning process § 2.3 § 2.4 § 2.5 § 2.6 Table 2.2: Four teaching/learning strategies and ICT use in each case (based on Lemke, 2006) 2.3 ICT and instruction Instruction is the direct transfer of knowledge to a pupil, as it occurs in traditional classroom teaching. A reasonably large body of research has confirmed that ICT can help teachers transfer knowledge more effectively. This is particularly true for methods in which ICT adds something to a teacher’s existing practices but does not change those practices fundamentally. Enhancing instruction ICT can help teachers enhance instruction by allowing them to use visuals and audio, thereby intensifying the knowledge transfer process. one important lesson learned from previous research is that knowledge is transferred more effectively when visuals and audio are combined. This effect – known as the multimedia principle – has been confirmed by various studies (Mayer, 2002; Van Ginkel, 2009; Bus, 2009). 19
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 16 and 17: 16 We can describe research carried
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?