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

More documents

Recommendations

Info

20 The interactive whiteboard has proved to be an effective medium for enhancing traditional classroom instruction. Teachers who use visuals, audio, and video on the whiteboard to enhance their traditional classroom lessons help pupils remember the material and are more likely to hold pupils’ attention. Another advantage is that the teacher can reuse digital lessons and post them in the electronic learning environment (ELE), so that pupils can review the material later. The impact of an interactive whiteboard can be boosted by using voting panels, for example to check whether pupils have actually understood the material and to make lessons more interactive (Lemke, 2009). The results of studies on the use of the interactive whiteboard in digital instruction are therefore largely positive. Teachers and pupils are generally very enthusiastic about the interactive whiteboard. Provided they have a skilled teacher who has mastered the subject matter, the pedagogical methods, and the technology, pupils who receive instruction on the interactive whiteboard do perform better (Fisser, 2007; Van Ast, 2010; heemskerk, 2010; Somekh, 2007; Marzano, 2009; oberon, 2010). Texts read out loud by computer one very different way of using ICT in instruction is to program a computer to read out loud. Primary schools in the Province of Gelderland offered dyslexic pupils a software program that read texts out loud. This turned out to work very well; it motivated pupils to read and helped build their self-confidence (Luyten, 2011b). E-learning E-learning means reading with the help of ICT when the relevant participants are not in the same location and ICT is used to bridge the distance between them. The lessons can be synchronous (at the same time) or asynchronous (not at the same time). Examples of synchronous learning include having an expert address a class via video-conferencing or distance teaching for schools in regions with declining populations (Van der Neut, 2008; Jonkman, 2008).
2 - BENEFITS oF USING ICT A good example of asynchronous e-learning is the Khan Academy (www.khanacademy.org/), which has more than 2000 instructional videos that pupils can watch whenever it suits them. A more radical form of e-learning is the digital tutor, an overall instruction program that pupils can work through with minimal teacher intervention. It is particularly popular in higher education (for example the open University of the Netherlands), but primary schools are also experimenting with it. For example, some Dutch primary schools used a digital tutor for their English lessons (hovius, 2010). The tutors guided the pupils through a series of topics in English on the interactive whiteboard, addressing them in native-speaker-quality English. The pupils also watched films and carried out assignments. The pupils who had received lessons from the digital tutor were just as motivated and performed just as well as the control group pupils who had been instructed by a teacher in the traditional manner. There is little evidence that such e-learning methods actually improve teaching and learning, however (Lemke, 2009). What is certain is that they require teachers to have outstanding skills, for example so that they can maintain order in online classes, check whether pupils understand the material, and relate the digital material to the regular material. 2.4 Structured practice The point of knowledge transfer is to give pupils a solid knowledge base. Knowledge transfer involves conveying new knowledge to pupils (Section 2.3), but it is also vital for that knowledge to “stick” and for pupils to be able to recall it immediately. The most suitable learning activity for this is practice (making knowledge automatic). We define practicing broadly to mean the rote memorization of facts (such as words), the application of learned rules (such as grammar rules) and skills exercises (such as learning to touch type). Positive results have been achieved with practice software, subject to the right conditions. A well-designed program should allow pupils to practice 21
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 18 and 19: 18 Knowledge transfer Knowledge con
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

Create successful ePaper yourself

Delete template?

Save as template?