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26 Pupils learn skills and acquire knowledge in simulations. The simulations must have a properly balanced design, however – not too structured and not too amorphous. Pupils must have sufficient prior knowledge to make any headway in such an environment, and the simulation itself must provide scaffolded instruction, i.e. support the pupils and offer them sufficient guidance (hagemans, 2008; Van de Schaar, 2009). It takes time to develop a powerful simulation or game. It is also expensive and requires considerable professional expertise, with technicians, designers, pedagogical experts, and subject specialists all working together (De Jong, 2009a). one unusual example of a simulation is a four-dimensional globe that can move backwards and forwards in time and accurately represents the world in miniature (cities, countries, oceans). Pupils were allowed to use the globe to learn topography. This did not work very well, however; pupils made better progress studying a textbook, in part because the globe was not designed for this particular purpose and could not be used efficiently (Luyten, 2011g). Meaningful context The best context for inquiry-based learning is one that is rich and meaningful. ICT can provide such a context. Pupils at a primary school, for example, used a digital sensor when studying various subjects to measure light, sound and temperature (Luyten, 2011a). other pupils in preparatory vocational education who wanted to specialize in ICT were given study material in basic subjects (such as Dutch and mathematics) that had been integrated into vocational subjects (Claessens, 2011b). In yet another example, a mobile phone was used to bridge the distance between formal learning at school and informal learning outside the classroom (Sandberg, 2010). In none of these cases did the use of ICT in a meaningful context produce additional learning effects. Additional effects were found, however, when pupils downloaded educational games to their mobile phones. Because they were allowed to take the phones home with them, they continued playing the games after school hours and consequently got better marks.
Pupils surfing the Internet % of pupils 100 80 60 40 20 0 58 PRIM 43 SEC 85 VET 2 - BENEFITS oF USING ICT Searching the Internet The Internet is an almost inexhaustible source of information and as such is used a great deal in education (Figure 2.2). Figure 2.2: Percentage of pupils who teachers say make at least weekly use of the Internet at school for educational purposes (TNS NIPo, 2010) The Internet is not always a good learning environment, however. Pupils seldom subject Internet sources to a critical evaluation. They mainly look at whether the information is available in Dutch, whether the site can answer their question quickly, and whether it looks attractive. Information skills are indispensable if the point is to gain knowledge from the Internet (Kuiper, 2007; Walraven, 2008; 2011), but so far, schools have not attempted to teach pupils such skills in any systematic fashion (see Box). one good way to help pupils acquire the necessary information skills is by means of webquests (Droop, 2011). 27
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 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 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)
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