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

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32 • ICT can be conducive to knowledge transfer, as many examples show. The various applications share a number of features: they do not fundamentally alter teaching, for example, and are relatively low threshold. For example, ICT adds something (such as visual material) or replaces part of the lesson (the practice worksheet). Even so, such applications often take more time and energy than teachers may at first expect, especially if the computer takes over part of the teaching process (as in the case of a practice program). • In terms of knowledge construction, ICT is still largely unexplored territory and its added value is more difficult to demonstrate. Designers are wrestling with such questions as: how much structure and guidance should an environment give pupils, and how can teachers control a learning process that takes place on a computer or network? When ICT was first introduced in education, the suggestion was made that ICT might at some point even replace teachers. research results indicate that the opposite is true. The more powerful the ICT tool, the more indispensable the teacher. ICT creates a new relationship between pupils, subject matter, and teachers, forcing us to examine the balance between the work that the pupil does on his own, how much the software controls that work, and how much the teacher controls the pupil’s learning process. The latter makes huge demands on teachers: they must keep a close eye on the progress of pupils working on their own, take pupils’ differing learning styles into account, and show pupils how the material they are studying on the computer relates to other learning material.
3 ICT in teaching 3 - ICT IN TEAChING It is no longer possible to imagine teaching without ICT. Although computer use has not become as widespread as teachers and school managers had expected, teachers still assume that their use of ICT will increase exponentially in the years ahead, not only at school but also when doing school-related work at home. Section 3.1 looks at how teachers utilize ICT in their teaching. They use the computer for other school-related work as well, which they increasingly do at home (Section 3.2). Pupils also use their home computer regularly for school assignments, for example to look up information (Section 3.3). 3.1 Teachers at school We know that many teachers use computers in their lessons, but how, and how often? The Monitor looks at three different indicators: 1. Number: how many teachers use computers? 2. Frequency: how often do they use computers? 3. Variety: what do they use computers for? Teachers’ computer use % of teachers 100 80 60 40 20 0 91 PRIM Figure 3.1: Percentage of teachers who use computers during lessons, according to school managers (TNS NIPo, 2010) 59 SEC 72 VET 33
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 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 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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