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34 Number Three quarters of teachers use computers during lessons. Figure 3.1 shows that more primary school teachers use computers (91%) than teachers at secondary schools (59%) or vocational schools (72%). The number of teachers using computers in their lessons has increased by 2 to 3% in the past eight years. This is a much slower rate of growth ( 50%) than school managers had forecast. School managers estimate that the rate of growth will rise to more than 4% in the years ahead (Figure 3.2), but even then, it will take at least five years before all teachers are making use of computers in their lessons. Trend in teachers’ computer use % of teachers 100 80 60 40 20 0 Forecast 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 56 62 66 66 67 70 72 74 74 88 Note: Data for 2003-2007 based on PrIM and SEC. Data from 2008 onward concern PrIM, SEC and VET. Figure 3.2: Trend in average percentage of teachers who use computers in their lessons, according to school managers (TNS NIPo, 2003-2010)
3 - ICT IN TEAChING Frequency Teachers use computers in their lessons for an average of 8 hours a week. This figure is the same as last year’s. Teachers forecast that the amount of the lesson time spent using computers will increase in the next three years by approximately 40%, to an average of 11 hours a week (Figure 3.3). Teachers’ computer use, in hours Number of hours per week 12 10 8 6 4 2 0 2008 2009 2010 2011 Forecast 2012 2013 2014 7 7 8 8 11 Figure 3.3: Average number of hours a week that teachers in primary, secondary and vocational education and training use computers in their lessons, and forecast for the near future (TNS NIPo, 2010) 35
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 32 and 33: 32 • ICT can be conducive to know
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:
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