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

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36 The number of lesson hours in which computers are used differs from one sector to the next (Figure 3.4). Computers are used most in vocational education and training (10 hours per week), not merely as a pedagogical tool but also to help pupils prepare for their careers. For example, pupils in secretarial school learn to use word processing programs, and pupils training to be assembly technicians in the metalworking industry learn to use a computer-controlled lathe. observations of 400 lessons in vocational education and training reveal that 40% of the hours devoted to ICT focus on computer applications used in the occupations for which the pupils are being trained (Plantinga, 2011). Secondary school teachers make the least use of computers, relatively speaking (6 hours a week). Primary school teachers use computers for an average of 8 hours a week in their lessons. As mentioned above, teachers in all three sectors expect that they will make much more use of ICT in the years ahead. Teachers’ current and future computer use, in hours Number of hours per week 14 12 10 8 6 4 2 0 8 PRIM 12 6 SEC 9 10 VET Now In three years’ time Figure 3.4: Average number of hours a week that teachers use computers in their lessons, and forecast for the near future (TNS NIPo, 2010) 13
3 - ICT IN TEAChING Variety The ICT applications used most often in teaching are the Internet, practice programs, word processing software and electronic learning environments. on average, teachers use such applications eight times a month. They make the least use of gaming and Web 2.0 (Figure 3.5) and have an average of five different ICT applications in their pedagogical repertoire. ICT applications Look up information on Internet Practice program Word processing ELE Cooperation Planning Testing Portfolio Games Web 2.0 2 2 2 2 4 7 7 8 8 9 35 33 32 30 47 0 20 40 60 80 100 Number of times a month % of teachers Figure 3.5: Percentage of primary, secondary and vocational school teachers who use ICT applications once a month or more during lessons and average number of times a month that they use such applications (TNS NIPo, 2010) 56 67 72 78 80 37
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 34 and 35: 34 Number Three quarters of teacher
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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