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

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38 3.2 Teachers at home Virtually all teachers use their home computers for school-related work (Figure 3.6), mainly for administrative tasks and to search for, adapt, or develop lesson materials. They also often use their home computer to keep in touch with colleagues or pupils. Teachers use their home computers for school-related work an average of seven hours a week, or one hour less than at school. This information emphasizes that computers represent more to teachers than only a pedagogical tool used in their lessons. Teachers’ computer use at school and at home Number of hours per week 20 15 10 5 7 7 0 2009 7 7 8 8 2010 2011 At home At school Figure 3.6: Average number of hours a week that primary, secondary and vocational school teachers use their home and school computers for school-related work (TNS NIPo, 2010)
3.3 Pupils at home 3 - ICT IN TEAChING Limits Teachers believe that the amount of time that pupils can learn effectively at a school computer is limited to a maximum of 8 to 15 hours a week (Figure 3.7). That is an average of about 1.5 to 3 hours a day. The number of hours a week that pupils can learn effectively at a home or school computer varies from 22 to 27 hours a week for secondary school and vocational education and training. Teachers expect that primary school pupils can learn effectively at a home or school computer for 15 hours a week Maximum computer time for learning Number of hours per week 30 25 20 15 10 5 0 7 8 PRIM 10 12 SEC 12 15 VET At home At school Figure 3.7: Number of hours a week that pupils can learn effectively at a computer, according to teachers (TNS NIPo, 2010) 39
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 36 and 37: 36 The number of lesson hours in wh
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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