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

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Learning at school and at home We see that teachers have their pupils use ICT in various ways outside of school. In other words: ICT adds to the time pupils spend learning because they are given more opportunity to learn outside of school hours. This indicates that teachers use ICT to bridge the gap between formal learning (at school) and informal learning (outside school). Various studies have convincingly demonstrated the value of doing so. Examples are described in greater detail in Chapter 2; they concern learning English with a mobile phone, practicing words in a foreign language, and using computers to teach basic math principles and as a vocabulary-building tool for young children. Such applications show that ICT makes learning more appealing. Many teachers expect that ICT therefore motivates pupils to study harder and longer, ultimately improving their performance at school (Van den Brande, 2010).
3.4 Summary • Three quarters of teachers use computers during lessons. This number has increased by 2 to 3% in recent years. • Teachers spend an average of 8 hours a week using computers in their lessons, and expect that figure to increase within three years by approximately 40%, to 11 hours a week. In addition, teachers spend another 7 hours a week on average doing school-related work on their home computer. • The ICT applications used most often in teaching are the Internet, practice programs, word processing software and electronic learning environments. Games and Web 2.0 are the least popular applications. • on average, teachers have five different ICT applications in their pedagogical repertoire. • Teachers believe that the number of hours that pupils can spend working at a computer at school is limited to between 1.5 and 3 hours a day. Teachers believe that pupils can spend a further 7 to 12 hours a week on learning activities outside of school hours. 3 - ICT IN TEAChING 43
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 38 and 39: 38 3.2 Teachers at home Virtually a
Page 40 and 41: 40 Actual use homework assignments
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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