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4 44 Vision The way in which teachers use ICT depends not on the ICT tools themselves, but on the teachers’ pedagogical vision as to how learning processes should be organized. Differences between teachers in their use of ICT can be traced back to differences in their pedagogical views, i.e. to whether they subscribe to knowledge transfer or knowledge construction. Teachers do not expect their pedagogical visions to change fundamentally in the years ahead, but they do anticipate that ICT will play an increasingly significant role within their particular pedagogical approach. School managers even expect lessons that involve the use of ICT to become more common than lessons that do not. This chapter describes teachers’ and school managers’ visions of the way teaching is organized now and will be organized in the future, and of the role that they believe ICT will play in that context. As an indicator for pedagogical vision, we look at how much importance teachers and school managers ascribe to ICT when it comes to knowledge transfer and knowledge construction. 4.1 Views on learning Chapter 2 differentiates between two pedagogical visions: knowledge transfer and knowledge construction. Kennisnet helps schools elucidate their pedagogical vision. We do that by offering them the opportunity to use the “Pedagogy in Balance” research tool [Didactiek in Balans]. Almost 5000 primary and secondary school teachers have used this tool in the past year. Their data reveal how teachers see themselves organizing their teaching now and in the future, and the role that they believe ICT plays in that context. As yet, there are no data available on teachers in the vocational education and training sector.
Knowledge transfer is the most common teaching method in primary and secondary education (Figure 4.1). For example, almost all primary school teachers assign pupils exercises to help them absorb what they have been taught. Three quarters of secondary school teachers introduce new material by outlining it and explaining tricky points in advance. More than two thirds of primary and secondary school teachers ask questions about the material they have assigned. Teachers also anticipate that they will be using these techniques just as often in three years’ time, if not more. Teachers are also expected to make more use of ICT in the years ahead. In the case of knowledge transfer, for example, we see that they are increasingly borrowing images and video clips from the Internet to liven up their lessons. At the moment, 44% of teachers make frequent or very frequent use of such images or clips, and 66% of teachers expect to do so in three years’ time. They also anticipate making greater use of the interactive whiteboard. Now, half of the teachers do so frequently or very frequently; in three years, teachers say, that number will have risen to three quarters. With respect to knowledge construction, ICT is increasingly being used to support collaboration between pupils. At the moment, an average of 13% of teachers use ICT frequently or very frequently to support such collaboration. Teachers expect that figure to rise to 35% in three years’ time. They also assume that they will be giving pupils more assignments requiring them to search for answers on the Internet. right now, 9% of teachers give pupils such assignments frequently or very frequently; in three years’ time, 28% of teachers expect that they will do so. In addition, teachers believe that lessons that do not make use of ICT will remain important. 4 - VISIoN 45
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 42 and 43: Learning at school and at home We s
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: Kennisnet Foundation Address Palets

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