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

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4 Contents Main topics 6 1 What is Four in Balance? 9 1.1 The Four in Balance model 9 1.2 What do we mean by “balance”? 10 1.3 The Four in Balance Monitor 13 2 Benefits of using ICT 15 2.1 Kennisnet’s research program 15 2.2 Classifying ICT applications by pedagogical vision 17 2.3 ICT and instruction 19 2.4 Structured practice 21 2.5 Inquiry-based learning 25 2.6 Learning to learn 29 2.7 Summary 31 3 ICT in teaching 33 3.1 Teachers at school 33 3.2 Teachers at home 38 3.3 Pupils at home 39 3.4 Summary 43 4 Vision 44 4.1 Views on learning 44 4.2 Comparing school managers and teachers 46 4.3 Innovation 47 4.4 Summary 48
5 Expertise 49 5.1 Familiarity 49 5.2 Pedagogical ICT skills 50 5.3 Summary 52 6 Digital learning materials 53 6.1 Computer programs 53 6.2 Percentage of digital learning materials 55 6.3 Source 56 6.4 Summary 57 7 ICT infrastructure 58 7.1 Computers 59 7.2 Interactive whiteboards 62 7.3 Connectivity 64 7.4 Summary 65 8 Collaboration and leadership 66 8.1 Collaboration 66 8.2 Leadership 68 8.3 The future 72 8.4 Summary 73 9 From ICT use to more effective teaching 74 9.1 Adapt support to aims 74 9.2 Use leadership to involve followers 76 9.3 Formalize professional use 76 9.4 Link teacher, pupil, and subject matter in a digital learning environment 77 9.5 Know what works 78 10 Bibliography 80 5
Page 1: Four in Balance Monitor 2011 ICT in
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
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Page 16 and 17: 16 We can describe research carried
Page 18 and 19: 18 Knowledge transfer Knowledge con
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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
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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
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Page 44 and 45: 4 44 Vision The way in which teache
Page 46 and 47: 46 Pedagogical vision of ICT in PRI
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Page 50 and 51: 50 Familiarity with computer applic
Page 52 and 53: 52 Teachers themselves believe that
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54 example e-mail and standard offi
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56 6.3 Source The most important so
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7 ICT infrastructure After investin
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60 Ten to fifteen per cent of the c
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62 7.2 Interactive whiteboards Scho
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64 7.3 Connectivity We make a disti
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66 8 Collaboration and leadership S
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68 Support Where can teachers turn
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70 Centralized vision Schools do no
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72 Leadership focusing on material
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74 9 From ICT use to more effective
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76 for example, or learn skills in
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78 doing schoolwork at their home c
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10 80 Bibliography • Anderson, r.
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82 • DiGregorio, P. & Sobel-Lojes
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84 • Ict op School (2004). Vier i
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86 • Marzano, r. & haystead, M. (
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88 • Somekh, B., haldane, M., Jon
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• Wopereis, I. & Sloep, P. (2009)
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