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50 Familiarity with computer applications % of teachers 100 80 60 40 20 0 2008 2009 2010 2011 57 59 64 66 Figure 5.1: Percentage of primary, secondary and vocational school teachers who feel sufficiently or more than sufficiently familiar with computer applications that they can use in their own teaching (TNS NIPo, 2010) 5.2 Pedagogical ICT skills Effective use of ICT requires teachers to have gained expertise in three areas: the subject matter, ICT, and pedagogical methods. The trick is to be able to integrate all three in a lesson. This is known as the TPACK model (Voogt, 2010a). In order to gauge teacher expertise, we looked at their ICT and pedagogical skills. ICT skills include being able to work with a computer and use standard applications such as word processing and e-mail. Pedagogical ICT skills involve the use of ICT as a teaching tool.
The percentage of teachers who possess sufficient ICT skills to use word processing software and the Internet has increased slightly in recent years and now stands at 80% (Figure 5.2). The percentage of teachers with adequate pedagogical ICT skills is smaller. School managers say that almost six out of ten teachers have mastered these skills. Teachers’ skills % of teachers 100 80 60 40 20 0 71 2009 56 79 Basic ICT skills Pedagogical ICT skills 2010 60 80 2011 Figure 5.2: Average percentage of primary, secondary and vocational school teachers who have adequate skills, according to school managers (TNS NIPo, 2010) 57 5 - EXPErTISE 51
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 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 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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