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

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6 Main topics The Four in Balance Monitor is published annually by Kennisnet and concerns the use and benefits of ICT in Dutch education. The Monitor is based on independent research and looks at primary, secondary and vocational education and training. Below, we summarize the main topics covered in the 2011 Monitor. Benefits • ICT can make teaching/learning more efficient, more effective, and more interesting. • ICT use has become commonplace in teaching in recent years. Nevertheless, increasing ICT use does not necessarily lead to better results. The more powerful ICT becomes and the more options it offers for improving the quality of education, the more crucial the teacher’s role becomes. • The benefits of ICT depend largely on the presence of a teacher who is able to link the subject matter, the ICT application, and the pupil. Use by teachers • 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 that figure is expected to increase within three years by approximately 40%, to 11 hours a week. In addition, they 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 used the least. Use by pupils • 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 computer-based learning activities outside of school. • It is wrongly assumed that youngsters are so skilful with computers
that schools do not need to teach them how to search for and select information on the Internet. Many pupils have a difficult time using ICT responsibly, critically, and creatively as a learning tool. • The majority of pupils in vocational education and training take their own laptops with them to school. This happens much less in secondary education, and scarcely at all in primary school. Vision • Knowledge transfer is the most common teaching method today, and will remain so in the future. Teachers and school managers expect that ICT will be used most frequently for purposes of knowledge transfer. • Knowledge construction will become more common in education in the future. Teachers and school managers believe that ICT will support this trend. • Teachers assume that they will continue teaching largely without the support of ICT. School managers think otherwise, however; they expect that within three years’ time, teachers will be using ICT in most of their lessons. Expertise • Two thirds of teachers feel that they are sufficiently or more than sufficiently familiar with the various options that ICT can offer them in their teaching. • School managers say that eight out of ten teachers have satisfactory technical ICT skills; for example, they can use a word processing program and the Internet. • School managers estimate that almost six out of ten teachers have mastered the pedagogical skills they need to use ICT in their teaching. Digital learning materials • Teachers mainly use standard office applications such as word processing programs and e-mail. Slightly more than half of teachers also used software associated with a course/coursebook or a subject-specific program. • A fourth of all learning material is digital. Teachers expect that this share will increase considerably in the years ahead. • Approximately a third of teachers occasionally develop their own digital MAIN ToPICS 7
Page 1: Four in Balance Monitor 2011 ICT in
Page 4 and 5: 4 Contents Main topics 6 1 What is
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 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
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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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