Coord<strong>in</strong>ation that puts technology before pedagogy has only a limited chanceof success (Fullan, 2011; Kozma, 2003; Ten Brummelhu<strong>is</strong>, 2008).Crucial human factors <strong>in</strong>clude the follow<strong>in</strong>g:• The ICT facilities match the teacher’s views on educationIf so, then the teacher will certa<strong>in</strong>ly not be unwill<strong>in</strong>g to use ICT <strong>in</strong> h<strong>is</strong>or her lessons (OECD, 2010b; Van Gennip, 2008; Versluijs, 2011). If anICT application conflicts with the teacher’s pedagogical pr<strong>in</strong>ciples,however, he or she will prefer not to use ICT. Teachers will not easilygive up their pr<strong>in</strong>ciples, because they derive much of their professionalidentity from them (Ertmer, 2005; 2009). We look more closely at th<strong>is</strong> <strong>in</strong>Section 4.3.• The teacher <strong>is</strong> familiar with ICT and <strong>is</strong> capable of us<strong>in</strong>g itIf not, then h<strong>is</strong> or her use will be <strong>in</strong>effective. Th<strong>is</strong> <strong>is</strong> <strong>in</strong> fact a key factor(Knezek, 2008; Van Buuren, 2010). Once the teacher <strong>is</strong> familiar with thetechnology, he or she must <strong>in</strong>tegrate it <strong>in</strong>to the subject matter and h<strong>is</strong>or her pedagogical approach. Th<strong>is</strong> type of knowledge <strong>is</strong> referred to asTPACK, that <strong>is</strong>: Technological Pedagogical Content Knowledge (Voogt,2010a).• The teacher <strong>is</strong> conv<strong>in</strong>ced of the added value of ICTIf not, then he or she will tend to stick to a familiar rout<strong>in</strong>e (Tondeur,2008; Voogt, 2010a). It <strong>is</strong> important for teachers’ professionaldevelopment to understand which ICT-related pedagogical strategieswill lead to better pupil performance (Erstad, 2009; Hattie, 2009;Timperly, 2007).• There <strong>is</strong> leadershipA demonstration of leadership can get teachers <strong>in</strong>volved <strong>in</strong> <strong>in</strong>novation,motivate them, and allow them to develop a shared v<strong>is</strong>ion (Dexter, 2008;Vanderl<strong>in</strong>de, 2011; Waslander, 2011) – not only the trendsetters, butalso (and more specifically) the more hesitant majority (Fullan, 2011;Schut, 2010). We will look more closely at the <strong>is</strong>sue of “leadership” <strong>in</strong>Chapter 8.12
1 - what <strong>is</strong> four <strong>in</strong> balance?1.3 The <strong>Four</strong> <strong>in</strong> <strong>Balance</strong> MonitorBenchmarkThe <strong>Four</strong> <strong>in</strong> <strong>Balance</strong> Monitor provides figures on how Dutch schools<strong>in</strong>tegrate ICT <strong>in</strong>to teach<strong>in</strong>g and the results they achieve by do<strong>in</strong>g so. Thedata reveal trends and offer schools a benchmark for compar<strong>in</strong>g theirown situation with those of other educational <strong>in</strong>stitutions (Chapters 3 to8). The Monitor covers the three sectors <strong>in</strong> which Kenn<strong>is</strong>net <strong>is</strong> <strong>in</strong>terested:primary education, secondary education, and vocational education andtra<strong>in</strong><strong>in</strong>g. When d<strong>is</strong>cuss<strong>in</strong>g research on primary education that does not<strong>in</strong>clude special education, we refer simply to primary education.In addition to survey<strong>in</strong>g the current state of affairs, the Monitor reviewswhat research has taught us about the benefits of ICT (Chapter 2). The <strong>Four</strong><strong>in</strong> <strong>Balance</strong> Monitor shows that we are gradually acquir<strong>in</strong>g more knowledgeof the effects of ICT. At the same time, th<strong>is</strong> publication also shows thatthere are still many questions concern<strong>in</strong>g the long-term benefits of ICT<strong>in</strong> education. By systematically generat<strong>in</strong>g new knowledge and provid<strong>in</strong>gthe latest <strong>in</strong>formation about what does and does not work, we aim tohelp schools select the ICT applications that will improve their pupils’performance. Such <strong>in</strong>formation can also help developers, educationalsupport staff, policymakers, and commercial parties meet the supportneeds of schools that utilize ICT.Sources<strong>What</strong> we know about the benefits of ICT <strong>is</strong> based on the results of<strong>in</strong>dependent research. A considerable percentage of that research has beencarried out on behalf of Kenn<strong>is</strong>net by various research <strong>in</strong>stitutions with<strong>in</strong>the context of the “Mak<strong>in</strong>g Knowledge of Value” [Kenn<strong>is</strong> van Waarde Maken]research program. Th<strong>is</strong> program also covers closely related researchprojects, for example “Learn<strong>in</strong>g with more effect” [Leren met meer effect],EXPO and EXMO (see also Chapter 2).To show how the current situation compares with previous years, wepresent comparative data collected <strong>in</strong> previous studies. We also use datataken from other Dutch and <strong>in</strong>ternational studies to help us understand13
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Centralized visionSchools do not al
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Leadership focusing on material and
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1080Bibliography• Anderson, R. (2
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82• DiGregorio, P. & Sobel-Lojesk
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84• Ict op School (2004). Vier in
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88• Somekh, B., Haldane, M., Jone
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