What is Four in Balance? - PDST

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the basic elements of the Four in Balance model. Information on thesesources can be found in Chapter 10. Virtually all of the sources can also beconsulted via the Kennisnet website (onderzoek.kennisnet.nl).What’s new in 2011?The Four in Balance Monitor combines all the knowledge we have acquiredso far about the use of ICT in education. While the 2011 Monitor followsthe same structure as the 2010 Monitor, we have added new information.We have retained any valid insights gained in previous research anddeleted findings that have become obsolete, especially where statisticaldata are concerned. We have also updated our survey of the researchin Chapter 2 and added new information. This edition of the Monitortherefore supersedes previous editions.
2 - Benefits of using ICT2Benefits of using ICTWhat benefits can be derived from the balanced use of ICT ineducation? This chapter discusses the results of our research on thebenefits of ICTThis year’s results confirm what we discovered last year: that ICT makesteaching more effective, efficient, and appealing. It should be noted,however, that ICT (or more ICT) is not always the best alternative. Schoolsand teachers should start by taking a good look at the circumstances inwhich it is being used. Points to consider are the following• It is better to be realistic and set feasible goals.• The teacher plays a crucial role.• ICT raises new questions about pupil independence and the teacher’srole as a coach.• One size does not fit all: be sure to take differences in learning stylesinto account.• Coherence: relate the digital material to other material.After a brief description of the Kennisnet study (Section 2.1), wediscuss the results by looking at four learning strategies that are closelyassociated with pedagogical vision (Sections 2.2 – 2.6).2.1 Kennisnet’s research programThis chapter presents a compilation of the results obtained in MakingKnowledge of Value, Kennisnet’s research program. Since 2007, Kennisnethas encouraged and funded research through this program, specifically bysupporting studies that investigate which strategies work when using ICTin education and which do not.The program is demand-driven and education-driven; in other words,the research is based on questions that schools themselves are askingregarding the effectiveness of a pedagogical concept. For example, canan interactive whiteboard enhance teaching in a way that helps pupilslearn more? And do pupils collaborate more closely if they make a videotogether? The program essentially welcomes any question concerning thecontribution ICT makes to achieving educational objectives.15
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Page 38 and 39: 3.2 Teachers at homeVirtually all t
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Page 42 and 43: Learning at school and at homeWe se
Page 44 and 45: 4VisionThe way in which teachers us
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Page 48 and 49: 4.4 Summary• Knowledge transfer i
Page 51 and 52: 5 - ExpertiseThe percentage of teac
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7.3 ConnectivityWe make a distincti
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8Collaboration and leadershipSchool
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SupportWhere can teachers turn if t
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Centralized visionSchools do not al
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Leadership focusing on material and
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9From ICT use to moreeffective teac
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for example, or learn skills in a s
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doing schoolwork at their home comp
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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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86• Marzano, R. & Haystead, M. (2
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88• Somekh, B., Haldane, M., Jone
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• Wopereis, I. & Sloep, P. (2009)
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Kennisnet FoundationAddressPaletsin
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