What is Four in Balance? - PDST

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We can describe research carried out on behalf of Kennisnet using the“knowledge pyramid” (Figure 2.1). The pyramid consists of four levels:inspiration, existence, perception, and evidence. Every innovation ineducation begins with an idea (inspiration). Some of these ideas canbe turned into reality (existence), and this is where the Four in Balanceconditions play a crucial role. The job of the researcher is to clarifywhether ICT will actually help produce the intended benefits, whetherteachers, pupils and parents recognize its added value (perception), andwhether pupils in fact really learn more (evidence).In other words, we begin building knowledge at the bottom of thepyramid, with an inspired idea as to how ICT can improve education. Theidea is put into practice and research examines whether it has lived upto expectations. The research results can in turn lead to better ideas, andto a new or adapted bottom level, for example by extending successfulprojects to include a larger group or trying them out under otherconditions, and by learning from projects that did not demonstrate theadded value of ICT.Example: Reading with a computer program thatreads texts out loud (Kurzweil)Evidence – confirmed benefitsPupils who learn to read using the read-aloudsoftware are more motivated and self-confidentPerception – perceived benefitsTeachers and pupils are enthusiastic; pupilsare very motivated and feel more confidentExistence – implementationPupils in groups 4 to 8 use Kurzweil softwarewhen they like, like a pair of reading glassesInspiration – ideaPupils weak in reading let the computer readthem texts (compensating)16Figure 2.1: The knowledge pyramidThe knowledge pyramid is made up of four hierarchical levels; each succeedinglevel has greater evidentiary value. An example is given on the right (Luyten,2011b). This example concerns a school that uses a text-to-speech program tohelp dyslexic pupils with their reading. The pupils can have the program readtexts out loud to them. In the example, research has confirmed the school’sexpectations. The results may lead to the program being used more widely.
2 - Benefits of using ICTIn this chapter, we show the relationship between the basic elementssurveyed in our research program, cluster those elements and draw overallconclusions. We begin at the bottom of the pyramid, with the ideas. Wecategorize these according to two important approaches to education:knowledge transfer and knowledge construction (explained in Section 2.2).This allows us to sort out the promising ideas from the less promisingones and map expectations concerning the use of ICT in education. Weprovide only a brief description here of the studies on which we havebased our insights. Readers who would like more information shouldconsult the bibliography at the end of this publication and visitonderzoek.kennisnet.nl/onderzoeken-totaal/overzicht. The various studiesare listed there.2.2 Classifying ICT applications by pedagogical visionWe can roughly divide our insights into the benefits of ICT into twocategories: ICT that supports knowledge transfer and ICT that supportsknowledge construction (OECD, 2009).Knowledge transfer is a pedagogical approach in which the teacherconveys knowledge to the pupil in small steps, with the emphasis beingon repetition and practice. The teacher decides what pupils should learn,and when. An extreme example of knowledge transfer is a lecture or a“prepackaged” lesson.In knowledge construction, the teacher facilitates learning as part ofa process of investigation. The pupils are given the chance to acquireknowledge actively, independently and in collaboration with others bysearching for solutions. When assessing pupil performance, the teacherlooks not only at what pupils have learned but also at how they havelearned it (Van Gennip, 2008).17
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Page 38 and 39: 3.2 Teachers at homeVirtually all t
Page 40 and 41: Actual useHomework assignments that
Page 42 and 43: Learning at school and at homeWe se
Page 44 and 45: 4VisionThe way in which teachers us
Page 46 and 47: Pedagogical vision of ICT in PRIM a
Page 48 and 49: 4.4 Summary• Knowledge transfer i
Page 51 and 52: 5 - ExpertiseThe percentage of teac
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Page 64 and 65: 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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