What is Four in Balance? - PDST
What is Four in Balance? - PDST
What is Four in Balance? - PDST
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2 - Benefits of us<strong>in</strong>g ICTIn th<strong>is</strong> chapter, we show the relationship between the basic elementssurveyed <strong>in</strong> our research program, cluster those elements and draw overallconclusions. We beg<strong>in</strong> at the bottom of the pyramid, with the ideas. Wecategorize these accord<strong>in</strong>g to two important approaches to education:knowledge transfer and knowledge construction (expla<strong>in</strong>ed <strong>in</strong> Section 2.2).Th<strong>is</strong> allows us to sort out the prom<strong>is</strong><strong>in</strong>g ideas from the less prom<strong>is</strong><strong>in</strong>gones and map expectations concern<strong>in</strong>g the use of ICT <strong>in</strong> education. Weprovide only a brief description here of the studies on which we havebased our <strong>in</strong>sights. Readers who would like more <strong>in</strong>formation shouldconsult the bibliography at the end of th<strong>is</strong> publication and v<strong>is</strong>itonderzoek.kenn<strong>is</strong>net.nl/onderzoeken-totaal/overzicht. The various studiesare l<strong>is</strong>ted there.2.2 Classify<strong>in</strong>g ICT applications by pedagogical v<strong>is</strong>ionWe can roughly divide our <strong>in</strong>sights <strong>in</strong>to the benefits of ICT <strong>in</strong>to twocategories: ICT that supports knowledge transfer and ICT that supportsknowledge construction (OECD, 2009).Knowledge transfer <strong>is</strong> a pedagogical approach <strong>in</strong> which the teacherconveys knowledge to the pupil <strong>in</strong> small steps, with the emphas<strong>is</strong> be<strong>in</strong>gon repetition and practice. The teacher decides what pupils should learn,and when. An extreme example of knowledge transfer <strong>is</strong> a lecture or a“prepackaged” lesson.In knowledge construction, the teacher facilitates learn<strong>in</strong>g as part ofa process of <strong>in</strong>vestigation. The pupils are given the chance to acquireknowledge actively, <strong>in</strong>dependently and <strong>in</strong> collaboration with others bysearch<strong>in</strong>g for solutions. When assess<strong>in</strong>g pupil performance, the teacherlooks not only at what pupils have learned but also at how they havelearned it (Van Gennip, 2008).17