What is Four in Balance? - PDST

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StructureTimingEpistemologyClassroomsituationKnowledge transferOffering knowledge in a clearlydefined and structured (step-bystep)mannerTeacher (or computer) decideswhat knowledge pupils are givenand whenWell-defined and solvableproblems, with correct solutionsQuiet and concentration inclassroom, attention focused onteacherKnowledge constructionFocusing on the end product,facilitating the pupil’s processof investigationPupil directs learning and is anactive participant in knowledgeacquisitionEncouraging pupils to search fornew solutionsActive work attitude, workingindependently and in collaboration,not limited to classroomTesting Pupils tested on content Assessment of learning processLearning objectiveAcquiring a knowledge of factsand conceptsDeveloping the ability toconceptualize and reasonTable 2.1: Comparing knowledge transfer and knowledge construction (based on OECD, 2009,Chapter 4)Knowledge transfer and knowledge construction should be viewed asabstractions or idealizations (shown in Table 2.1). Pure forms seldomoccur in reality, however, and in the classroom, teachers tend to use both– although Chapter 4 will show that teachers express a certain or even astrong preference for knowledge transfer. It is expected, however, thatknowledge construction will gain in importance.Knowledge transfer and knowledge construction using ICTThe Kennisnet studies can easily be divided into those concerningknowledge transfer and those concerning knowledge construction. It isuseful to have a clear explanation of the difference between the twocategories. Knowledge transfer includes such strategies as “instruction”and “structured practice”; knowledge construction includes such strategiesas “inquiry-based learning” and “learning to learn” (which will beexplained in detail in the sections below). ICT can be deployed in eachof these strategies but the objectives will differ and so will the benefits.Table 2.2 lists the four above-mentioned (ideal) strategies along with atypical example of each one and a typical learning objective.18
2 - Benefits of using ICTThe rest of this chapter considers the following question: what do we knowabout the added value of ICT for these four teaching/learning strategies?Teaching/learningstrategyTypical example ofICT useLearning objectiveSeeTransfer Instruction Enriching instruction byusing images on interactivewhiteboardGaining newknowledge§ 2.3StructuredpracticeRepetition exercises ona computerConsolidatingknowledge, makingit automaticallyaccessible§ 2.4ConstructionInquiry-basedlearningPhysics computersimulationUnderstandingand masteringprinciples§ 2.5Learning tolearnUsing video and adigital portfolio toencourage reflectionControlling one’sown learningprocess§ 2.6Table 2.2: Four teaching/learning strategies and ICT use in each case (based on Lemke, 2006)2.3 ICT and instructionInstruction is the direct transfer of knowledge to a pupil, as it occurs intraditional classroom teaching.A reasonably large body of research has confirmed that ICT can helpteachers transfer knowledge more effectively. This is particularly true formethods in which ICT adds something to a teacher’s existing practices butdoes not change those practices fundamentally.Enhancing instructionICT can help teachers enhance instruction by allowing them to use visualsand audio, thereby intensifying the knowledge transfer process. Oneimportant lesson learned from previous research is that knowledge istransferred more effectively when visuals and audio are combined. Thiseffect – known as the multimedia principle – has been confirmed byvarious studies (Mayer, 2002; Van Ginkel, 2009; Bus, 2009).19
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Page 36 and 37: The number of lesson hours in which
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
Page 66 and 67: 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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