What is Four in Balance? - PDST

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The interactive whiteboard has proved to be an effective medium forenhancing traditional classroom instruction. Teachers who use visuals,audio, and video on the whiteboard to enhance their traditional classroomlessons help pupils remember the material and are more likely to holdpupils’ attention. Another advantage is that the teacher can reuse digitallessons and post them in the electronic learning environment (ELE), sothat pupils can review the material later. The impact of an interactivewhiteboard can be boosted by using voting panels, for example to checkwhether pupils have actually understood the material and to make lessonsmore interactive (Lemke, 2009).The results of studies on the use of the interactive whiteboard in digitalinstruction are therefore largely positive. Teachers and pupils aregenerally very enthusiastic about the interactive whiteboard. Providedthey have a skilled teacher who has mastered the subject matter, thepedagogical methods, and the technology, pupils who receive instructionon the interactive whiteboard do perform better (Fisser, 2007; Van Ast,2010; Heemskerk, 2010; Somekh, 2007; Marzano, 2009; Oberon, 2010).Texts read out loud by computerOne very different way of using ICT in instruction is to program acomputer to read out loud. Primary schools in the Province of Gelderlandoffered dyslexic pupils a software program that read texts out loud. Thisturned out to work very well; it motivated pupils to read and helped buildtheir self-confidence (Luyten, 2011b).E-learningE-learning means reading with the help of ICT when the relevantparticipants are not in the same location and ICT is used to bridge thedistance between them. The lessons can be synchronous (at the same time)or asynchronous (not at the same time).Examples of synchronous learning include having an expert address a classvia video-conferencing or distance teaching for schools in regions withdeclining populations (Van der Neut, 2008; Jonkman, 2008).20
2 - Benefits of using ICTA good example of asynchronous e-learning is the Khan Academy(www.khanacademy.org/), which has more than 2000 instructional videosthat pupils can watch whenever it suits them.A more radical form of e-learning is the digital tutor, an overallinstruction program that pupils can work through with minimal teacherintervention. It is particularly popular in higher education (for examplethe Open University of the Netherlands), but primary schools are alsoexperimenting with it. For example, some Dutch primary schools used adigital tutor for their English lessons (Hovius, 2010). The tutors guided thepupils through a series of topics in English on the interactive whiteboard,addressing them in native-speaker-quality English. The pupils alsowatched films and carried out assignments. The pupils who had receivedlessons from the digital tutor were just as motivated and performed just aswell as the control group pupils who had been instructed by a teacher inthe traditional manner.There is little evidence that such e-learning methods actually improveteaching and learning, however (Lemke, 2009). What is certain is that theyrequire teachers to have outstanding skills, for example so that they canmaintain order in online classes, check whether pupils understand thematerial, and relate the digital material to the regular material.2.4 Structured practiceThe point of knowledge transfer is to give pupils a solid knowledge base.Knowledge transfer involves conveying new knowledge to pupils (Section2.3), but it is also vital for that knowledge to “stick” and for pupils to beable to recall it immediately. The most suitable learning activity for thisis practice (making knowledge automatic). We define practicing broadlyto mean the rote memorization of facts (such as words), the application oflearned rules (such as grammar rules) and skills exercises (such as learningto touch type).Positive results have been achieved with practice software, subject to theright conditions. A well-designed program should allow pupils to practice21
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Page 15 and 16: 2 - Benefits of using ICT2Benefits
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Page 19: 2 - Benefits of using ICTThe rest o
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Page 26 and 27: Pupils learn skills and acquire kno
Page 28 and 29: The debate concerning the importanc
Page 30 and 31: Competence-based professional envir
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Page 34 and 35: NumberThree quarters of teachers us
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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1080Bibliography• Anderson, R. (2
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82• DiGregorio, P. & Sobel-Lojesk
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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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