What is Four in Balance? - PDST

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The debate concerning the importance of information skillsand twenty-first century skillsThe examples given in Chapter 2 concern ICT applications that supportteaching/learning, for example a practice program, a digital portfolio, orthe Internet. But to use such applications, pupils must have the necessaryskills, i.e. ICT or information skills. Information skills are so fundamental,both in educational settings and in society in general, that they havebecome the subject of a major international debate. What skills are wetalking about, and why are they so important?It is not entirely clear which skills are thought to be information skills. Inthe most general sense, they consist of all the skills that allow us to use ICTeffectively in order to function normally in today’s ICT-driven knowledgesociety. This goes further than basic skills such as reading comprehensionor ICT skills such as the ability to use a computer. Information skills alsoinclude skills that enable us to deal responsibly, critically and creativelywith ICT (Van den Berg, 2010; Boelens, 2010; Maddux, 2009; Van Vliet,2011). Someone who has information skills is aware of security risks,can evaluate sources, and can produce information himself. He is also,however, aware of the ethical and legal aspects associated with the use ofICT and with information disseminated on the Internet and through socialmedia. These wide-ranging skills are sometimes referred to as “twentyfirstcentury skills” (Voogt, 2010b).Information skills are becoming more and more important. It is growingincreasingly clear, both in the Netherlands and abroad, that informationskills are set to become the “new literacy” that every person must master(Anderson, 2008; Johnson, 2010). That means that information skills willsoon be just as vital as reading, writing, and arithmetic. Anyone who hasnot mastered information skills will be at risk of becoming marginalized(European Commission, 2010; OECD, 2010a; Anderson, 2008; Boelens, 2010;Ten Brummelhuis, 2010).28
2 - Benefits of using ICTThe education sector has not concerned itself with this problem in anyconsistent manner. It is wrongly assumed that youngsters are so handywith computers that schools do not need to teach them how to search forand select information on the Internet. By way of illustration: a recentstudy has shown that only one out of five primary and secondary schoolteachers gives frequent or very frequent lessons on using Internet sourcesselectively (Van Gennip, 2011a; 2011b).That means that pupils’ digital literacy currently depends mainly on thesituation at home and what their school happens to teach them. Unlikemost of the other European Union Member States (Eurydice, 2011), theNetherlands has not defined learning objectives for the digital skills thatyoung people need to survive in the twenty-first century.Studies are making it increasingly clear, however, that many pupils areincapable of using the Internet effectively as a learning resource (OECD,2010a; Walraven, 2011). In other words, we tend to overestimate pupils’computer skills (Kanters, 2009). Although many pupils have mastered anumber of ICT skills, that does not mean that they are capable of using ICTto learn or of using it responsibly, critically, and creatively.2.6 Learning to learn“Learning to learn” covers various teaching methods that focus primarilyon the pupil’s learning process and his or her awareness of that process.The content is subordinate to the process. There is some overlap betweenlearning to learn and inquiry-based learning.We still know too little about the added value of applications that supportthis type of learning. Schools are experimenting with ICT in this respect,but the working methods are still too open-ended to study their effects.29
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Page 15 and 16: 2 - Benefits of using ICT2Benefits
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Page 26 and 27: Pupils learn skills and acquire kno
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
Page 68 and 69: SupportWhere can teachers turn if t
Page 70 and 71: Centralized visionSchools do not al
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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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What is Four in Balance? - PDST

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