What is Four in Balance? - PDST

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Competence-based professional environmentsEnvironments that simulate professional settings are particularly indemand in vocational education and training because they allow pupils tocarry out the duties that they will have to perform later in their careers(see also Chapter 3). Among the key learning objectives are the pupil’sability to plan and control his or her own learning process.One example of such an environment is Schonenvaart. In this simulation,pupils take on the role of an account manager and carry out a number ofassignments. The effectiveness of the environment has been shown to belimited. Pupils do not see the relevance of the assignments, those whohave trouble planning and who do not feel motivated show no improvementon these points, and only a small percentage of the assignments are everhanded in. In particular, the environment offers pupils who are alreadyhaving trouble at school very few benefits. It puts enormous demands onthe teacher’s time and energy because he or she must continue to monitorpupils closely (Coetsier, 2008). We can draw similar conclusions from astudy carried out by Dieleman (2010) into projects concerning “meaningfullearning” and the realistic learning environment LINK2 (Coetsier, 2011).Once again, it was not easy to put the intended teaching method intopractice; pupils became demotivated, and the results were disappointing.Reflection and ICTWhen teachers apply methods that focus on knowledge construction, it isimportant that their pupils think about how they themselves learn andacquire general skills. Schools are experimenting with various ICT toolsthat will stimulate such reflection skills.One such tool is the digital portfolio. Pupils save their work there, receivefeedback on their assignments, and can see at a glance where they stand.Some schools are extending such applications by giving all their pupils alaptop, so that they can access their digital portfolio whenever they like(Weijs, 2010).30Other methods that stimulate reflection involve having pupils record theirpresentation on video and discuss it with their classmates (Verbeij, 2009),or having them keep a weblog (see Wopereis, 2009).
2 - Benefits of using ICTThere have been only a few studies into such tools. Because many of theapplications are still in the drawing board stage, the point of the researchis usually to come up with a working design. As for research investigatingthe applications’ benefits, the results have so far been ambiguous. Oneexperiment in which pupils used a digital video camera to produce theirown school news program did not demonstrably improve their knowledgeor skills (Luyten, 2011e). Neither did the use of digital portfolios produceany demonstrable benefits (see for example the study into digitalportfolios in Meijer, 2009 or the study by Van Gennip, 2009), although thatcould be because the digital portfolios studied were not entirely functionalyet. In addition, the learning objectives for these applications are notalways clearly defined, making it difficult to assess their effects.Computer-supported collaborative learningWillemsen asked teachers to consider five situations in which pupils wereengaged in computer-supported collaborative learning (CSCL), rangingfrom relatively simple arrangements where pupils sat down together at acomputer to more complex arrangements where pupils collaborated whileeach one was at home working on his or her own computer. Teachersdoubted whether such applications would be effective; they felt they didnot have enough control over the learning situation and did not see CSCLas being of equal value to a normal lesson situation (Willemsen, 2010).2.7 Summary• ICT can make teaching/learning more efficient, more effective, and moreinteresting. Whether it in fact does so depends on how well the teacheris able to link the subject matter, the ICT application, and the pupil.• ICT has generally been found to produce greater results when usedfor knowledge transfer (instruction, practice) than for knowledgeconstruction (inquiry-based learning and learning to learn). In termsof the knowledge pyramid, many of the applications intended forknowledge construction have not gone beyond the inspiration andexistence stages. Applications intended for knowledge transfer are morelikely to reach the perceived benefits and evidence stages. However,the benefits may be easier to perceive because the learning objectivesassociated with knowledge transfer are more clearly defined andbecause there are more proven assessment instruments available.31
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Page 15 and 16: 2 - Benefits of using ICT2Benefits
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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 59 and 60: 7 - ICT infrastructure7.1 Computers
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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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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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