What is Four in Balance? - PDST

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• ICT can be conducive to knowledge transfer, as many examples show.The various applications share a number of features: they do notfundamentally alter teaching, for example, and are relatively lowthreshold. For example, ICT adds something (such as visual material)or replaces part of the lesson (the practice worksheet). Even so, suchapplications often take more time and energy than teachers may atfirst expect, especially if the computer takes over part of the teachingprocess (as in the case of a practice program).• In terms of knowledge construction, ICT is still largely unexploredterritory and its added value is more difficult to demonstrate.Designers are wrestling with such questions as: how much structureand guidance should an environment give pupils, and how can teacherscontrol a learning process that takes place on a computer or network?When ICT was first introduced in education, the suggestion was made thatICT might at some point even replace teachers. Research results indicatethat the opposite is true. The more powerful the ICT tool, the moreindispensable the teacher. ICT creates a new relationship between pupils,subject matter, and teachers, forcing us to examine the balance betweenthe work that the pupil does on his own, how much the software controlsthat work, and how much the teacher controls the pupil’s learning process.The latter makes huge demands on teachers: they must keep a close eyeon the progress of pupils working on their own, take pupils’ differinglearning styles into account, and show pupils how the material they arestudying on the computer relates to other learning material.32
3 - ICT in teaching3ICT in teachingIt is no longer possible to imagine teaching without ICT. Althoughcomputer use has not become as widespread as teachers and schoolmanagers had expected, teachers still assume that their use of ICTwill increase exponentially in the years ahead, not only at school butalso when doing school-related work at home.Section 3.1 looks at how teachers utilize ICT in their teaching. Theyuse the computer for other school-related work as well, which theyincreasingly do at home (Section 3.2). Pupils also use their home computerregularly for school assignments, for example to look up information(Section 3.3).3.1 Teachers at schoolWe know that many teachers use computers in their lessons, but how, andhow often? The Monitor looks at three different indicators:1. Number: how many teachers use computers?2. Frequency: how often do they use computers?3. Variety: what do they use computers for?Teachers’ computer use% of teachers100918072605940200PRIMSECVETFigure 3.1: Percentage of teachers who use computers during lessons, according to schoolmanagers (TNS NIPO, 2010)33
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Page 40 and 41: Actual useHomework assignments that
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Page 44 and 45: 4VisionThe way in which teachers us
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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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Page 70 and 71: Centralized visionSchools do not al
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Page 80 and 81: 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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