What is Four in Balance? - PDST

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Actual useHomework assignments that pupils do on their home computers are mostcommon in vocational education and training, according to teachers. Suchassignments are very rare in primary education (Figure 3.8).Homework assignments on computer% of teachers1008060402002008200920102011PRIM 13 14 11 15SEC 39 39 44 38VET 61 65 68 72Figure 3.8: Percentage of teachers who give pupils at least one assignment a week to completeon their home computers (TNS NIPO, 2008-2010)The vast majority of secondary school pupils (80%) say that when theyuse the Internet at home to do schoolwork, they use it mainly in the sameway as they do at school, i.e. to search for information. More than half ofpupils (59%) also say that ICT makes it possible for them to collaboratewith other pupils on school assignments from home.40
3 - ICT in teachingThe biggest change in recent years is that pupils have begun submittingtheir homework assignments by e-mail. The number of pupils who do thishas risen from 24% to 34%. Pupils are also increasingly using the Internetto find out what homework has been assigned (via the school’s ELE) (VanRooij, 2010b). The school-related activities that pupils perform from homeon the Internet are listed in Table 3.1.School-related activity % of pupils 2008 2009 2010 2011Searching for information 73 79 83 80Working on assignments with other pupils 45 52 60 59Contact with fellow pupils regardingschoolwork37 36 36 32Taking practice tests 31 25 27 27Submitting homework by e-mail 20 22 24 34Checking what homework has beenassigned13 19 21 28Asking the teacher a question by e-mail 11 11 17 20Constructing and maintaining a website 9 9 7 4Asking an expert a question by e-mail 6 6 6 5Finding ready-made assignments to copy 4 5 6 4Note: This table is based on information provided by pupils in their first and second years ofsecondary school (appr. 12-13 years of age)Table 3.1: School-related activities that pupils have performed from home on the Internet inrecent months (Van Rooij, 2010b)41
Page 1: Four in Balance Monitor 2011ICT in
Page 4 and 5: ContentsMain topics 61 What is Four
Page 6 and 7: Main topicsThe Four in Balance Moni
Page 8: learning materials. That is 10% mor
Page 11 and 12: 1 - what is four in balance?In many
Page 13 and 14: 1 - what is four in balance?1.3 The
Page 15 and 16: 2 - Benefits of using ICT2Benefits
Page 17 and 18: 2 - Benefits of using ICTIn this ch
Page 19 and 20: 2 - Benefits of using ICTThe rest o
Page 21 and 22: 2 - Benefits of using ICTA good exa
Page 23: 2 - Benefits of using ICTOne good e
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
Page 32 and 33: • ICT can be conducive to knowled
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 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
Page 53 and 54: 6 - Digital learning materials6Digi
Page 55 and 56: 6 - Digital learning materials6.2 P
Page 57 and 58: 6 - Digital learning materialsTeach
Page 59 and 60: 7 - ICT infrastructure7.1 Computers
Page 61 and 62: 7 - ICT infrastructurelaptops with
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
Page 72 and 73: Leadership focusing on material and
Page 74 and 75: 9From ICT use to moreeffective teac
Page 76 and 77: for example, or learn skills in a s
Page 78 and 79: doing schoolwork at their home comp
Page 80 and 81: 1080Bibliography• Anderson, R. (2
Page 82 and 83: 82• DiGregorio, P. & Sobel-Lojesk
Page 84 and 85: 84• Ict op School (2004). Vier in
Page 86 and 87: 86• Marzano, R. & Haystead, M. (2
Page 88 and 89: 88• Somekh, B., Haldane, M., Jone
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• Wopereis, I. & Sloep, P. (2009)
Page 92:
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