What is Four in Balance? - PDST

4VisionThe way in which teachers use ICT depends not on the ICT toolsthemselves, but on the teachers’ pedagogical vision as to howlearning processes should be organized. Differences betweenteachers in their use of ICT can be traced back to differences intheir pedagogical views, i.e. to whether they subscribe to knowledgetransfer or knowledge construction. Teachers do not expect theirpedagogical visions to change fundamentally in the years ahead, butthey do anticipate that ICT will play an increasingly significant rolewithin their particular pedagogical approach. School managers evenexpect lessons that involve the use of ICT to become more commonthan lessons that do not.This chapter describes teachers’ and school managers’ visions of the wayteaching is organized now and will be organized in the future, and ofthe role that they believe ICT will play in that context. As an indicatorfor pedagogical vision, we look at how much importance teachers andschool managers ascribe to ICT when it comes to knowledge transfer andknowledge construction.4.1 Views on learningChapter 2 differentiates between two pedagogical visions: knowledgetransfer and knowledge construction. Kennisnet helps schools elucidatetheir pedagogical vision. We do that by offering them the opportunity touse the “Pedagogy in Balance” research tool [Didactiek in Balans]. Almost5000 primary and secondary school teachers have used this tool in thepast year. Their data reveal how teachers see themselves organizing theirteaching now and in the future, and the role that they believe ICT playsin that context. As yet, there are no data available on teachers in thevocational education and training sector.44