What is Four in Balance? - PDST

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4.4 Summary• Knowledge transfer is the most common teaching methodtoday. Teachers and school managers expect that ICT will beused most frequently for purposes of knowledge transfer.• Teachers and school managers believe that knowledge constructionwill grow more important in the future, and that ICT will support it.• Teachers assume that knowledge transfer without ICT willremain the most important teaching method. School managersbelieve otherwise, however; they expect knowledge transferwithout ICT to decline in the years ahead; they also expectmuch more use to be made of ICT, in particular when teachersemploy knowledge transfer as a teaching method.
5 - Expertise5ExpertiseComputers often assume some of a teacher’s instructional duties,but this does not make the teacher superfluous. On the contrary, ateacher who has mastered ICT skills plays a vital role in making ICTdriveneducation more effective. In their own estimation, six out often teachers have now mastered the necessary skills.As is the case in many other occupations, ICT has become inseparablybound up with professionalism in teaching. Although there is only aminimal indication of this in the formal educational requirements orprofessional competences prescribed for the teaching profession in theNetherlands, a growing number of teachers use ICT in the classroomwithout giving it a second thought. Although ICT is set to play anincreasingly important role in education, the teacher will remain veryimportant (Redecker, 2010) and the use of ICT is expected to vary theteacher’s duties and the role that he or she plays (Hoogeveen, 2010).Teachers’ professional expertise depends on:1. their familiarity with the options that ICT can offer (Section 5.1)2. the skill with which they use ICT in their teaching (Section 5.2)5.1 FamiliarityTeachers are constantly making choices when preparing and giving lessons.If they want to make responsible choices, then at the very least they needto know which professional tools they have at their disposal. Increasingly,one of these tools is ICT.The percentage of teachers who believe that they are sufficiently or morethan sufficiently familiar with the various options that ICT can offerthem has increased in the past few years to 66% (Figure 5.1). This seemslike an impressive number, but it also means that a third of teachers feelinadequately informed.49
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Page 4 and 5: ContentsMain topics 61 What is Four
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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
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Page 34 and 35: NumberThree quarters of teachers us
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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 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
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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
Page 90 and 91: • Wopereis, I. & Sloep, P. (2009)
Page 92: Kennisnet FoundationAddressPaletsin

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