What is Four in Balance? - PDST

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ContentsMain topics 61 What is Four in Balance? 91.1 The Four in Balance model 91.2 What do we mean by “balance”? 101.3 The Four in Balance Monitor 132 Benefits of using ICT 152.1 Kennisnet’s research program 152.2 Classifying ICT applications by pedagogical vision 172.3 ICT and instruction 192.4 Structured practice 212.5 Inquiry-based learning 252.6 Learning to learn 292.7 Summary 313 ICT in teaching 333.1 Teachers at school 333.2 Teachers at home 383.3 Pupils at home 393.4 Summary 434 Vision 444.1 Views on learning 444.2 Comparing school managers and teachers 464.3 Innovation 474.4 Summary 484
5 Expertise 495.1 Familiarity 495.2 Pedagogical ICT skills 505.3 Summary 526 Digital learning materials 536.1 Computer programs 536.2 Percentage of digital learning materials 556.3 Source 566.4 Summary 577 ICT infrastructure 587.1 Computers 597.2 Interactive whiteboards 627.3 Connectivity 647.4 Summary 658 Collaboration and leadership 668.1 Collaboration 668.2 Leadership 688.3 The future 728.4 Summary 739 From ICT use to more effective teaching 749.1 Adapt support to aims 749.2 Use leadership to involve followers 769.3 Formalize professional use 769.4 Link teacher, pupil, and subject matterin a digital learning environment 779.5 Know what works 7810 Bibliography 805
Page 1: Four in Balance Monitor 2011ICT in
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 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
Page 53 and 54: 6 - Digital learning materials6Digi
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6 - Digital learning materials6.2 P
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6 - Digital learning materialsTeach
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7 - ICT infrastructure7.1 Computers
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7 - ICT infrastructurelaptops with
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7.3 ConnectivityWe make a distincti
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8Collaboration and leadershipSchool
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SupportWhere can teachers turn if t
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Centralized visionSchools do not al
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Leadership focusing on material and
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9From ICT use to moreeffective teac
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for example, or learn skills in a s
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doing schoolwork at their home comp
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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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Kennisnet FoundationAddressPaletsin
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