What is Four in Balance? - PDST

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Teachers themselves believe that their pedagogical ICT skills are graduallyimproving. An average of 57% have mastered a set of nine skills. Since2009, that figure has increased every year by an average of 6% to 7%.Pedagogical ICT skills (% of teachers) 2009 2010 2011Use digital pupil information management system 48 60 69Use computers as pedagogical aid 51 58 66Use ICT to communicate with pupils 55 61 65Organize lessons in which ICT is used 46 54 58Use educational software 44 51 53Assess usefulness of educational software 37 46 53Use electronic learning environment 37 43 52Integrate ICT into teaching 40 48 51Adapt Internet-sourced digital learning materialsfor use during lessons35 40 43Average 44 51 57Table 5.1: Average percentage of primary, secondary and vocational school teacherswith advanced or very advanced pedagogical ICT skills (TNS NIPO 2009a; 2009b; 2010)5.3 Summary• Two thirds of teachers feel that they are sufficiently or more thansufficiently familiar with the various options that ICT can offer them intheir teaching.• Eight out of ten teachers have satisfactory technical ICT skills; forexample, they can use a word processing program and the Internet.Almost six out of ten teachers have mastered the pedagogical skills thatschool managers believe they need to use ICT in their teaching.52
6 - Digital learning materials6Digital learning materialsLittle has changed in recent years when it comes to the use of digitallearning materials. Teachers anticipate that such use will increaseconsiderably in the years ahead. A growing number of teachers evenbelieve that they will develop their own digital learning materialsand make them available to other teachers.We define “digital learning materials” fairly broadly. One of the keyfeatures is that a computer or other electronic device is required touse the material (Leendertse, 2011). It can consist of material createdespecially for educational purposes (for example a practice program), orinformal content (for example a video clip retrieved from the Internet).We also include word processing and similar programs. Roughly speaking,digital learning material is any computer-based material that can be usedfor learning.This chapter surveys the current state of affairs with respect to digitallearning materials by looking at three indicators:1. the use of various types of computer programs (Section 6.1)2. the percentage of learning materials that are digital (Section 6.2)3. the source of the digital material (Section 6.3)6.1 Computer programsWe can summarize the use of computer programs in teaching in fivepoints:1. Most teachers use computer programs that match their existing workingmethods or that fit in easily with those methods. Teachers select digitallearning materials based on their own pedagogical views; in otherwords, they select material that supports their views (see Chapter 1).2. Teachers are still using the same types of computer program that theyused in previous years. The overall picture for 2011 is comparable tolast year’s and virtually identical to the previous years (Figure 6.1).3. The most popular computer programs were not developed specificallyfor educational purposes. They are programs without content, for53
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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)
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