What is Four in Balance? - PDST

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example e-mail and standard office applications. We call these generalICT tools.4. In addition, a little more than half of teachers also utilize subjectspecificpractice programs and software associated with a particularcourse/coursebook. These are digital learning materials with specificcontent.5. A small group of teachers (10-15%) use programs based specifically onthe principles of knowledge construction. These are games, simulationsand software allowing pupils to collaborate on an assignment.Computer programs used by teachersGeneralICT toolsOffice applicationsE-mail program7075Graphics software17Knowledgetransfer(subjectspecific)Specific software forpractice exercisesSoftware associated with aparticular course/coursebook5256Knowledgeconstruction(subjectspecific)GamesSimulationsCollaboration121415% of teachers0 20 40 60 80 100Figure 6.1: Average percentage of primary, secondary and vocational school teachers whomake daily or weekly use of computer programs for educational purposes (bars) and maximumdispersion in the past three years (dispersion lines) (TNS NIPO 2009, 2009b, 2010)Example: 52% of teachers use specific software for practice exercises. The short dispersionline indicates that that percentage has changed relatively little in the past three years, i.e. amaximum of 53% and a minimum of 49% of teachers made daily or weekly use of a practiceprogram in the past three years.54
6 - Digital learning materials6.2 Percentage of digital learning materialsThe percentage of digital learning materials is particularly large invocational education and training, i.e. more than 40%. Vocational schoolteachers expect this percentage to increase to 60% in three years’ time.The percentage of learning materials used by primary and secondaryschools is much lower, i.e. 17%. Although teachers expect that figure todouble in three years, it has scarcely changed in recent years, fluctuatingbetween 13% and 17%.Percentage of digital learning materials% digitallearning materialsForecast1008060402002008200920102011201220132014PRIM 13 15 14 17 35SEC 16 17 16 17 39VET 35 36 40 44 60Figure 6.2: Current percentage of digital learning materials (2008-2010) and increase forecastby teachers (2012-2014) (TNS NIPO, 2008; 2009a; 2010)55
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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 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: 6 - Digital learning materials6Digi
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
Page 90 and 91: • Wopereis, I. & Sloep, P. (2009)
Page 92: Kennisnet FoundationAddressPaletsin
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