What is Four in Balance? - PDST

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8Collaboration and leadershipSchool managers who show leadership support teachers in theirprofessional development. Such support is needed if teachers areto find ICT appealing and use it more effectively and efficientlyin their lessons. Depending on the school’s situation, one schoolmanager may emphasize material factors (ICT infrastructure anddigital learning materials) while another focuses more on humanfactors (vision and expertise).In previous chapters, we looked at the four basic elements of the Four inBalance model. This chapter addresses the “plus factors” of the model:collaboration and leadership. These factors help make the use of ICT moreeffective.Collaboration is discussed in Section 8.1 and leadership in Section 8.2.The chapter concludes by looking at what school managers are aiming forin the future (Section 8.3).8.1 CollaborationCollaboration between teachers involves their sharing expertise andmaterials in order to reach a common goal. Collaboration thus makes animportant contribution to teachers’ professional development (Van Veen,2010). By collaborating, teachers show one another how to use ICT in theirlessons and identify the relationship between ICT applications and pupilresults. In addition to having a common goal, focusing on pupil resultsis especially conducive to teachers’ professional development (Dennis,2010). That is because they feel challenged by information that offersthem support and they become aware of the implications of new workingmethods for their teaching practice (Timperley, 2007).66
8 - Collaboration and leadershipJoint agreements about ICTDo teachers in fact collaborate with one another in the area of ICT?One indicator is the presence of joint agreements.One out of three teachers works in a team that has agreed to use ICT forparticular subjects and to use it in a certain way. Two thirds of teachersare free to make their own choices in this respect (Figure 8.1). Teacherssay that ICT use is often a matter of personal preference, and that thereare no shared (school-wide) goals.Collaboration and coordination% of teachersTeacher chooses him/herselfAgreements made within team100806062766340203824370PRIMSECVETFigure 8.1: Teacher discretion with respect to using ICT at their school (TNS NIPO, 2010)67
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Four in Balance Monitor 2011ICT in
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ContentsMain topics 61 What is Four
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Main topicsThe Four in Balance Moni
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learning materials. That is 10% mor
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1 - what is four in balance?In many
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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
Page 55 and 56: 6 - Digital learning materials6.2 P
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 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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