What is Four in Balance? - PDST

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9From ICT use to moreeffective teachingThis final chapter describes five ways for schools and teachers toget more out of using ICT in the classroom.The 2011 Monitor has shown that there are solid foundations for using ICTin every sector of education. Most teachers believe that they have goodICT skills, and schools have one computer for every five pupils. Virtuallyall school computers have Internet access, and the number of classroomsequipped with an interactive whiteboard is growing rapidly. More andmore digital learning materials are becoming available, and schools areclearly eager to make greater use of ICT both for knowledge transfer andknowledge construction.A growing number of teachers are making use of computers. If theforecasts are to be believed, virtually every teacher will be using ICT intheir lessons in five years’ time, and they will be doing so with greaterintensity and in more varied ways. ICT is no longer merely an optionalteaching aid; it is fast becoming one of the fundamental building blocks ofeducation.Despite all this, teachers are not adopting ICT in their lessons as rapidlyas they and school managers had expected. The potential that ICT offers toimprove teaching is often left unexplored. In terms of the Four in Balancemodel, that potential lies in enhancing the relationship between thepedagogical use of ICT and improving the quality of teaching (Figure 9.1).We describe five recommendations for improving that relationship in thischapter.749.1 Adapt support to aimsThe education sector wishes to make greater use of ICT. Opinions differ,however, as to the way ICT should be allowed to influence teaching,both now and in the future. One school is prepared to go much furtherthan another in that regard. It is important to take such differences intoaccount if the idea is to help schools make more use of ICT. It would be
9 - From ICT use to more effective teachingpointless to offer a blueprint; instead, support should be differentiatedby target group. There are roughly three different target groups (based onItzkan, 1994 and Twinning, 2011).CollaborationLeadershipVisionExpertiseDigitallearningmaterialsICTinfrastructurePedagogical use of ICT for teaching/learningImprovement in quality of teachingFigure 9.1: The Four in Balance model1. Schools that wish to use ICT to improve the quality of teachingThese are schools that use ICT to consolidate current teaching practices.They retain their pedagogical vision and use ICT to support theirpractices. They do not alter the curriculum objectives and they measurethe value of ICT in terms of improvements in pupil performance. Thisgroup includes many schools that have recently embraced the interactivewhiteboard or digitized existing learning materials. Their supportneeds are mainly material in nature.2. Schools that wish to use ICT to extend their teaching practicesThese are schools that retain 80% of their existing teaching practices andmake very gradual changes. All changes remain within the school team’scomfort zone and are broadly supported as a result. These schools use ICTboth to achieve new pedagogical objectives and to experiment with newworking methods. Pupils may watch instructional videos on the Internet,75
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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
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2 - Benefits of using ICT2Benefits
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2 - Benefits of using ICTIn this ch
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2 - Benefits of using ICTThe rest o
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2 - Benefits of using ICTA good exa
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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 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 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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