What is Four in Balance? - PDST

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for example, or learn skills in a simulation. In this group, changes in thematerial and human factors are mutually dependent.3. Schools that wish to use ICT to innovate their teaching practicesThese are schools that wish to make major changes in their pedagogicalapproach in a short amount of time. To put as much distance aspossible between themselves and the past, they sometimes establish a“greenfield” site. Such schools typically introduce new teaching methodsthat would be virtually impossible without ICT, for example collaborativelearning in the cloud.Chapter 2 shows that ICT can be effective in each of the above cases. We willlook more closely at these three groups in next year’s Monitor.9.2 Use leadership to involve followersSchools are not yet making the most of the potential of ICT. They appear tohave landed in a transitional phase marking the passage between ICT useby individual pioneers and systematic ICT integration by the entire schoolteam. Support is also shifting from the pioneers to the followers (Chapter8). The pioneers have an affinity with the technology and feel that thetechnical facilities offer enough support; the followers, on the other hand,also want support for their professional development and for their effortsto develop a shared vision (Ten Brummelhuis, 2011).A transition of this kind makes demands on the management’s leadershipability. School managers have an enormous influence on teacherproductivity and pupil performance (Marzano, 2005; Pont, 2008). Whenleadership is lacking, it seems, teachers will not feel the necessarycommitment and make inadequate use of ICT. Strong leadership can havea positive impact on pupil results by showing hesitant teachers just howeffective ICT can be (Timperley, 2008). It stresses the human rather thanthe material factors (Chapter 8) and in doing so supports a larger numberof teachers.76
9 - From ICT use to more effective teaching9.3 Formalize professional useTeachers must be familiar with what ICT can and cannot do. Studies showthat ICT can have positive, neutral, and negative effects; indeed, inexpertuse of ICT can even cause pupil performance to deteriorate (see Chapter 2).To optimize the positive effects and minimize the negative ones, teachersneed to know what works and what does not.More and more foreign teacher training programs and schools are includingpedagogical ICT skills on the list of professional competencies thatgraduates and teachers are expected to master. This is still very rare in theNetherlands, and when it does happen, the arrangements are school-specificones (see Chapter 8). Making such competencies a formal requirement inteacher training programs will shorten the amount of time it takes forteachers to adopt ICT applications that have a positive impact on pupilresults. Teacher training programs should take the lead in this.9.4 Link teacher, pupil, and subject matter in a digitallearning environmentAll too often, however, teachers are not required to use digital learningmaterials in their lessons. The teacher and the digital learning materialsare two relatively isolated components, comparable to the relationshipbetween teacher and teaching method.Increasingly, however, we are seeing digital learning environments thatlink teacher, pupil, and subject matter. Teachers are no longer separatefrom the environment; instead, they play a role within that environment.It should be noted that such environments are not surrogate teachers orstorage spaces for learning materials; they are digital environments thatprovide comprehensive support for teaching/learning and give teachersas much scope as possible to fulfill their core duty, i.e. to create the rightconditions for learning.The digital learning environment connects learning at school (formallearning) and learning outside of school (informal learning). In doing so, itincreases pupils’ opportunities to learn. By studying more, pupils achieveconsiderably better results. Indeed, pupils are now spending more time77
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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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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 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 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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What is Four in Balance? - PDST

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