What is Four in Balance? - PDST
What is Four in Balance? - PDST
What is Four in Balance? - PDST
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for example, or learn skills <strong>in</strong> a simulation. In th<strong>is</strong> group, changes <strong>in</strong> thematerial and human factors are mutually dependent.3. Schools that w<strong>is</strong>h to use ICT to <strong>in</strong>novate their teach<strong>in</strong>g practicesThese are schools that w<strong>is</strong>h to make major changes <strong>in</strong> their pedagogicalapproach <strong>in</strong> a short amount of time. To put as much d<strong>is</strong>tance aspossible between themselves and the past, they sometimes establ<strong>is</strong>h a“greenfield” site. Such schools typically <strong>in</strong>troduce new teach<strong>in</strong>g methodsthat would be virtually impossible without ICT, for example collaborativelearn<strong>in</strong>g <strong>in</strong> the cloud.Chapter 2 shows that ICT can be effective <strong>in</strong> each of the above cases. We willlook more closely at these three groups <strong>in</strong> next year’s Monitor.9.2 Use leadership to <strong>in</strong>volve followersSchools are not yet mak<strong>in</strong>g the most of the potential of ICT. They appear tohave landed <strong>in</strong> a transitional phase mark<strong>in</strong>g the passage between ICT useby <strong>in</strong>dividual pioneers and systematic ICT <strong>in</strong>tegration by the entire schoolteam. Support <strong>is</strong> also shift<strong>in</strong>g from the pioneers to the followers (Chapter8). The pioneers have an aff<strong>in</strong>ity 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 v<strong>is</strong>ion (Ten Brummelhu<strong>is</strong>, 2011).A transition of th<strong>is</strong> k<strong>in</strong>d makes demands on the management’s leadershipability. School managers have an enormous <strong>in</strong>fluence on teacherproductivity and pupil performance (Marzano, 2005; Pont, 2008). Whenleadership <strong>is</strong> lack<strong>in</strong>g, it seems, teachers will not feel the necessarycommitment and make <strong>in</strong>adequate use of ICT. Strong leadership can havea positive impact on pupil results by show<strong>in</strong>g hesitant teachers just howeffective ICT can be (Timperley, 2008). It stresses the human rather thanthe material factors (Chapter 8) and <strong>in</strong> do<strong>in</strong>g so supports a larger numberof teachers.76