What is Four in Balance? - PDST
What is Four in Balance? - PDST
What is Four in Balance? - PDST
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do<strong>in</strong>g schoolwork at their home computer than at their school computer(Chapter 3). Support<strong>in</strong>g th<strong>is</strong> trend are new <strong>in</strong>frastructure facilities, suchas cloud comput<strong>in</strong>g and hav<strong>in</strong>g a laptop for every pupil (see Chapter 7).9.5 Know what worksTo f<strong>in</strong>d out what does and does not work with ICT, schools and teachersmust engage <strong>in</strong> three activities: knowledge generation, knowledged<strong>is</strong>sem<strong>in</strong>ation and knowledge valorization. We have already covered thesubjects of valorization and d<strong>is</strong>sem<strong>in</strong>ation <strong>in</strong> the forego<strong>in</strong>g. Th<strong>is</strong> sectionwill look ma<strong>in</strong>ly at knowledge generation.We are gradually learn<strong>in</strong>g more about how to use ICT effectively, but manyquestions rema<strong>in</strong> unanswered, first of all because ICT <strong>is</strong> used <strong>in</strong> manydifferent ways <strong>in</strong> the field of education, mak<strong>in</strong>g it a broad and complexphenomenon. At the same time, new technologies are emerg<strong>in</strong>g that ra<strong>is</strong>enew <strong>is</strong>sues. Examples are “augmented reality” and the use of a mobilephone or iPad <strong>in</strong> learn<strong>in</strong>g.It <strong>is</strong> important, then, to cont<strong>in</strong>ue to f<strong>in</strong>d more evidence that ICT improveseducation and to update what <strong>is</strong> already known, so that school managersand teachers can make <strong>in</strong>formed choices based on the latest <strong>in</strong>formation.Such evidence <strong>in</strong>volves knowledge generation driven by the professionalcuriosity of teachers who want to solve problems that they encounter <strong>in</strong>their own work. The practical <strong>is</strong>sues ra<strong>is</strong>ed by schools – i.e. questionsabout what ICT contributes <strong>in</strong> a pedagogical sett<strong>in</strong>g – are the start<strong>in</strong>gpo<strong>in</strong>t. In the future, knowledge generation should be demand-driven,evidence-based, and focused on benefits.By generat<strong>in</strong>g and d<strong>is</strong>sem<strong>in</strong>at<strong>in</strong>g knowledge of what does and does notwork with ICT, Kenn<strong>is</strong>net <strong>is</strong> help<strong>in</strong>g to create a firm foundation for<strong>in</strong>novation and for improv<strong>in</strong>g the quality of education.78