KEN13142 KEN Four in balance 2013 12_DTP.indd
Transcription
KEN13142 KEN Four in balance 2013 12_DTP.indd
Four in Balance Monitor 2013 ICT in Dutch primary, secondary and vocational education 1 2 Contents Foreword 5 1 Education and ICT 7 1.1 Challenges for excellent education 8 1.2 ICT: New possibilities with a high impact 14 2 FourinBalance:Learningoutputandefficiency 23 2.1 The Four in Balance model: Learning output and organizinglearningefficiently 2.2 HowICTbenefitseducation 26 3 Education and ICT in 2013 29 3.1 Vision and leadership: The start of the successful 30 24 use of ICT 3.2 Expertise: ICT won’t work without skilled teachers 34 3.3 Content and applications: Digital content as an 38 integral part of the curriculum 3.4 Infrastructure: New possibilities at schools 41 3.5 Use: Clear increase in ICT use in the classroom 45 3.6 Benefits:Teachersandmanagersbelievein 48 theaddedvalueofICT 4 Benefitsthroughbalance 51 4.1 Results 52 4.2 What does ‘in balance’ mean? 56 4.3 Causes of imbalance 4.4 AfuturewithmorebenefitsfromICT 4.5 Conclusion 64 Appendices 66 58 60 3 4 Foreword ThegoalsDutcheducationhassetforitselfareambitous,excellenteducationprovidedbyhighlytrained professionalsatefficientlyfunctioningschools.Educationtailoredtopupils’talents,skillsandlearningstyles. Educationthatbringsoutthebestineachpupil.Inarapidlychangingsociety,thesegoalshavebecomedire necessities.Educationmustanticipatethesechangesandmeettheresultingneedswhileprovidingtheskillsand nurturingthetalentsthatsocietyneedsinthe21stcentury.Thesegoalscannotbeachievedwithouttheeffective andproperuseofICT,whichbolsterspupilmotivation,improvesacademicperformanceandcontributestoamore efficientlearningprocess.EffectiveICTusecanhelpteachersbecomemoreprofessional.ProperlyusingICTalso leadstobetter-organizedschools,moretransparencyandbettermanagement. TheFourinBalanceMonitor2013identifiesICTasanintegralpartofDutcheducation.Thereisagrowingneed fordigitallearningmaterials,andtheuseofcomputersintheclassroomissteadilyincreasing.NearlyallDutch teachersuseICTinonewayoranotherintheirteaching,whichhasbeenmadepossiblebyrecentinvestmentsin infrastructure.TheICTdevelopmentsweseeinotheraspectsofsociety,suchastheshifttowardscloudcomputing, arejustasevidentineducation.TeachersandmanagersareenthusiasticallyembracingthepossibilitiesICToffers forbetterorganizingeducation,suchaspupiltrackingsystemsandvirtuallearningenvironments.Datafromthese systemsisalsousedtosupportpupils,promptdiscussionsbetweencolleaguesandkeepparentsinformed. Nevertheless,educationcouldbebenefitingfromICTmuchmorethanitdoes.Thereisstillasignificantdifference betweenhowICTshouldbeusedandhowitisactuallyused,andthemethodsofusingICTaregenerallyinsufficient toachievethegoalstheuserswanttoachieve.Ourknowledgeabouthow,whenandwhyICTworksiscontinually increasing,andthisknowledgecanbeusedtopreventanimbalance.Thevisionofeducationisandwillremain thebasicpremise.TheICTapplicationsandinfrastructurewillhavetobemoldedtothatpremisesothatmoreand moreschoolswillbeabletoreapthemaximumbenefitsICThastooffer.Onceschoolsdevotesufficientattention tothebasicelementsofFourinBalance–andtosafeguardingthatbalance–ICTwillbeabletoworkevenmore effectivelyforeducation. 5 6 1 Education and ICT ThischapteroutlinesICT’scontextineducation andICT’sroleinsociety.WhiletheDutch educationsystemisambitiousandfaces challenges,developmentsintheICTfieldare proceedingatalightningpace. 7 1.1 Challengesforexcellent education enterprising Work - Educationisthefoundationofsociety.Only throughtop-qualityeducationcanchildrenreach - Core subjects Lea rn in g - cu s ou ri theirfullpotential.Excellenteducationnotonly fe Li ged ga en challengeschildrentodeveloptheirintelligence, Collaboration skillsandcreativity,italsohelpskeeppupilsfrom fallingtoofarbehindacademically,ensuringthat theyreachtheirfullpotentialattheirownpace. Top-leveleducationiscriticaltopupils’active Social and cultural skills La n Thedigitizationofsocietydemandsthatpeople developnewskills.Educationwillhavetoprovide pupilswiththesenewskills–whichhavebecome Communication Problem-solving ability cs ti participationinthesocietyofthefuture. e and mathem ag u a g Education in the 21st century ICT literacy indispensableinthe21stcentury–sothatthey will be able to continue functioning in this new era.Inadditiontoliteracyandnumeracy,people willhavetoacquireavarietyofskillsthatinclude criticalthinking,ICTliteracyandcreativity(Voogt Critical thinking Creativity &ParejaRoblin,2010). Figure1:21stcenturyskills (Voogt&ParejaRoblin,2010)) 8 Education is thefoundation ofsociety. PRIM Dutcheducationhasacceptedthisresponsibility and has expressed a clear ambition to rank inthetop5oftheworld’sknowledge-driven VET economies(PO-Raad,2012;VO-raad,2011;MBO Raad,2011).Tothatend,primary,secondary andvocationaleducationarefocusingonthree Pupils x 100,000 priorities: personalization, professionalization Pupils x 100,000 andperformance.Thesethreegoalsarealsokeyto Kennisnet’s long-term plan, which describes how Kennisnet wants to make ICT work for education (Kennisnet,2012). Personalization:Tailoringeducationtopupils’ 7,436 institutions 126,900 FTEs 69 institutions 37,500 FTEs SEC specificneeds Oneofthemostsignificantchallengesfacing today’seducationisthegrowthindifferences among pupils. Getting the best from each child demandsthatthemorethanthreemillionprimary, Pupils x 100,000 secondaryandvocationalschoolpupilsreceivean educationthatisincreasinglyadaptedtotheir individualtalents,learningstylesandcapabilities. 659 institutions 85,300 FTEs Figure2:KeyfiguresinDutcheducation (MinisterievanOnderwijs,Cultuuren Wetenschap,2012) Thisgoalcanbeachievedbypersonalizing educationtoahighdegreeorbydifferentiatingby grouplevels.Onlyinstitutionsthatmakeoptimal useofmodernequipment,engageincooperative learning,anddifferentiateintermsofobjectives and instructional needs will be able to meet this devotedtogiftedpupilsonlyincreasethe demand. The introduction of “tailored education” necessityofthisdevelopment. (passendonderwijs)andthegrowingattention 9 Professionalization:Betterteachersasthekey years,sincetheimplementationofthemandatory (MinisterievanOnderwijs,CultuurenWetenschap, tobettereducation languageandmathematicstests,theinfluxfrom 2012). Competent teachers are crucial to getting the best VET programs has decreased. The rising number of outofeachpupil.Preparingpupilsforthesociety candidatesfrompre-universityprogramscanbe Inaddition,thenumberofuncertifiedteachers ofthefuturemakesmanydemandsonteachers. attributed to the emergence of academic teacher intheNetherlandsisclimbing.Onaverage,nearly Educationcanonlybepersonalizedifclassesare training, which combines teacher training with a oneinfivelessonsgiveninsecondaryschoolsis ledbygoodteacherswhocontinuetoimprove Bachelor’s degree program in pedagogical sciences givenbyanuncertifiedteacher(Regioplan,2013). themselvesandbuildontheirprofessionalism throughout their careers. TheMcKinseyreport(2012)raisedmanyissues 180 160 about education, including a clear statement that the step from good to excellent education 140 hinges on teacher input. In addition to increasing teachers’ professional knowledge base, bolstering theirdidacticandpedagogicalskillsiskeyto improvingeducation(Hanushek&Rivkin,2010). TheNetherlandsstillhasalotofgroundtocover inpreciselytheseareas(CPB,2011). Theaveragenumberofstudentsenteringteachertrainingcollegeshasfallensteadilysincetheend ofthelastcentury.Theinfluxofteacher-training candidatesfromseniorgeneralsecondaryand pre-universityeducationprogramsdecreased until2008,whiletheinfluxfromVETprograms increased during that same period. In recent 10 120 100 80 60 40 2000 VET 2001 2002 2003 2004 Senior general secondary 2005 2006 2007 2008 2009 2010 Pre-university Figure3:Teachertraininginfluxlevels,index(Ministerievan Onderwijs,CultuurenWetenschap,2012) Teachers’ lack of skills has also become a topic A sharp increase in the number of pupils and the schoolpupilsisrisingandwillbe950,000by for discussion: the Education Inspectorate has ageingofDutchteachershaveledtoconcernsnot 2015,upfrom900,000in2011(CentraalBureau determined that at least one in six teachers has justaboutteacherquality,butquantityaswell voordeStatistiek,2012).Thisincreasewillmean insufficientbasicskills.Attheseniorgeneral (MinisterievanOnderwijs,CultuurenWetenschap, 4,500vacanciesforsecondaryschoolteachersin secondaryandpre-universityprogramlevels, 2012).Forexample,thenumberofsecondary 2015. thatfigurejumpstomorethanoneinfour. Mostteachershavetroublewithdifferentiation, 4,500 tailoring education to different pupils’ needs, and providingfeedback.Dataregardingthequality ofteachingintheclassroomisavailableforonly halfofoursecondaryschools(Inspectievanhet Onderwijs,2013). Thoseworkingintheeducationfieldareaware of the need for professionalism in education. The agreementsconcludedbetweentheMinistryof 4,000 3,500 3,000 2,500 2,000 Education,CultureandScience(‘theMinistry’)and the sector councils make teacher professionalism 1,500 apriority(PO-Raad,2012;VO-raad,2011;MBO Raad,2011).Themostimportantgoalisfor 1,000 currentteacherstocontinueraisingthelevelof their professionalism. Another goal is for more teacherstoobtainMaster’sdegrees,whichonly approximatelyoneinfiveteacherscurrentlyhas (MinisterievanOnderwijs,CultuurenWetenschap, 2012). 500 0 2011 2012 PRIM teachers 2013 2014 SEC teachers 2015 2016 2017 2018 2019 2020 Figure4:Teachervacancies(MinisterievanOnderwijs, CultuurenWetenschap,2012) 11 TheNetherlandswants tobeoneoftheworld’s top5andiscapableof achievingthisgoal. 1 2 Finland South Korea 3 4 Hong Kong - China Japan 5 6 Singapore United Kingdom 7 The Netherlands 1.26 1.23 0.90 0.89 0.84 0.60 0.59 Performance:TheNetherlandswantsto TheDutcheducationsystemwantstochangethis improveandiscapableofdoingso byrankingintheworld’stopfive,agoalthatit AlthoughtheDutcheducationsystemranksamong iscapableofachievingandthatitwillhaveto thebestintheworld,thatpositionisbynomeans achieveinadifficulteconomicclimateinwhich guaranteed.ArecentstudybyPearsonrankedthe austeritymeasuresarealsoaffectingeducation. Netherlandsseventhinitsinternationalindexof Thismeansthatperformancewillhavetobe cognitiveskillsandeducationalattainment.The coupledwitheffectiveorganizationthatwillbe index was based on international test results, charged with harmonizing pupil needs with the graduation rates and the number of students at peopleandfundsthatareavailable. university.Accordingtotheresearchers,Finland hasthebesteducationsystem,followedbySouth KoreaandHongKong(Pearson,2012). Nevertheless,thereissignificantroomfor improvementintheDutcheducationsystem. 200 Secondaryschoolpupilsarepassingtheirclasses 100 in Dutch, English and math with lower scores thanwasthecasejustafewyearsago,andthe 8 New Zealand 9 10 Switzerland Canada 0.56 0.55 0.54 300 0 absolutescoresDutchpupilsachievedinthePISA -100 2009surveywerelowerthantheywerein2003. -200 In addition, other well-performing countries havebeenmoresuccessfulinimprovingtheir 2007 educationalperformance(OECD,2010;OECD,2012). PRIM DutchEducationisgood,butisnotgettingany 2008 2009 2010 2011 SEC better(McKinsey&Company,2012). Figure5:Pearsonindexofeducation(Pearson,2012) 12 Figure6:Schools’financialperformance,inmillionsof euros(CentraalBureauvoordeStatistiek,2013) Challenges a loss of EUR 190 million. Since then, little has 2013).TheNetherlandsspendsapproximately Thedifficulteconomicclimatewillnotmakeitany changed in educational institutions’ income and 6.2%ofitsGDPoneducation,slightlylessthan easiertoachievethisgoal.In2007,primaryand expenditure,andtheycontinuetosufferlosses theaverageof6.3%spentbyothercountries secondaryschoolsachievedaprofitofEUR285 eachyear.Approximately80%oftotalschool (MinisterievanOnderwijs,CultuurenWetenschap, million.Theirprofitabilitygraduallydecreasedin expenditures relate to their staff, to the tune of 2012). subsequentyears,withtheirresultin2010being EUR14billion(CentraalBureauvoordeStatistiek, 8% 7% OECD avg. 6% Thisgoalwill havetobeachieved inadifficulteconomic climate. 5% 4% 3% 2% 1% 0% GER JAP NETH FIN UK BEL FRA SWE DEN US Figure7:EducationspendingasapercentageofGDP (MinisterievanOnderwijs,CultuurenWetenschap,2012) 13 1.2 ICT:Newpossibilities withahighimpact makinginformationaccessibleeverywhereand entirelydependentontechnology.ICTbecame creating new communication possibilities, with indispensabletousinremarkablyshortorder. Informationandcommunicationtechnology socialmediaredefiningitscomponentterms.The hasanenormousimpactonourindividual use of mobile telephones has made it possible Infrastructure:TheNetherlandsleadsthepack livesandonsocietyasawhole.Thisimpact forpeopletobeonlinecontinuously.Enabled Thischangewaspromptedbylightning-fast, washeraldedbythedawnofthecomputerage bytechnology,companiesaretransitioningen innovativetechnology.Computersarefasterand in the 1980s and 1990s, which computerized massetoTheNewWayofWorking,andtheyare moreenergyefficientwithlargerstoragecapacity. and changed how we work. Since the 1990s, using social media to contact their customers Mobiletelephoneshaveevolvedintosmartphones theimpacthasgrownevenmorethroughthe directly.Therearefewproductsandservices with faster processors, larger screens, and massiveriseoftheInternet,cloudapplications thathavenotchangedradicallyinthewakeof morefunctionality.Inrecentyears,thespeedof and mobile telephones. New applications are technologicaldevelopments,andmanythatare bothfixedandwirelessInternethasincreased Screen density < 100 pixels per inch 200 pixels per inch 300 pixels per inch 400 pixels per inch Therearefew productsandservices thathavenotchanged radicallyinthewake oftechnological developments. 14 1980 1985 1990 1995 2000 2005 2010 2015 Figure 8: Description: Mobile telephones from 1983 to the present(WilsonElectronics,2013) exponentially.Thisinnovationhascreated 100% morepossibilitiestousemobiletechnologyfor 90% activitiessuchassharingfiles,watchingfilmsor listening to music using a mobile phone or tablet. 80% The ICT infrastructure in the Netherlands ranks 70% amongst the world’s best: the Netherlands ranks fourthininfrastructureanditseffectiveuse 60% (WorldEconomicForum,2013).TheNetherlands 50% is in Europe’s top 3, both in terms of Internet 40% 2013).ManyDutchInternetusershavehigh-speed speedandthenumberofInternetusers(Akamai, broadbandconnections,while96%ofthecountry’s residentshaveacomputerintheirhome(Centraal 30% BureauvoordeStatistiek,2013). 20% ThetrendfromPCstomobiledevicesisclear. 10% AnincreasingnumberofDutchhouseholdshave laptops for Internet access in addition to their 0% 2006 2007 2008 2009 2010 2011 Internet access Internet access via mobile telephone Internet access via desktop Internet access through other devices 2012 traditional desktops. For example, the percentage ofhouseholdswithlaptopsincreasedfrom28%in 2006to78%in2012,andwhileonly12%ofDutch residentshadsmartphonesin2005,thatfigure hadgrownto59%by2012(CentraalBureauvoor deStatistiek,2013).Tabletcomputersareowned byoneinthreeyoungfamilies(MijnKindOnline, Internet access via laptop Figure 9: ICT and Internet facilities in the Netherlands, per person (CentraalBureauvoordeStatistiek,2013) 2012). 15 Country 7 Q4’12 Avg Mbps 3 Since the jump in Internet speeds has been accompaniedbyadecreaseinthepriceof 4 11 smartphonesandtheabilitytolinkanever- 5 - Worldwide 2.9 1 Latvia 8.9 2 Switzerland 8.7 3 The Netherlands 8.6 4 Sweden 7.3 5 Finland 7.1 6 Romania 7.0 7 Denmark 7.0 everythreemonths.Ofthatgroup,87%use 8 Belgium 6.7 computersdaily,primarilyathome(99%)and 9 Austria 6.6 10 Ireland 6.6 11 Norway 6.6 8 increasingvarietyofdevicestooneanother, creating an ‘Internet of Things’, more and more peoplewillusemobiledevicestobeonline 1 10 continuously. ICTuse:Alwaysandeverywhere The ICT infrastructure in the Netherlands is not justgood,butheavilyusedaswell,with94%of the population using a computer at least once atwork(52%).Thesepercentagesareextremely highincomparisonwithothercountries(Centraal Mbps 6-7 Mbps 7-8 Mbps 8-9 Mbps BureauvoordeStatistiek,2013). 2 6 9 Figure10:AverageInternetspeed inEurope(Akamai,2013) TheDutchspendmoretimeonline,anaverage of3hoursand6minutesperday(upfrom2.7 hoursperdayin2010)andprofitmorefromthe Internet(Ruigrok|Netpanel,2012).Mostpeople use the Internet for online banking, searching for information,andonlineshopping(VanDeursen& More people will use mobiledevicestobe onlinecontinuously. 16 VanDijk,2012).Inthelastyear,69%ofallDutch residentshaveshoppedonline,afigurefarabove thatfortherestofEurope(CentraalBureauvoor deStatistiek,2013). Laptops, tablets and smartphones are changing where and when we access the Internet, as well as Search engines, such as Google whatwedoandwhatwelookforonline.People are accessing the Internet more and more while E-mail onthetrain,inthelivingroomorinthebedroom. ThismakesInternetusemorefleeting.Active, concentrateduseatadeskismakingwayforbrief visitstosocialmediasites,quicksearches,anduse duringotheractivities(Ruigrok|Netpanel,2012). Chatting Internet banking Social networking sites Shopping or ordering 80% 91% 49% 56% Downloading music/films In the living room While watching TV Searching for health-related information News services 61% 24% 50% 48% Taking online courses While travelling In bed Figure 11: Use of the Internet on smartphone and tablet accordingtolocation(Ruigrok|Netpanel,2012) 0% 10% 2011 20% 2012 30% 40% 50% 60% 70% 80% 90% 100% Figure12:UseofvariousInternetapplications2011and 2012(VanDeursen&VanDijk,2012) 17 The methods are also changing. Social media, innovationssuchasGPS,largerscreens,touch SkypeandWhatsApparereplacingmore sensitivity,andvarioussensors. traditional methods of communication, such as 200 150 telephoning and texting. Mobile data use is rising Socialmediaarefullyintegratedintoourdaily sharply,whiletelephoningandtextingareina lives.Millionsofpeopleallovertheworlduse gradualdecline(OPTA,2013).Theincreaseindata Facebook, Twitter, and LinkedIn and post messages useisaglobaltrend.Notonlyaremoreservices andreviews,andreacttoYouTubevideos. being based on data, new technologies are also Facebook has more than a billion regular users, of leading to increased data use. This translates which 618 million can be found on the site each intofasterdownloads,higher-qualityfilmsand day(Facebook.com,KeyFacts-FacebookNewsroom, Mobiel internetgebruik naar leeftijd, 2007 en 2012 games,andmoreservicesbeingofferedthatuse 2013).Twittercontinuestobeanimportant 100 50 Total 0 2010 2011 2012 Calling minutes Text messages 12 to 25 years 25 to 45 years Data (MB) 45 to 65 years 65 to 75 years 0% Figure 13: Mobile telephone use per month, per connection (OPTA,2013) 18 10% 2007 20% 2012 30% 40% 50% 60% 70% 80% 90% 100% Figure14:MobileInternetusebyage(CentraalBureauvoor deStatistiek,2012) medium in addition to Facebook, with 400 million of users has stabilized. Social media are now Statistiek,2013).Ifahouseholdhasatablet,it tweetsbeingpostedeachday(Twitter.com,2013). consideredestablishedmedia(NewcomResearch& willbeusedrelativelyoftenbythechildreninthe Consultancy,2013). household.Mostchildrenarepermittedtoplayon Nearly8outof10Dutchresidentsuseone ormoreformsofsocialmedia.Theexplosive Trendgrafiek gebruik media growth of Facebook, LinkedInsociale and Twitter in platformen (Nederlanders 15+) 2006 and 2007 has subsided, and the number 70% 60% 50% theirparents’orbaby-sitters’tablets.Lookingat Young people: Trendsetters in ICT use children’sagegroups,54%ofchildrenfrom0to Thesetrendsaresetbyyoungpeople,withmost 3yearsoldand78%ofchildren4to7yearsplay mobileInternetdevicesbeingusedbythe12to25 ontablets.Theaverageageatwhichchildrenfirst agegroup.OfallyoungpeopleintheNetherlands, usetheInternetis3years,generallytoviewshort 86%havemobileaccesstotheInternetand films.Drawinggames,telephoningbyInternetand 57%useotherdevicesaswell,suchasgame takingpicturesarealsopopular.Nearlyaquarter computersandtablets(CentraalBureauvoorde ofchildren2yearsandolderusetabletstomake Statistiek,2012).Ninety-threepercentofDutch telephonecalls.Childrenaregenerallyolderbefore youngpeoplebetweentheagesof12and25use theybegintakingpicturesormakingshortfilms theInterneteveryday(CentraalBureauvoorde (MijnKindOnline,2013). 40% 60% Using social media 30% Watching films 40% 20% 10% Making telephone calls Searching for information 20% Taking photos/making films 0% 2011 2012 2013 0% Video calls 0 Figure15:Trendsinusingsocialmediaplatforms(Dutch residentsaged15+)(NewcomResearch&Consultancy,2013) 1 2 3 4 age 5 6 7 Figure16:Applicationsbyage(MijnKindOnline,2012) 19 Trendgrafiek Twitter en Facebook 100% Youngpeople’ssocialmediauseexceedsthe average;nearlyallofthemhaveaFacebookaccount 80% andmorethanhalfhaveaTwitteraccount.That isfarabovethefiguresforoldergenerations. 60% Youngpeoplealsolearnaboutnewsocialmedia 40% and online platforms sooner than their older 20% accessedusingmobiletelephones,whichprovide counterparts. Facebook and Twitter are most often youngpeoplewiththeirprimarymeansofaccess to social media and online communication with 0% 15 to 19 years 20 to 39 years 40 to 64 years Facebook 2013 Facebook 2011 Twitter 2013 Twitter 2011 65 to 79 years 80+ years Figure17:TwitterandFacebooktrends(Newcom Research&Consultancy,2013) theirfriends,andevenwiththeirparentsand grandparents(NewcomResearch&Consultancy, 2013). Skills:DutchpeoplearelessskilledinICTthan previouslythought Offline 13% 13% 12% 15% 13% Although in comparison with other countries the Netherlands scores high in the areas of ICT infrastructure and the use of ICT, the Internet and Internet 3% 5% 6% 8% 6% social media, part of the population lacks basic ICT skills.Thislackrefersnotonlytogeneralcomputer By mobile telephone 1% 2% 3% 6% 3% skills,buttoareasofinformationanalysisand digitalsecurity(VanDeursen&VanDijk,2012). Moreover,Dutchemployeeslose8%oftheir 9-10 years 11-12 years 13-14 years 15-16 years All ages workinghourseachdaytopoorlyfunctioningICT andtheirlackofdigitalskills(VanDeursen&Van Table1:Howchildrenarebullied(Livingstone, Haddon,Görzig,&Ólafsson,2011) 20 Dijk,2012). Youngpeoplealsooftenlacktheskillstouse throughtheInternet.Inotherwords,4%ofall9- Europeanshaveaverage-orhigh-leveldigital varioustypesofICTeffectively.Youngpeopleand to16-year-oldInternetuserssurveyedhavebeen skills,while32%havenodigitalskillsatall.The childrenarenotcapableofautomaticallyusing bulliedontheInternet(Sonck&deHaan,2011). Netherlandsisfaraboveaverage,with66%ofits ICTtotheiradvantage,whichisassumedwhen AlthoughdigitalskillsintheNetherlandshave residentshavingaverage-orhigh-leveldigital referringtoanindividualasadigitalnative.They plentyofroomforimprovement,thecountryscores skillsandjust16%havingnodigitalskillsatall havenotroublewiththetechnicaloperationofa wellinaEuropeancontext.Onaverage,52%of (EuropeanCommission,2012). computer,buttheydonotautomaticallyusethem effectively.Thisisaskilltheymustbetaught (Kirschner,2013). Youngpeopleoftenoverestimatetheirownmedia skills.Higher-levelskills,suchascheckingsources and being able to make thorough searches for 100% 90% 80% 70% information,remaincriticalpoints.However, mostyoungpeopleareskilledindealingwiththe 60% technicalaspectsofICTandmedia.Theyknowhow to block undesirable contacts and how to adjust theirprivacysettings.Thewidespreaduseof socialmediahasalsohadnegativeconsequences. Pupilsarevulnerabletodistractionbythese media,whicharealsobeingusedasweaponsby bullies.NinepercentofallEuropeanchildrenhave beenbulliedontheInternet(Livingstone,Haddon, Görzig,&Ólafsson,2011;Dialogic,2012).Fourteen 50% 40% 30% 20% 10% percent of Dutch Internet users aged between 9 and16werebulliedin2010.Ofthosewhowere bullied,approximatelyaquarterwerebullied 0% BEL Low level DEN GER EU Average level FRA ICE High level ITA NETH NOR UK SWE Figure 18: Computer skills (EuropeanCommission,2012) 21 22 2 Four in Balance: Learning output andefficiency Inthepreviouschapter,weexplainedthehigh ambitionsandchallengesassociatedwiththe Dutcheducationsystemandtherapidchanges inthefieldofICTnecessitatingthoseambitions andchallenges.Thischapterexplainsthebasic elementsoftheFourinBalancemodelandhow theyrelatetotheaddedvalueofusingICTin education. 23 2.1 TheFourinBalance model:Learningoutputand organizinglearningefficiently ICT. This has resulted in more attention being implementingICTuseandprovidesanexplanation devotedtoanintegralapproachtousingICTin ofthebenefitsthatcanresultfromthatuse. education. Twomajorissuescurrentlyinthespotlightinthe In the Four in Balance Monitor 2012, the traditional fieldofeducationareincreasinglearningoutput The Four in Balance model is the product of modelwasexpandedtoincludethesecondary andefficientlyorganizingthelearningprocess. scientificresearchandhasbeenadjustedand process.Variousevidence-basedstudiesare Research indicates that using ICT in education expandedtoincludethesecondaryprocessand underwaytoascertainthevalueofthisexpansion. canhelpimprovelearningoutput.ICTalsooffers itsexpectedbenefits(StichtingIctopSchool, The step towards an integral ICT approach can awiderangeofpossibilitiesforthesecondary 2001;StichtingIctopSchool,2004;Kennisnet, onlybetakenifeducationalandorganizationalICT processofcreatinganeffectiveandprofessional 2012).Sinceitscreation,themodelhasprovenits are harmonized and integrated with one another. organization.Inrecentyears,thefocuswithin addedvalueintheimplementationofICTinDutch In this respect, the Four in Balance model offers educationalinstitutionshasshiftedfromnecessary educational institutions. It describes the issues institutionsthatwanttoinvestinICTguidelinesfor prerequisitestoactuallyusingandbenefitingfrom that these institutions must take into account when doing so in an integrated manner. performance professionalization pupil school manager teacher administrator efficiency learning output personalization Figure 19: Integral approach to ICT 24 leadership vision expertise content and applications How an educational institution envisages qualitatively sound The competencies that staff must have to make satisfactory use of The information, educational content and software used in an The availability and quality of hardware, networks and and efficient education, how it ICT. They are: educational institution. These connectivity within the intends to achieve it, and what ICT’s role will be. “Vision” • teachers’ICTskills;their knowledge of and attitudes are: •digital learning materials institution’s education system. This encompasses fixed and encompasses the institution’s basic ambitions and describes towards ICT in both their pedagogical-didactic actions, produced especially for educational purposes and the role of staff, pupils, and their parents, as well as the their work within the school, and their own professional generalsourcesofknowledge; •digital management and infrastructuur basic conditions needed to attain these ambitions. development; •theexpertiseofschool managers and administrators in using ICT to achieve the educational institution’s ambitions and to help staff becomeICT-skilled; • theexpertiseofsupportstaff in using ICT to assist pupils, teachers and school managers. accountabilityinformation; •educational software packages and ICT systems such as a virtual learning environment, infrastructure wireless connections, interactive whiteboards, desktops, laptops, tablets, and mobile phones, but also servers, Internet connections and cloud services. Infrastructure also encompasses the management of these aspects. pupil records, and pupil trackingsystems; • general office software and apps, timetabling software, and HRM tools. Figure 20: The basic elements of Four in Balance 25 PrerequisitesforeffectiveICTuse prepare lessons, but it can also help them prepare effectivewaystoreportontheirperformance, The basic elements of the Four in Balance model customized learning materials for their pupils. In bothhorizontally(toparents,pupilsandsociety) are the premise for the successful implementation theclassroom,ICTcanprovideavariedcurriculum andvertically(totheMinistryandtheEducation ofICTineveryeducationalinstitution.The thatiscompatiblewiththepupil’slearningstyle Inspectorate). basicelementsarecomplementaryandmutually and abilities. The proper use of ICT, in didactic dependent.Leadershipisnecessarytoensurethe terms, can ensure an optimal learning process for Intheeducationsector,theseresultsstillhave mutualcompatibilitybetweenvision,expertise, each pupil. littleinthewayofscientificsubstantiation,but content and applications, and infrastructure. giventhepossibilitiesthatICToffersandtheway Leadership forges the link between the four basic ProperlyusingICTintheprimaryprocessoffers ICThasledtomoreeffectiveorganizationinother elements and can strike the balance between thefollowingbenefits: sectors, we expect the use of ICT in education to thembymakingtherightchoicesandengaging • increasedmotivation: resultinthefollowingbenefits: ineffectivecooperationbothwithinandoutside • improvedpupilperformance; • timesavings:bycomputerizingcertaintasks the institution. In this context, it is important • streamlinedlearningprocess. andre-usingdata; that managers and administrators account for These three effects ensure that pupils can learn • moretransparency: better understanding of thechoicestheymakeandtheconsequencesof moreandbetter,thusimprovinglearningoutput. theperformancerenderedbypupils,teachers envisagedchangeswithintheorganization.The 26 andinstitutionsthemselves; proper culture will also be needed to promote ICTimprovesthesecondaryprocess • moreprofessionalismbyusingICTasanHRM these changes. If the proper balance is struck Theterm‘secondaryprocess’referstothe toolforself-study(byteachersandotherstaff); among the prerequisites for a successful ICT organization and management of, and reporting • bettermanagement:moretransparencyand implementation, the use of ICT at educational on,learning.Variousprocessescanbesimplified morepossibilitiestousefundsaseffectivelyas institutionswillcreateaddedvalue. or computerized, affording teachers more time and possible. 2.2 HowICTbenefits education opportunitiestodowhattheybecameteachersfor: ICTcanbeusedasatooltoachievetheseresults, helpingandguidingpupilsintheirdevelopment. ensuring that managers and administrators are Collectingvariousformsofmanagement giventheinformationandopportunitiestomake ICTimproveslearningoutput informationandmakingitaccessiblewillprovide optimaluseoffundstoprovideamoreeffective ResearchhasshownthebenefitsthatICToffers managers and administrators with more data learning process. Based on this premise, this is the education(seeChapter4).ICThelpsteachers to use in shaping their policies and will offer Four in Balance model: improved learning output increasedmotivation betterpupilperformance moreefficientlearningprocess efficiently organized learning process timesaving moretransparency increasedprofessionalism bettermanagement measured benefits anticipated benefits use of ICT in teaching use of ICT in organizing, managing and rendering accountability primary process secondary process Figure 21: The Four in Balance model leadership vision expertise content and applications infrastructure 27 28 3 Education and ICT in 2013 The Four in Balance monitor was carried out for theeleventhtimethisyear.Theresultsofthis surveyprovideaclearoverviewofthestatusof ICT in education. This chapter is structured around the four elements of the Four in Balance model: vision,expertise,contentandapplications,and infrastructure. This chapter also examines the benefitsofICTineducationandhowthesebenefits areviewedbyteachersandmanagers1. Unless otherwise indicated, all data from this chapter were taken 1 from the data collected by TNS NIPO during the 2012-2013 school year (TNS NIPO, 2013; TNS NIPO, 2013). 29 3.1 Visionandleadership: Thestartofthesuccessfuluse of ICT Statisticalanalysisoftheresultsshowthat on an institution’s goals. Higher ambitions will institutionsthatwanttomakecomprehensive demand more expertise from teachers, managers changeshavemoreoftenmadeagreementsonthe and support staff, and more expert attention to TheeffectiveuseofICTbeginswithaneducational didactic use of ICT, as well as with regard to ICT content and applications as well as infrastructure. institution’sclearvisionofteaching,thedidactic acquisition and management. These institutions The transition will require more effort on the use of ICT and its ambitions in these areas. havealsomademoreprogressintermsof partofthestaff,andaculturewillhavetobe Leadershipisneededtomakesuchvisionand infrastructure;theyhavemorecomputersanda created to support this. Suitable leadership ambitionsareality. relativelyhigherpercentageoflaptopsandtablets. within institutions will be needed to create this The teachers and managers who work at these cultureandprovideguidanceforthestaff.Asthe Ambition:Mostwantstep-by-stepimprovement institutionsaremorepositiveabouttheuseof results of the Four in Balance monitor show, this Most institutions see ICT as a means of making ICT.TheyaremorelikelytoviewtheuseofICTin leadershipiscrucialtoachievingtheinstitutions’ step-by-stepchangesandimprovementsto teachingasawayofsavingtimeandexpense. ambitions. There is a clear relationship between teaching.Onlyoneintenprimaryschoolsandone aninstitution’sambitionsandthequalityofits infourVETandsecondaryschoolsseeICTasmore Leadership:Managersmorepositivethan thanthatandwouldlikecomprehensivechanges teachers made to teaching. The other institutions use ICT AchievingICTambitionsrequiresleadership. within the current teaching concept. ThecomplexityofthedesiredICTusedepends PRIM leadership. SEC VET 10% 33% Figure 22: Educational institution’s ambitions 30 57% 18% 24% 57% 21% 27% Maintain current teaching concept and use ICT within that concept Make incremental changes and improvements to teaching 52% Wants to make major changes to education Leadership according to teachers 61% Teachers are given leeway to experiment with ICT in their teaching State of affairs in ICT use is discussed with teachers Management keeps track of how teachers use ICT in their teaching 79% 69% 91% 56% 84% 57% Compliance with agreements regarding use of ICT in teaching are monitored Teachers get support in using ICT in their teaching Leadership according to managers 75% 38% 33% 64% 41% 72% 56% 50% 83% 32% 63% 50% 65% 62% 39% 27% 43% 76% 66% 74% 66% 49% 41% 28% 45% 39% 33% Professional development of educational team regarding pedagogical use of ICT 56% 54% 52% PRIM SEC Management devotes time and funds to facilitating educational plans with ICT 43% 39% 26% 66% VET 83% 70% Figure 23: Leadership 31 Agreementsregarding thedidacticuseofICT helporganizations achievetheir ambitions. teachersindicatethattheyareaffordedsufficient ambitions, agreements regarding the use of ICT leewayforexperimentation.Halfofprimaryand areimportantbecausetheyclarifyteachers’ secondaryschoolteachersreceiveclearsupport responsibilitiesinthisrespectandprovidea fromtheschoolboard.Theresultsforprimary premise for designing infrastructure, as well as educationandVETarevirtuallythesameasthey content and applications. Since 2007, the progress werelastyear.Incontrast,anumberofelements inthisrespecthasfluctuated. haveimprovedsignificantlyinsecondaryeducation incomparisonwithlastyear. Themonitorexaminednotonlytheagreements about the didactic use of ICT, but also the Primaryschoolteachersarethemostpositive Managersaremorepositivethanteachersabout agreements about its acquisition and management. the leadership within their institution. In Asignificantmajorityofmanagersindicatedthat comparisonwithteachers,theymuchmoreoften thelattertypeofagreementshadbeenmade. viewtheschoolboardasbeinginvolvedintheuse Approximatelythreequartersofthemanagers of ICT. The most striking difference in this respect surveyedindicatedthatagreementshadbeen isthat70%ofVETschoolmanagersindicatethat madewithintheirinstitutionscoveringvirtually theboarddevotestimeandfundstothisgoal, all subject matter components. These agreements whileonlyasmallportion(26%)ofteachersshare havebeenmadewithinallVETschools.Agreements thatview.Thesignificantdifferenceinopinion regarding the acquisition and management of ICT between teachers and managers regarding an are often coupled with agreements regarding its activeanddedicatedboardisalsostriking. didactic use. Nine of out ten of the institutions about leadership and the role of the school board. 32 withfaculty-wideagreementsonthedidactic Theyawardthehighestscoresonvirtuallyall Agreements:Managementencouragesspecific use of ICT had also made agreements about its elementsofthesurvey.Anotherremarkableresult agreementsbutrarelyfollowsthrough acquisition and management. wasthatVETteachersreceivetheleastsupport Agreements regarding the didactic use of ICT frommanagementandtheschoolboard.They helporganizationsachievetheirambitions– Teachersindicatedthattheyhaveagreatdealof scorelowerineveryrespectthantheirprimary agreements are the links between ambition and freedom in choosing how, and how much, ICT to andsecondaryschoolcolleagues.Themajorityof implementation. Regardless of an institution’s useintheirteaching.Forexample,asignificant Teachersandmanagersemphasized thatoverthecourseoftime,theschool boardhasbegunassigningahigher prioritytofacilitatingICTuse. majorityoftheteacherssurveyedindicatedthat, while agreements had been made regarding the didactic use of ICT, these agreements did not applytoallsubjectmattercomponents.Theyalso indicated that the school board afforded them sufficientleewayforexperimentation.Teachers and managers emphasized that, as time has passed, the board has begun assigning a higher 25% PRIM 60% 15% 66% prioritytofacilitatingICTuse.Ontheonehand, 28% 6% more hardware has been purchased, while on the other there is more guidance being offered within schools,forexamplebyappointinginformation managers and ICT coordinators. This increase, SEC 11% 31% 58% 79% 19% 2% however,hasnotbeencoupledwithfaculty-wide agreements. There is a clear relationship between agreements VET 19% 39% 75% 43% 25% 0% concerning the use of ICT and the leadership providedbytheschoolboardandmanagement. Managers who work at institutions with a wide rangeofagreementsonICTuse,morefrequently indicated that the board was encouraging ICT use and that compliance with agreements made in this regardwasenforced.Theyalsoattributedahigher levelofskilltotheirstaffthandidthemanagers atinstitutionswhereresponsibilityforICTuseis allocated to the teachers. Didactic use Acquisition and management Agreements have been made regarding the didactic use of ICT for virtually all of the subject matter Agreements have been made regarding the acquisition and management of ICT for virtually all of the subject matter Agreements have been made regarding the didactic use of ICT for most of the subject matter Agreements have been made regarding the acquisition and management of ICT for some of the subject matter Teachers decide for themselves how they use ICT in teaching No agreements have been made regarding the acquisition and management of ICT Figure 24: Agreements regarding the didactic use and acquisition and management of ICT 33 3.2 Expertise:ICTwon’twork withoutskilledteachers 100% ICTcannotbeusedeffectivelywithoutskilled teachers and educational support or other staff. 90% Teachers must be capable of working with ICT and,moreimportantly,usingICTdidacticallyin their teaching. In this respect, a distinction can 80% bemadebetweenthreekeytasks.Thesekeytasks are consistent with the three professional contexts oftheOnderwijscoöperatie,theorganizationof 70% Dutchteacherunions(Onderwijscoöperatie,2012). Kennisnethaslabeledthesethreekeytasksas: pedagogical-didactic actions, working in a school- 60% widecontext,andprofessionaldevelopment. A comparable distinction can be made for educationalsupportandotherstaff(Kennisnet, 50% 2012). 40% 0% ICTcannotbeused effectivelywithout skilledteachers. 34 2009/2010 2011/2012 2010/2011 Teachers with sufficient basic ICT skills 2012/2013 Teachers with sufficient didactic ICT skills PRIM PRIM SEC SEC VET VET Figure 25: Teacher ICT and didactic skills, according to managers Percentage (zeer) gevorderde medewerkers volgens managers 83% Use a computer for administrative tasks and to organize teaching Skills:Managersconsidertheminsufficient Managers in particular indicate that teachers’ 75% 66% didacticICTskillsareinsufficient.However, managers also indicate that teachers’ basic ICT skillsaresufficient.Accordingtothem,while 73% Use a computer as a teaching aid 47% 82%ofteachersareskilledinusingICT,only 39% 62%ofthemaresufficientlyskilledtomake good use of ICT in their teaching. Managers also 64% 65% Use a computer to communicate with parents and teachers judged teachers’ use of ICT in their professional developmentandreportstomanagementas 46% inadequate. 56% Use a computer to report to management, the school board and other parties 44% 59% PRIM SEC Use computer applications that can assist them in their professional development 46% VET 31% 32% Figure26:PercentageofstaffwithadvancedorveryadvancedICTskills, according to managers Managers indicate thatteachers’basicICT skillsaresufficient. 35 Skills:Teachersmorepositiveabouttheirown withsecondaryandvocationalschoolteachers theseareas.Thisiswhymanymangersnolonger ICTskills beingpositiveabouttheirabilitytouseICTto onlyemphasizeencouragingICTuseintheprimary TeachersaremorepositiveabouttheirownICT communicatewiththeirpupils.Itispreciselyin process.Theyknowthatteacherswillbemore skillsthantheirmanagersare.Theyconsider thisarea,attheinterfacebetweenprimaryand enthusiasticiftheystartoutwiththethings themselvestobewell-informedaboutICT.They secondaryeducationprocesses,thattheteachers thattheyarebetterat:usingICTinorganizing alsoconsiderthattheirskillshavesignificantly aremostpositiveabouttheirskills.Thisis their teaching. According to both managers and improvedoverthelastfouryears.Interestingly, consistentwithmanagers’viewofteachers’skills. teachers,themostsignificantbenefittobegained thereisverylittledifferenceinopinionamongthe TeachershavebasicICTskills(theycanusee-mail, fromICTskillsinvolvesusingtheminadidactic sectors,althoughVETteachersaremorepositive officeapplications,andsocialmedia)andcan context. There is much to be learned in the area of abouttheirabilitytocommunicatewiththeir useICTinconnectionwiththeiradministrative didacticskills.OnceICTisbeingefficientlyusedin pupils.Teachersareparticularlypositiveabout duties.TheyalsousetheseICTskillsintheir thesecondaryprocess,stepscanbetakentousing theirskillsinusingdigitalpupiltrackingsystems, personallives,andhaveacquiredexperiencein ICTefficientlyinteaching. 90% 80% 68% 70% 60% 64% 81% 64% 53% 50% 41% 40% 30% 78% 77% 72% 47% 44% 43% 44% 37% 34% 39% 44% 46% 31% 27% 20% 10% Use virtual learning environment 2009/2010 36 For use in teaching 2010/2011 2011/2012 Use ICT to communicate with pupils 2012/2013 Use computers as didactic aid Use a digital pupil tracking system Figure27:Percentageofprimaryschoolteacherswhoconsidertheir ICTskillstobeadvancedorveryadvanced 90% 80% 70% 56% 58% 60% 68% 65% 63% 51% 50% 40% 75% 72% 72% 39% 36% 56% 63% 65% 69% 79% 66% 69% 56% 43% 30% 20% 10% Use virtual learning environment 2009/2010 For use in teaching 2010/2011 2011/2012 Use ICT to communicate with pupils 2012/2013 Use computers as didactic aid Use a digital pupil tracking system Figure28:Percentageofsecondaryschoolteacherswhoconsidertheir ICTskillstobeadvancedorveryadvanced 90% 77% 78% 79% 80% 70% 70% 60% 55% 59% 58% 64% 66% 66% 55% 47% 50% 40% 43% 61% 60% 62% 69% 50% 48% 41% 30% 20% 10% Use virtual learning environment 2009/2010 For use in teaching 2010/2011 2011/2012 Use ICT to communicate with pupils 2012/2013 Use computers as didactic aid Use a digital pupil tracking system Figure29:PercentageofVETteacherswhoconsidertheirICTskillsto beadvancedorveryadvanced 37 3.3 Contentandapplications: Digitalcontentasanintegral partofthecurriculum Percentage of digital learning materials SkilledteacherswillneverbeabletouseICT effectivelyunlesstheyhaveadequatelearning materials. The importance of these materials increases in proportion to a school’s ambitions. 60% 50% Theoccasionaluseofshortfilmsonaninteractive whiteboard and the use of online and digital 40% material to supplement the curriculum are givingwaytodigitalcontentandapplications 30% constituting an integral part of the curriculum. This imposes stringent requirements on the digital materialsandapplicationsused.Teachersbelieve thatthedigitallearningmaterialsavailable arenotalwayscompatiblewiththeirtextbooks. Theyalsodoubtthequalityofthesubjectmatter containedindigitallearningmaterials.Theyare notconvincedthatthematerialswilladdvalueto 20% 10% 0% 2007/2008 PRIM 2008/2009 SEC their teaching. While teachers are enthusiastic about the materials that are supplied along with textbooks, these materials are often intended simplyasasupplementtotraditionallearning materials. Figure30:Percentageofdigitallearningmaterials 38 2009/2010 VET 2010/2011 2011/2012 2012/2013 Digitallearningmaterials:Clearincrease isclosesttotheirtargetpercentageof56%. Thereareseveralstrikingdifferencesbetween Thisyearhasseenaclearincreaseinthe sectors in terms of their use of open and restricted proportion of digital learning materials . The Four Nearlyallteachersusedigitallearningmaterials. digital materials. Restricted digital materials, in Balance monitor shows that the percentage of Approximatelyhalfindicatethatmorethan20% whicharenotfreelyavailableandoftenincluded digitallearningmaterialsusedinprimaryschools ofthelearningmaterialstheyusearedigital. withtextbooks,areusedmuchmoreinprimary is29%,whilethosepercentagesare26%and44% Thirteen percent of teachers use more digital schoolsthanopenmaterials,whichareavailable forsecondaryeducationandVET,respectively. thantraditionallearningmaterials,with12% to the public and can often be used free of charge. Theselevelsarebelowthedesiredlevelsofdigital indicatingthattheyuseequalamountsofeach. InsecondaryandVETschools,incontrast,open learningmaterials.Primaryschoolteacherswant Onlyahandfulindicatethattheyusenodigital materials are much more popular than restricted. 48%oftheirlearningmaterialstobedigital, learningmaterials,andvirtuallynoneexclusively whilesecondaryschoolteacherssettheirtargetin use digital materials. 2 Mostdigitalmaterialsareobtainedbysearching thisrespectat46%.TheactualpercentageinVET theInternetorvideobanks,orasaresult of purchasing a certain textbook. A smaller percentage of teachers create or customize digital materialsthemselves.Manymaterialsareshared withcolleagues,however. 0% 10% 20% 30% 40% 50% 60% 1% of teachers 70% 80% 90% 100% Figure31:Teachersdividedaccordingtothepercentageof digitallearningmaterialstheyuse It should be noted that changes were made to the survey questions this year. The choice was made to use questions from the Wikiwijs survey regarding digital learning materials in order to promote the 2 comparability of research into digital learning materials. These make the figures more consistent with the Wikiwijs and SLO surveys. Last year, SLO’s learning materials monitor reported that digital learning materials accounted for 43% of the learning materials in primary schools and 39% of the learning materials in secondary schools (SLO, 2012). The Wikiwijs survey’s figures were 23% in primary schools, 26% in pre-vocational schools, 22% in senior general secondary and pre-university schools, and 38% in VET schools (Wikiwijs, 2012). 39 Internet searches 72% Digital learning materials supplied with textbook 59% Searching digital video banks Visiting professional education websites From colleagues 51% By adapting existing digital learning materials 24% Through Wikiwijs (platform for developing and sharing open educational resources) Other methods SEC 83% VET 57% 64% 31% 32% 29% By creating new digital learning materials PRIM 72% 56% 33% 87% 74% 39% 19% 71% 81% 44% 44% 12% 16% 9% 1% 4% 3% Figure32:Sourceforseeking,findingorcreatingdigital learning materials Nearlyallteachers usedigitallearningmaterials. 40 3.4 Infrastructure:New possibilitiesatschools Thefocusisclearly shiftingtotheuseof mobiledevicesin education. 75% The fourth element of Four in Balance is school 54% 46% infrastructure. In order to continue tracking ICT trends,thisyear’ssurveydevotedmoreattention tomobiledevicesandcloudapplications. Devices:Shifttomobileequipment PRIM SEC VET The long-term trend of focusing on desktops and interactivewhiteboardsiscomingtoanend,with thefocusclearlyshiftingtotheuseofmobile devicesineducation.Thepercentageoflaptops isincreasingandmostinstitutionshavethe Figure33:Averagenumberofinteractive whiteboardsperclassroom(%) Wi-Fi connections needed to use laptops, tablets and mobile telephones. Infrastructure is thus developingintandemwiththeentireICTsector, Primaryschoolshavemadetheleastprogressin AccordingtoVETteachers,49%oftheirpupils withmobiledevicesincreasinglysupplementing thisrespect.Only15%ofcomputersarelaptops usetheirowndevices,incomparisonto25%of andreplacingstationarydevices. andonly1%aretablets.VETschoolsaremuch secondaryschoolpupilsand7%ofprimaryschool furtheralong,withapproximately36%oftheir pupils. computersbeinglaptopsand4%beingtablets. 1,2% 1.2% 84.2% 84,2% PRIM 14,6% 14.6% 2,9% 2.9% 69.8% 69,8% SEC 27,3% 27.3% 4.4% 59.9% 59,9% 35,7% 35.7% VET Figure34:Percentageofdevicesused,bysector 41 Taking both laptops and desktops into school pupils must share a computer. In this computers.FewerthanhalfofVETclassroomshave consideration,thereisanaverageofonecomputer respect,itshouldbenotedthatthe‘BringYour interactivewhiteboards,incontrastwiththeother availableforeveryfiveprimaryschoolpupils.The OwnDevice’policyhasbeenbetterembedded twosectors:justoverhalfofsecondaryschool figureiscomparableforsecondaryschools(one inVET.MoreVETpupilshavetheirowndevices classroomsandthreequartersofprimaryschool forevery4.9pupils).Nearlysix(5.7)vocational and are less dependent on the institution’s classroomshaveinteractivewhiteboards. 2004/2005 2004/2005 2005/2006 2005/2006 2006/2007 2006/2007 2007/2008 2007/2008 2008/2009 2008/2009 2009/2010 Unknown Unknown Unknown Unknown Unknown Unknown Unknown Unknown Unknown 2009/2010 2010/2011 2010/2011 2011/2012 2012/2013 2011/2012 PRIM SEC VET Unknown Figure 35: Number of pupils per computer 42 2012/2013 PRIM SEC 20% 74% 1% 79% VET 80% 19% 26% Internetandcloud:Institutionsembracenew home.TheremainingsecondaryandVETschool developments managers can access their e-mail from home, AllinstitutionsintheNetherlandshavea butnottheirfiles.Only1%ofprimaryschool broadbandorothertypeofInternetconnection. managersreportedaninabilitytoaccesseither Bywayofsupportingthetrendtowardswireless theire-mailandfilesfromhome.Theteachers’ devices,schoolsaretransitioningenmasse reportswerecomparable.Approximately67%can to Wi-Fi connections. All VET school managers accessboththeirfilesande-mailfromhome,while indicatedthattheirschoolshaveawireless 0% approximately30%canaccessonlytheire-mail. Internet connection, and a clear increase in these Approximately1%canaccessneithertheire-mail connectionscanbeseeninprimaryandsecondary northeirfilesfromhome. 61% 85%andfrom52%to61%,respectively. 100% 85% schools.Thenumberofsecondaryandprimary schoolswithaWi-Ficonnectionrosefrom67%to Figure 36: Manager access to e-mail and documents in the cloud 0% 15% Wireless Internet Another ICT trend is the shift from local storage tocloudstorageandapplications.Thisyear’s 39% No wireless Internet FourinBalancesurveyalsoexaminedwhether teachers and managers can access their e-mail VET andfilesfromhome.Thesecloudfacilitiesseem SEC to be a matter of course for both teachers and managers.Thevastmajority(approximately80%) ofmanagerscanaccesstheire-mailandfilesfrom PRIM Figure 37: Wi-Fi connections at institutions 43 Ambitionandinfrastructure:Higherambitions (withagreementsregardingallsubjectmatter leadtobetterinfrastructure components)tendtohavemoredigitalwhiteboards There is a strong correlation between an per classroom. Figure 39: Computers used in teaching for more than 10 hours per week institution’sambitionsanditsavailable infrastructure. Institutions with high ambitions oftenhavemorecomputersavailableforpupils and,onaverage,moreinteractivewhiteboardsper classroom.Institutionsthathavemadeagreements regarding all subject matter components with respecttothedidacticuseofICToftenhavemore computersavailableforpupils.Theseinstitutions 60% 50% 40% 30% 100% 20% 80% 10% 60% 0% 2007/2008 2008/2009 2009/2010 40% PRIM 20% 0% PRIM SEC VET Figure38:Activeuseofdatafromthedigitalpupiltracking systemtosupportpupils 44 SEC VET 2010/2011 2011/2012 2012/2013 % dagelijks tot wekelijks gebruik PRIM SEC VET Word-processing software, e.g. to write an essay 26 22 47 Simulation software (e.g. to simulate experiments) or games 6 3 10 Specific software for practice exercises 78 18 34 Software associated with a particular textbook 78 32 45 Virtual learning environment (VLE) 39 49 48 Digital testing 6 7 14 TheInternet,specificsoftware, andmethod-linkedsoftwareare theapplicationsmostusedby teachers. 3.5 Use:ClearincreaseinICT useintheclassroom There has also been a clear increase in the use of computers in the classroom. In 2012, this increase wasmostpronouncedinprimaryandsecondary schools.Theincreaseinprimaryschoolswas higherthaninpreviousyears,whiletheincrease insecondaryschoolswasconsistentwiththe increase that occurred between 2007 and the end Digital pupil tracking system 60 67 of2009.ThishasfluctuatedatVETschools,though 59 the rising trend continues. Internet to find information 86 79 82 Internet to communicate and/or collaborate 66 63 63 Social media 26 29 28 TheInternet,specificsoftware,andmethodologyrelated software are the applications most used byteachers.Approximately80%ofteachersuse Table2:Dailytoweeklyuse ofvariousapplicationsby teachers, in percentages theseapplicationsdailytoweekly.Digitaltests, simulations, and social media are the least-used applications. 45 Contentandapplication:Widelyusedinthe Administrativesystemshavebecomeaninherent absences.Furthermore,nearlyallsecondary secondaryprocess partofthesecondaryprocess.Approximately andVETinstitutionshaveadigitalscheduling In addition to using ICT in their teaching, teachers 95%ofinstitutionshaveadigitalpupiltracking system(98%)andavirtuallearningenvironment are using more and more content and applications system,89%haveadigitalpupilrecordssystem, (92%).Theseratesarearound30%forprimary to help them organize their teaching. For example, and85%haveadigitalsystemfortrackingpupil schools.Remarkably,onlyasmallpercentageof 94%ofprimaryschoolteachersactivelyusea digitalpupiltrackingsystemtosupporttheir pupils.Thesesystemsareusedforsuchpurposes aspreparingindividuallessonplans,monitoring and discussing progress, and tailoring lessons tospecificneedsandtalents.Theyalsousethe 49% Management oversight 56% 63% datawhencommunicatingwithparents.Theyuse ICTtoprovideparentswithinsightintotheir child’sperformance.Onethirdofthetime,this communication takes place in combination with social media. Provide data to the Ministry and the Education Inspectorate Administrativesystems havebecomeaninherent partofthesecondary process. 46 SEC 23% 39% VET 65% In external communications To initiate discussion with teachers PRIM 18% 63% 38% 22% 35% 20% Figure 40: Use of administrativesystems severaltimesamonthor moreoftenbymanagers in all sectors In addition to using ICT in theirteaching,teachers areusingmoreandmore content and applications in organizingtheirteaching. institutionsindicatethattheyhaveamanagement reportingsystemoracommunicationsystemfor parents.Despitetheabsenceofasystem(ora separatesystem)forcommunicatingwithparents, pupiltrackingsystemdataisusedinthose communications. PRIM SEC Managersuseadministrativesystemsagreat None dealintheirwork.Thesesystemsareprimarily 6% used for external communication and internal 15% management reports. VET schools make more 37% dailyuseofadministrativesystemdatafor 28% preparingmanagementreportsthandoprimary andsecondaryschools.VETschoolsalsomore 21% frequentlyuseadministrativesystemdata 18% Only pupil tracking system data 49% Only e-mail or social media 27% Both toreporttotheMinistryandtheEducation Inspectorate.Primaryschoolsmaketheleast useofdatafromthesesystems. PRIM SEC VET None None None 6% 15% 37% 28% 21% Only pupil tracking system data Only e-mail or social media Figure 41: Teacher use of ICT to communicate with parents Both and pupils 18% 49% 27% Only pupil tracking system data Only e-mail or social media Both 15% 31% 19% 35% Only pupil tracking system data Only e-mail or social media Both 47 3.6 Benefits:Teachersand managersbelieveintheadded valueofICT NearlyallteachersandmanagersareconvincedICT addsvaluetoeducation.TheyviewICTasadding education; • theprofessionaldevelopmentofteachers; • insightintopupilperformance. motivatepupilstolearnmore.Inaddition,digital enthusiasticaboutICTthanteachers learning materials are easier to keep up to date Mostteachersandmanagersareconvincedthat anddistributetopupils.TheuseofICTalsogives theuseofICThasanextremelypositiveimpact teachers the chance to offer pupils differentiated onteaching.Thesurveyshowed,forexample, lessons and exercises. thattheybelievethatdigitallearningmaterials particularvalueto: • theimprovementandtransformationof Impactontheprimaryprocess:Managersmore bettermotivatepupilsthantraditionallearning Generallyspeaking,managersarerathermore materials.Digitallearningmaterialsoftenprovide enthusiasticthanteachersabouttheaddedvalue incentive,sometimesinvolveelementsofplay, ofICT.Themajorityofmanagersarepositive and are geared towards the life experience of abouthowtheuseofICTsavesteacherstime, the current generation. All of these qualities andthisenthusiasmrunsespeciallyhighamong Teachers Managers assert thatinstitutions cannotbeorganized efficientlywithout ICT. 48 Managers PRIM SEC VET PRIM SEC VET Using ICT leads to a better understanding of pupil performance 87% 74% 68% 91% 89% 89% Using ICT results in time saved for teachers 64% 48% 48% 73% 56% 58% Using ICT leads to better pupil results 64% 45% 33% Using ICT allows for more time to develop skills in areas other than language and mathematics 59% 41% 32% Using ICT creates more time for individual attention to each pupil 52% 40% 35% Using ICT stimulates pupils’ creativity 48% 56% 45% Table3:Addedvalueforprimaryprocess primaryschoolmanagers.Managersarealso operationsissupportedbyICT.Teachersand morepositivethanteachersaboutICT’srolein managersareverypositiveabouttheuseofICTin differentiatingbetweenpupils.Theybelievethat these processes. Managers assert that institutions ICT use results in a better understanding of pupil cannotbeorganizedefficientlywithoutICT,but performance. This understanding constitutes a thattheuseofICTdoesnotautomaticallyresult firststeptowardsdifferentiationandcustomized inefficiencyandfinancialsavings.UsingICT education. inthesecondaryprocessalsoinvolveshighICT Asecondary processwithoutICT isunimaginable. investmentcosts,andittakestimebeforeICTuse Impactonthesecondaryprocess:ICTisagiven translatesintoimprovedefficiency. AsecondaryprocesswithoutICThasbecome unimaginable.Infact,nearlyeveryfacetofschool Teachers Managers PRIM SEC VET PRIM SEC VET ICT is essential and helps teachers in their professional development 88% 73% 74% 93% 93% 86% ICT makes it easier for society, parents, and pupils to assess the school’s quality 59% 61% 49% 72% 79% 72% Using ICT leads to lower school management expenses 37% 40% 49% Using ICT leads to lower teaching expenses 24% 24% 32% Using ICT leads to a better understanding of school performance 96% 91% 86% ICT is essential to the efficient organization of teaching at our school 97% 98% 96% Table4:Addedvalueforsecondaryprocess 49 50 4Benefits throughbalance TheanecdotalevidencethatICTbenefitseducation continuestoaccrue,demonstratingtheaddedvalue ICT has to offer in terms of teaching, organizing, and increasing professionalism. But there continues to be a great deal of unused potential in each of these areas.Schoolsoftenmissopportunitiestoimprove theirproductivityandthequalityoftheeducation theyprovide.Thischaptersummarizesthecurrent viewsonthebenefitsofICT,analysesthecausesof underuse,andprovidesguidelinesforderivingmore benefitsfromICTinthefuture. 51 Researchshowsthattheuseof thesedigitalinformationsystems inschoolstriggersanimprovement inperformance. 4.1 Results Thepreviouschaptersillustratedtheenthusiasm withwhichschoolsareembracingICT.Viewedover anumberofyears,ICTusehasincreasedinall sectors of education. The use of ICT is essential to preparing pupils for their future careers and their role as citizens in an ICT-rich and digital society.Researchisprovidingincreasingly convincingevidencethatICT–whenusedwell, inaproperlyfocusedandallocatedmanner– contributestopupilmotivation,performance, and speed of learning. ICT applications support teachers’ performance in the classroom and assist management with organizing schools costeffectively.Inthisrespect,ICTofferspossibilities in terms of administration, organization, coordinationandstaffing. Educationinformationsystemsplayanexceptional role.Thesedigitalpupiltrackingsystemsassist withtestinganddigitallyrecordinglearning performance.Theylightentheadministrative burden in schools. A simple mouse click shows howanindividualpupilorgroupofpupils hasperformedoveraseriesofyears.These systemsassistwithmonitoringtheresultsofthe Figure42:Digitalinformationsystems 52 educationprovided,whichisasignificantsource Adequateinformationprovision reducestruancyandincreases parents’involvementwith theschool. Figure 43: ICT communication with colleagues and parents of professional feedback for teachers and school withtheschoolandtheirchild’seducation(Van studentisactuallyteaching,enablinghimto management. Research shows that the use of these Gennip,&Wester,2012). immediatelycorrecthismistakes.Afterjustafew digitalinformationsystemsinschoolstriggersa sessions,thistypeofdigitalcoachingenables performanceimprovementmechanismthatresults Lastbutcertainlynotleast,ICTcontributesto teacherstocreateabetterlearningenvironment, in these institutions making the most of the teacher professionalization. This starts with dealbetterwithpupils,andexertmoreauthority educationtheyoffer(VanGeelandVisscher,2013). teachertraining,withindividualstudentsbeing overtheirclassrooms(Coninx,2013).Theuse ICT also offers school organizations opportunities supportedbyVLEs(virtuallearningenvironments), oftechnologyinteachertrainingincreasesthe for both internal communication and for the knowledgebanksanddigitalcoaching.Afine levelofprofessionalismnewteachershavewhen exchange of information between schools and exampleofdigitalcoachingistheprovisionof starting their careers. parents.Adequateinformationprovisionreduces feedbackthroughanearpiece.Thecoachprovides pupilabsencesandincreasesparents’involvement the student teacher with feedback while the 53 internet sources communication and knowledge sharing reflection ICT skills Figure44:ProfessionaldevelopmentwithICT ICTisalsovaluabletoteacherswhohavealready made inroads on their careers. Digital learning networksaffordteacherstheopportunitytoshare experience and knowledge with their colleagues in Digitallearningnetworksafford teacherstheopportunitytoshare experienceandknowledgewiththeir colleaguesinordertoimprovetheir professionalcompetency. 54 ordertoimprovetheirprofessionalcompetency (DeLaat,2012).Inthiscase,ICTsupportconsists primarilyofweb-basedtoolsforexchanging learning materials and platforms for collaborating onnewconcepts(Nieuwenhuis&Vink,2013;Van Halen&Weijers,2013). primary process Learning • ICT in learning > increased motivation > improved academic performance > more efficient learning process secondary proces Development Professionalization • Socialization > ICT literacy • Qualification > vocational preparation • Formal/individual > basic qualification • Informal/collective > professional expertise Organizing • Administration > time savings • Monitoring > productivity • Communication > involvement Figure 45: Applications of ICT in education Obviously,theterm“ICT”encompassesawide thatthebenefitsICThastoofferarenotbeing varietyofapplicationsforabroadrangeof fullyrealized.Ifwewanttoderivemorebenefits purposes.ThebenefitsofICTcanbebetter fromICT,wehavetoknowthecausesunderlying understoodbymakingconnectionsbetweenthe imbalance and underuse. The basic elements of the applicationfieldandthenatureoftheresults.This Four in Balance model illustrate the most important issummarizedaboveinFigure45. characteristics of balance and imbalance. DespitethesocietalnecessityforICTandits demonstrablebenefitstoeducation,ICTcontinues tobeunderusedatmanyschools.Thatmeans Despitethesocietal necessityforICTandits demonstrablebenefitsto education,ICTcontinuesto beunderutilizedat manyschools. 55 4.2 Whatdoes‘inbalance’ mean? investmentsinlaptops,interactivewhiteboards, the difference between desired and actual use andwirelessnetworks,educationisnotimproving continuestobesignificant(seesection3.3).Thanks Four in Balance is intended to help schools that intermsofeffectivenessandefficiency. to research, we are coming to learn more and useICTmakechoicesthatwillimprovethequality more about how best to coordinate the four basic andproductivityoftheeducationtheyprovide.As Learning materials are another obstacle. For elements. The essence of success in this regard is discussedinChapter3,schoolshavehighambitions manyyearsnow,teachersandmanagershave keepingvision,expertise,contentandapplications, withregardtotheuseofICT.Unfortunately,schools fostered their ambition to use more digital and infrastructure in balance with one another. But areoftenunsuccessfulinmakingtheimprovements learning materials. Although the amount of digital whatdoesthatactuallymean? thattheyintendtomake.Despitesubstantial learningmaterialsavailablecontinuestoincrease, vision expertise content and applications infrastructure Education-driven innovation Technology-driven innovation Figure46:Education-drivenandtechnology-driveninnovation 56 Educationalneedsasapremise SuccessfulandpermanentICTuseisgenerally Managersandadministratorscanplayan Onesignificantconclusionresultingfromresearch the result of premising that use on educational importantroleinthisregardbyconvincing isthatschoolsderivethemostbenefitfromICTif needs.Bywayofexplanation,Ertmerand hesitant teachers to take that last step and theybeginwithavision(whatdoyouwant?)and Ottenbreit(2009)assertthatthewillingnessto showingthemhoweffectiveICTcanbe then tailor the other three basic elements to that useICTiscloselytiedtohowteachersdefine (Timperly,2008).Inthatcontext,managersand vision.Inpreviouspublications,wereferredtothis ‘goodteaching’.Itisunlikelythatteacherswill administrators are responsible for creating the as‘education-driveninnovation’(FourinBalance readilyuseICTapplicationsthatclashwiththeir prerequisites and culture to enable teachers to Monitor,2010).Thereverseofthissequence– principlesinthisregard,andtheywillnotwant useICTeffectively,forexamplebydeveloping startingwithinfrastructureorapplications(or tocontinueusingapplicationsthatdonotclearly anICTpolicyplan(Vanderlinde,vanBraak,& contentandapplications)thataninstitutionuses demonstratewhetherandhowtheyimprovepupil Dexter,2012;Vanderlinde,Dexter,&vanBraak, –couldbereferredtoas‘technology-driven’or performance(Erstad,2009;Hattie,2009).Teachers’ 2012).Leadershipmeansinvolvingteachersinthis ‘materials-driven’innovation. interpretation of what teaching should be is change,motivatingthemanddevelopingashared partoftheiridentityandprofessionalstability. visionwiththem(Vanderlinde,2011;Waslander, Thetheorythatmorecomputers,moredigital Changing this interpretation will require a gradual 2011).Thisistruenotjustforthetrendsetters, learning materials, and faster connections will process of growth. An approach premised on butalso–andmoreparticularly–forthehesitant motivateteacherstouseICTrestsonastubborn educational requirements has the best chance of majority(Fullan,2011;Schut,2010). misconception.Bettermaterialprovisionsdonot success. automaticallyleadtomoreorbettercomputer use.IfteachersarenotconvincedthatICTwill benefittheirteaching,makingICTequipment andfacilitiesavailablehaslittlechanceof achievingsuccess(Fullan,2011;TenBrummelhuis &VanAmerongen,2011).Infact,ifschoolsfocus intensivelyongettingwiredbutignorehow theywillbenefitfromachievingthatgoal,they mayevenfindthemselvesencounteringteacher resistance to using ICT. This has occurred in other countries(Plomp,etal.,2009). Anapproachpremisedon educationalrequirementshas thebestchanceofsuccess. 57 4.3 Causesofimbalance Where the human factors are concerned, the Teacher-drivenlearningiscurrentlythedominant TheFourinBalanceelementscannotbeviewed educationalvisionservesastheprimaryguideline. form of education, but we are seeing an increasing independentlyofoneanother;theyareclustered Thereareawidevarietyofvisions;themost needforlearningmethodsthatdevotemore inpairs.Together,visionandexpertiseconstitute conciseclassificationdistinguishesonlythetwo attention to pupils learning autonomous and taking the human factors, while the material factors extremes(OECD,2012):teacher-driveneducation responsibilityfortheirownlearning(VanGennip comprisecontentandapplications(whichforma andself-organizededucation.Teacher-driven &Rens,2011). singleelement)andinfrastructure.BeforeICTcan learning includes the forms of education in which beusedproductively,investmentsmustbemade pupilsaremainlyguidedinlearningthrough ThefactthatICTcansupporteveryteaching in the people who will be using it, based on a knowledgetransferbytheteacher.Theteacher methoddoesnotequatetoeveryICTapplication visionofteachingsharedbytheentireschoolteam transfers small amounts of knowledge to the pupil, beingsuitableforeveryteachingmethod.This (Vanderlinde&VanBraak,2013).Thesevision- who processes that knowledge through practice means that it is important to ascertain the nature basedinvestmentsserveasthepremiseforthe and repetition. The self-organized learning end of the support ICT offers, starting with the remainder of the prerequisites. Management’s of the spectrum includes the forms of education learning materials. The infrastructure can then expertiseandleadershipplayacrucialroleinthis inwhichthepupilsthemselvesareresponsible be tailored to the learning materials, which we process. forthecontentandorganizationofwhatthey classifyasbeingoneofthreetypes. learn.Theyareaffordedtheleewaytointerpret Weareseeingan increasing need for learningmethodsthat devotemoreattention to pupils learning atonomousandtaking responsibilityfortheir ownlearning. 58 their knowledge in partnership with other pupils Thefirsttypeoflearningmaterialfocuseson andtoactivelysearchforsolutions.Between computerizing the learning process: practicing these two extremes, teacher-drivenlearning andtraininguntilananswercanbeautomatically andself-organizedlearning, there are dozens produced. These learning materials are aimed ofmoretransitionallearningmethods.Aclearly at instructing the pupil in the subject matter recognizable learning method that lies between and at the pupil’s practicing. Examples of this these extremes are the methods of education based are mathematics training with Nintendo DSi or on autonomouslearning.Thecurriculumisfixed SlimStampen.Previousstudieshaveshownthe in this method, but pupils learn at their own speed effectivenessofthesetypesofprograms(Luyten, and internalize the learning materials at their own 2011;VanRijn,2012). level. Thesecondtypeoflearningmaterialtakespupils’ learning materials, such as books and exercises, individualperformanceandcharacteristicsinto linkstoinstructionalfilms,simulations,online account. Adaptivelearningmaterialsprovide games and open materials. pupils with feedback and hints and adapt to their levelandcognitivestructure.Oneexampleofthis is Bereslim, a program in which an intelligent agentintheformofabeargivespupilsadvice Instruction and practice Materiële factoren Adaptive learning material Personal learning environment whentheyneeditanddrawsthembackintoa lesson when their attention begins to wander. Bus (2012)describedtheeffectivenessandimpactof 23x54=14.375 thistypeofprogram. The third group we distinguish includes personal learningenvironments. These are self-guided, interactivedigitalsystemsthatsupportlearning. Pupilsarepermittedtostructuretheirlearning environmentinaccordancewiththeirown understandingandneeds.Personallearning environmentsprovideaccesstopersonalized Figure47:Typesofdigitallearningmaterial information, such as class schedules, grades, andattendance.Itisavirtualclassroom,asit were, that does not require the pupil to come to theschool.Inthislearningenvironment,pupils havepersonalcontacts,aswellasaccesstoall typesofsubjectmatter,attheirfingertips,with everythingbeingtailoredtotheirpersonalneeds: contact with teachers and fellow pupils and digital WhileICTcansupportevery teachingmethod,notevery ICTapplicationissuitablefor everyteachingmethod. 59 Figure 48 illustrates the relationship between Thehighestandlowestpointsillustrateasevere offereverymethodology.Theambitionofthree the human and material factors. These basic imbalancebetweeneducationalvisionand quarters of educational institutions is to use elements are brought into balance on the dark availablematerials.Thiscontributeslittleto ICTtochangeeducation(seesection3.1).Other blue horizontal line. The points under this line the sustainable use of ICT because the material ambitions include, for example, transitioning from arelearningsituationsinwhichthetechnology prerequisites are so incompatible with the teacher-driventoautonomouslearning. supports applications other than those required educationalvision:inshort,itisamismatch. bytheteachingmethod.Thepointsabovethe The challenge for schools is to choose materials isinadequatelysupportedbytheavailableICT 4.4 Afuturewithmore benefitsfromICT applications. These positions are important ItisclearthatICTwillfulfillacrucialroleinthe teaching methods. We explain this in more detail becausetheyenablethetransitionfromonetype educationofthefuture.ThewidevarietyofICT inFigure50,whichillustratesseveralpossible of learning to another. applicationsmeansthatICThasaddedvalueto combinationsanddevelopments. line are those in which the teaching method thatareconsistentwiththeireducationalvision, taking into account both current and desired Thechallengeforschoolsisto choosematerialsthatareconsistent withtheireducationalvision. 60 TU UC TR AS FR IN RS ON EN AL VI LE RO AR NM NI EN NG T PE LE M AR AT N ER IN IA G L AD AP TI VE I AN NS D TR PR UC AC TI TI ON CE S OU G M IN NO RN TO LEA N VE G RI IN -D RN ER A LE C AP ON PL TE IC NT AT A IO ND NS RT IS E EX PE ON SI VI ED IZ N G AN N I RG AR -O LE LF SE AU H AC TE Figure 48: Balance between human and material factors RE 61 Inbalance SecondaryschoolsandVETschoolsinparticular Institutionsthatprimarilyfocusonatonomous The educational institutions on the horizontal line arefertilefieldsfordistanceeducation,wherea learningwillgenerallybenefitmorefromadaptive inthemiddleofFigure48are‘inbalance’,having single teacher can offer simultaneous instruction learning materials. These learning materials madetheirvisionareality:theywanttouseICTas in multiple locations through an online connection. ensurethatpupilsareprovidedwithknowledge atooltoincreasethebenefitsofexistingworking Research has shown that teachers need not adapt and exercises that are compatible with their methods. theirteachingstyletousethistypeofinstruction development.Theroletheteacherplaysforpupils and that pupil performance remains consistent is then less often that of an instructor and more Forschoolsthatplaceahighvalueonteacher- (Heijmen,2012).Areaswithdecliningpopulations oftenthatofasupervisororcoach. driveneducation,thismaymeanusingICTfor or small-scale education programs can maintain instructionandpractice.ICTcanaddvalue courseavailabilityinallsubjectsforallpupils, If schools focus on self-organized learning, ICT during classroom instruction, for example evenwhenteachersarescarce.Somepractice applicationsareexpectedandrequiredtoprovide through the use of multimedia materials on applicationsareavailableingameformformobile alternativeformsofsupport,andapersonal interactivewhiteboards,perhapsincombination devicesandaresoappealingtopupilsthatthey learningenvironmentcanfitthebill.Forteachers, withinteractivemediasuchasdigitalvoting usethemevenintheirfreetime,expediting this means a change in the balance, with less systems.Teacherinstructionalsohasmanyofthe theirprogressandimprovingtheirperformance emphasis on instruction and more on coaching and characteristics of routine work. This particular (Sandberg,2013). supervision. formofknowledgetransferisespeciallysuited tocomputerizationusingvideorecordings,for instance in combination with pupil practice programsandintelligentfeedbacksystems. Experiencewiththistypeofapplication demonstrates that instruction and practice can also beprovidedoutsidetheclassroom(forexample,by assigningashomework:FlippingtheClassroom), whichaffordstheteachermoretimetoprovide extra explanation in the classroom and enables pupils to work together, making education more efficient. 62 Forschoolsthatplace ahighvalueonteacher-driven education,thismaymeanusing ICTforinstructionandpractice. enriched assignments digital practice programs computer simulations distance learning multimedia instruction Institutionsthat primarilyfocuson autonomouslearningwill generallybenefitmore fromadaptivelearning materials. flipping the classroom Figure 49: Integrate ICT into teaching 63 Education-drivenortechnology-driven donotsimplycomprisetrainingandmaterial ambitionofraisingeducationtoatop-quality transition facilities;itisatleastasimportantthatschool levelwhilemeetingtheneedsoftheirpupils Some institutions are opting to change their management establish that the applications are andsatisfyingthedemandsplacedonthemby educationalapproachstepbystep(seeFigure50). deliveringasexpected(Fransen,Bottema,van society,particularlyinanagerifewithfinancial Their best chance of success in this regard is to Goozen,Swager,&Wijngaards,2012). difficulties.ICTisviewedasanimportanttoolfor basethistransitionontheireducationalvision rather than on technological possibilities. Transformation A small proportion of institutions want to use Threequartersoftheschoolssurveyedindicated The speed and scope of the change depends on ICTtocomprehensivelychangeteaching(see thattheyarechangingtheeducationtheyprovide the degree to which the school team support that section3.1).Theseschoolshaveagreatdeal andthatthisprocessinvolvesinvestigatingthe change.Analysesofsuccessfulchangeprograms ofconfidenceintechnologyand/ortheirown possibilities ICT has to offer. What the entire showthatthechangeisgenerallypromptedbya capacityforchange.Theseschoolssubscribeto education sector must do in this respect is to pioneer who introduces a new ICT application on a thetheorythatabutterflycanonlycomefroma minimizemistakesbyacquiringknowledgeabout smallscale.Thesepioneersaregenerallyinspired caterpillar – that permanent transformation is not howICTcanworkforeducation.Thereisanever- byideastheydiscoveroutsidetheirownschool effected in one fell swoop, but is rather a process endingsupplyofnewapplications,buttheseare thattheythenwanttotryoutthemselves.They ofdevelopmentalstages.Comprehensivechanges oftencoupledwithmythsregardingtheirpotential are prepared to take the risk of success or failure. in teaching using ICT are complex processes that benefits.Oneexampleofthisistheexpectation Their chance of success with their colleagues demandnotonlymanagementexpertise,butan thatyoungpeoplewhofrequentlyuseICThavealso increases when an ICT application is similar to enormous amount of time and effort from teachers. automaticallyacquiredtheskillsnecessarytofind, whattheyareaccustomedtoandconsistentwith 64 transformingtheirambitionsintoreality. understandanduseinformation(Kirschner,2013). the educational approach that the school wants to 4.5 Conclusion utilize in the future. ThegoalsforDutcheducationareremarkably do is hindering schools from making good choices. ambitious:wewantexcellent,effectively Itisthereforecriticalthattheyareprovided A pioneer can prompt a change, but cannot see structured education which brings out the best in withempiricallyprovenlearningmaterialsas it through to completion on his or her own. That our pupils and which anticipates the skills that soon as possible. This will assist them in making requiresnotonlythesupportofcolleagues,but willbenecessaryforthemtoliveandworkinthe realistic choices, which will result in ICT being managementsupportintheformoftheprovision 21stcentury.Institutionsarestrugglingwiththe usedtoimprovethequalityandproductivityofthe ofsupportiveprerequisites.Theseprerequisites questionofhowtheywillbeabletoachievetheir educationtheyprovide. 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