KEN13142 KEN Four in balance 2013 12_DTP.indd

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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
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
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
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
the acquisition and management of ICT
for virtually all of the subject matter
the didactic use of ICT for most of the
subject matter
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%
environment
2009/2010
For use in teaching
2010/2011
2011/2012
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%
environment
2009/2010
For use in teaching
2010/2011
2011/2012
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
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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.
A lack of understanding of what ICT can and cannot
TU
UC
TR
AS
FR
IN
-D
ON
AT
I
UC
ED
RS
ON
EN AL
VI LE
RO AR
NM NI
EN NG
T
PE
N
RI
VE
LE
M AR
AT N
ER IN
IA G
L
AD
AP
TI
VE
UC
T
PR ION
AC A
TI ND
CE
IN
ST
R
N
VE G
RI IN
-D RN
ER A
LE
C
AP ON
PL TE
IC NT
AT A
IO ND
NS
S
OU G
M IN
NO RN
TO LEA
N
VE
RI
RT
IS
E
EX
PE
D
YOG
OL
N
CH
TE
ON
SI
VI
ED
IZ N G
AN N I
RG AR
-O LE
LF
SE
AU
H
AC
TE
Figure50:Education-driven
andtechnology-driven
transition
RE
65
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