1. Drivingforcesfor ICT in learning Alfons ten Brummelhuis Kennisnet Foundation – The Netherlands 3 February 2010

2. Alfons ten Brummelhuis - Kennisnet - The Netherlands 3. ICT in teacher training Overview 1. Introduction 2. Conceptualframework 4. Sustainableuse of ICT

4. PhD in educational sciences: models of educational change

5. Inititiated Dutch ICT monitor the mid nineties

6. Involved in several national and international studies on ICT in education

7. Research interest: effectiveness of ICT for learning and the role of the teacherAlfons ten Brummelhuis - Kennisnet - The Netherlands

9. FundedbyMinistry of Education

10. Basicfunding EURO 21 million

11. Additional project funding EURO 15 million

12. Keycharacteristics:Innovative - Public – Independent - ExpertAlfons ten Brummelhuis - Kennisnet - The Netherlands

13. Products and services for schools examples Knowledge Networks for professional development Portals and platforms Alfons ten Brummelhuis - Kennisnet - The Netherlands

14. Alfons ten Brummelhuis - Kennisnet - The Netherlands Media literacy

15. Alfons ten Brummelhuis - Kennisnet - The Netherlands Gifted students

16. Alfons ten Brummelhuis - Kennisnet - The Netherlands Digital learning materials

17. Alfons ten Brummelhuis - Kennisnet - The Netherlands Teacher TV

18. Alfons ten Brummelhuis - Kennisnet - The Netherlands Marketplace vocational education

19. Alfons ten Brummelhuis - Kennisnet - The Netherlands Learning & working

20. Alfons ten Brummelhuis - Kennisnet - The Netherlands portal site KENNISNET.NL

21. Conceptual framework Alfons ten Brummelhuis - Kennisnet - The Netherlands Society School organisation content Learning process learner teacher materials

22. Key question Why should we use ICT in education? Alfons ten Brummelhuis - Kennisnet - The Netherlands social rationale vocational rationale pedagogical rationale

23. Conceptual framework Alfons ten Brummelhuis - Kennisnet - The Netherlands pedagogical rationle Society School organisation content Learning process learner teacher materials

24. Examples of evidenceICT improveslearning…. BUT… overloadcanbeharmful(OECD-PISA data) Alfons ten Brummelhuis - Kennisnet - The Netherlands use of ICT

25. Alfons ten Brummelhuis - Kennisnet - The Netherlands Digital picture books double number of wordslearnedbypre-schoolers

26. Benefits of ICT for teaching and learning Alfons ten Brummelhuis - Kennisnet - The Netherlands More effective: students learn more, better and faster More efficient: maintains the quality of student performance in less teacher time More interesting: improves teacher and student motivation IF……

27. Alfons ten Brummelhuis - Kennisnet - The Netherlands A proper balancebetweensocial and materialconditions FOUR in BALANCE

29. More hours

30. More different kinds of ICT applicationsstep-by-step

31. Which factors are most important? Alfons ten Brummelhuis - Kennisnet - The Netherlands Society School organisation content Learning process teacher learner materials

32. Identifying what matterspercentage of achievement variance (Hattie, 2007) Alfons ten Brummelhuis - Kennisnet - The Netherlands

33. Misunderstandingsaboutstudents Alfons ten Brummelhuis - Kennisnet - The Netherlands Studentsdon’t have to learnhow to use ICT All students are in the samewaymembers of the Internet generation The Internet generationneedsneweducation

34. Use of ICT by students The Netherlands, 2009 Alfons ten Brummelhuis - Kennisnet - The Netherlands

36. Sincemid 1990’s: Dutch government has stimulatedpolicies to ensurethatfutureteachers are wellprepared to usetechnologies.

37. 2009: Bottom-up initiative by teacher trainers: Definition of ICT knowledge baseAlfons ten Brummelhuis - Kennisnet - The Netherlands

38. Views of teachers on coordination of ICT at their teacher training institute Alfons ten Brummelhuis - Kennisnet - The Netherlands coordinated Coordinated: Agreements regarding the pedagogical use of ICT have been made within the teacher training institute Not coordinated: Teachers decide for themselves when and how to utilise ICT

39. Bridging the gap between early adopters and majority Alfons ten Brummelhuis - Kennisnet - The Netherlands

41. is wellinformedaboutdevelopments in the field of ICT and educationAlfons ten Brummelhuis - Kennisnet - The Netherlands

43. can work with a design tool to create digital learning materialAlfons ten Brummelhuis - Kennisnet - The Netherlands

45. can teach pupils to search for and find information effectively and efficientlyAlfons ten Brummelhuis - Kennisnet - The Netherlands

47. Pedagogical methods

48. Presenting

49. Collaborating and communicating

50. Working individually

51. Guiding and evaluatingAlfons ten Brummelhuis - Kennisnet - The Netherlands

53. develops teaching material for a digital environmentAlfons ten Brummelhuis - Kennisnet - The Netherlands

54. Summary of teacher competencies= TPaCK Alfons ten Brummelhuis - Kennisnet - The Netherlands

56. whole group instruction - personalised instruction

57. reproduction of knowledge and skills - applying knowledge and skills

58. product oriented learner evaluation - process oriented learner evaluation- all responsibilities with teacher - shared responsibilities Alfons ten Brummelhuis - Kennisnet - The Netherlands

59. Teaching approaches Alfons ten Brummelhuis - Kennisnet - The Netherlands

60. Alfons ten Brummelhuis - Kennisnet - The Netherlands 1 Never 3 Everymonth 4 Every week 5 Everyday 2 Severaltimes a year Teaching approaches of teacher trainers (2009) ambition over 3 years now teacher orientedknowledge transfer student oriented knowledge construction

61. Development in schools Care for the old (teacher oriented) Courage for the new (student oriented) ICT can support both ‘care’ and ‘courage’ Alfons ten Brummelhuis - Kennisnet - The Netherlands

62. New replacesold? Alfons ten Brummelhuis - Kennisnet - The Netherlands

63. Sustainableuse of ICT Technology ‘push’ versus educational ‘pull’ Alfons ten Brummelhuis - Kennisnet - The Netherlands education

64. Technology will never replace teachersHowever, teachers who know how to use ict effectively to help their students will replace teachers who do not. Alfons ten Brummelhuis - Kennisnet - The Netherlands