Using ict in education involves mixing basic ingredients in the right proportions. Kennisnet Ict op School developed a model that provides support for an effective adoption and efficient use of ict in schools. This model is called ‘Four in Balance’ and describes four building blocks that schools should be aware of when implementing ict in education. These building blocks are stated below and summarized in figure 1:

• Educational philosophy
• Knowledge and skills
• Educational software (including content) 
• Ict infrastructure

Figure 1.

The basis for the successful use of ict consists of a balanced relation between the four building blocks. For instance if a school invests heavily in software but lacks knowledge and skills on how to use the software the balance is disrupted. In this instance the model could be used to extrapolate the area’s that need attention to make the use of ict more efficient and effective.

Kennisnet ict op school translated the Four in Balance model in a diagnostic instrument for schools. This Four in Balance measurement tool constructs a representation of the proportional use of ict within the school organisation. The results offer schools the opportunity to create insights into how the building blocks are used within their local school setting and provides support for the optimisation of ict usage. Furthermore it is possible to compare these results with those of other Dutch Schools that have previously used the Four in Balance measurement tool.

The tool consists of twenty-one questions. The results provide scores and give an indication of the current state of affairs concerning the balance in the proportional ict usage within the school. This indication provides a starting point for schools that are exploring the next steps for the adoption of ict within educational processes. For every building block Kennisnet Ict op School provides assisting guidelines and examples for further optimisation of ict usage.

Kennisnet Ict op School has put particular emphasis on the ‘Knowledge and Skills’ building block and derived from it another measurement instrument called the ict-assessmenttool.

This tool consists of three components. The first component enables teachers to reflect, through situational descriptions, on how they recognize themselves within these descriptions and furthermore how they evaluate the relevance of these descriptions for their future teachings. Through these reflections teachers become aware of their skills and ambitions in relation to four specific themes. These themes are didactics, class preparation, class management and professional development. These four themes are integrated within every component of the assessment tool. They are stated below in figure 2.

Figure 2.

The second component consists of eleven propositions and measures the pedagogical vision of the teacher. The type of ict usage is strongly dependent on the manner teachers structure their education and it is therefore important to construct a personalised image of the teachers pedagogical vision. At a later stage, this component is used to provide personalised advice.

Within the third component connections are made between the four themes, as stated in figure 2, and the level of competence. The teacher reflects on the underlying ict competences in terms of acquired experience and relevance to future education.

On the result page teachers get a prioritized overview of their educational view related to ict-competences. The ict-assessment tool provides advise about which competences the teacher should invest in. There are assisting guidelines and examples available for the ict-competences.

Besides the fact that teachers are provided with insights and advice about their ict-competences it is also possible to develop more specific, tailor-made training for teachers. Therefore this tool supports the increase of efficiency and effectiveness within the area of professional development.

The ict-assessmenttool and the four in balance tool are available at:
http://www.ictopschool.net/overons/dutch_ict_tools

An English publication of the Dutch ict tools is available at:
http://www.ictopschool.net/deskundigheid/publicaties/uitgaven/dutch_ict_tools.pdf

For more information please contact Arno Coenders: a.coenders@kenict.org