Advertisement

From Learning to Use Towards Using to Learn

About Lessons to be Learned from ICT-Education in the Netherlands
  • Jan Lepeltak
Part of the IFIP International Federation for Information Processing book series (IFIPAICT, volume 215)

Abstract

Implementing ICT in secondary education and teacher training is not a complete success story in the Netherlands. One of the reasons is that for a long time the focus was on the system and learning to use the machine. By introducing the European Computer Driving License (ECDL) and it’s educational variant in the 1990’s the focus remained on the machine and the use of general applications we know from MS-office. Although a lot of effort is put in the training of teachers still less than 50% of the secondary school teachers in the Netherlands use ICT in there lessons. On the basis of the experience of more then 20 years of ICT implementation and research in cognitive learning theory, it is possible to give an account of this. Using to learn seems more and more a condition for learning to use.

Keywords

Secondary Education Teacher Trainer Word Processor Educational Software Secondary School Teacher 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. 2.
    ICT Education Monitor 2003–2004. Neut, Irma van etc. ICT in the Netherlands. Learning for the future. Nijmegen/Tilburg 2004. Facts and Figures 2003/2004. p. 39 also on see http://www.ict-onderwijsmonitor.nl/Google Scholar
  2. 3.
    See publication referred to in note 2 p.37Google Scholar
  3. 4.
    Informatica-Stimuleringsplan. Onderwijsbijlage. Versnelde invoering van informatietechnologie in het onderwijs. Ministerie van Onderwijs en Wetenschappen. Zoetermeer, januari 1984.Google Scholar
  4. 5.
    Het Nivo-project in de scholen. Inspectierapport 25. Zoetermeer 1988.Google Scholar
  5. 6.
    Casimir, Gerda and Cor Nagtegaal. Nivo-basiscursus Informatiekunde. Zeist, 1987Google Scholar
  6. 7.
    See note iiiGoogle Scholar
  7. 8.
    See Fullan, M., and M.B. Miles and S. Anderson. Strategies for implementing microcomputers in schools: the Ontario Case. Ministry of education, Ontario, April 1987. quoted by Jan Timmer in his study about the use of educational software in secondary education in the Netherlands. Opstapreeks nr. 32. Zoetermeer 1991.Google Scholar
  8. 9.
    Raamwerk [“framework”] Burgerinformatica. Stichting voor leerplanontwikkeling. Enschede 1983Google Scholar
  9. 10.
    See also note iiiGoogle Scholar
  10. 11.
    Ceruzzi, Paul E. A history of modern computing. P.273–276 MIT press Cambridge, 1998.Google Scholar
  11. 12.
    Schoenmaker, J. Apparatuur en besturingssystemen voor het basisonderwijs. COI.Enschede 1987.Google Scholar
  12. 13.
    Pelgrum, W.J., and Tj.Plomp, Tj. The IEA study of computers in education: Implementation of an innovation in 21 education systems. Oxford, (1993). UK: Pergamon Press.Google Scholar
  13. 14.
    See Moonen, Jef and T. Plomp (ed.) Eurit 86. proceedings of the first European conference on education and information technology. Pergamon press. Oxford 1987.Google Scholar
  14. 15.
    See ICT in the Netherlands. Fact and figures 2003–2004. IVA/ITS Nijmegen/Tilburg 2004. and http://www.ict-onderwijsmonitor.nl/Google Scholar
  15. 16.
    See p. 5 Informatics for secondary education. A curriculum for schools. Produced by a working party of IFIP. Unesco document, Paris 1994.Google Scholar
  16. 17.
    See http://www.ict-onderwijsmonitor.nl/section Hoger onderwijsGoogle Scholar
  17. 18.
    See http://www.eerstekamer.nl/9324000/l/j9wgh5ihkk7kof/vhljf30xeuxg/f=x.docGoogle Scholar
  18. 19.
    See note vGoogle Scholar
  19. 20.
    See http://www.logos-net.net/ilo/150_base/en/init/swe_7.htmGoogle Scholar
  20. 22.
    A mental model is an explanation in someone’s thought process for how something works in the real world. It is a kind of internal symbol or representation of external reality, hypothesised to play a major part in cognition. The idea goes back to Kenneth Craik (1943) and Philip Johnson-Laird (1983)Google Scholar
  21. 23.
    See Bereiter, C. Education and mind in the knowledge age. Mahwah, New Jersey LEA Publishers. (2002).Google Scholar
  22. 24.
    See Maddux, Cleborne D., D. Lamont Johnson and Jerry W. Willis. Educational Computing. Learning with Tomorrow’s Technologies. Second ed. Boston. 1997.Google Scholar
  23. 25.
    See Wood, David. How children think and learn. The social contexts of cognitive development. 2e edition. London 2005.Google Scholar
  24. 27.
    Lam Ineke etc. Ilab. Dutch National Report IVLOS. Centre for ICT and education. Utrecht University. Utrecht 2004. see www.theknownet.com/ilab/uploads/sector_national_reportsGoogle Scholar
  25. 29.
    See Lepeltak, Jan en Verlinde, Claire, Education for the twenty-first century: issues and prospects, Contributions to the work of the International Commision on Education for the Twenty-first Century, chaired by Jacques Delors, 1998, Pagina 281–298.Google Scholar

Copyright information

© International Federation for Information Processing 2006

Authors and Affiliations

  • Jan Lepeltak
    • 1
  1. 1.Institute for Education and CommunicationNoordelijke Hogeschool Leeuwarden (NHL-University)The Netherlands

Personalised recommendations