kennisnet: annual plan 2011

Kennisnet: Annual Plan 2011It comes naturally with ICT: balanced acceleration!

Annual Plan 2011 | 1

“�The�Netherlands�aims�to�be�among�the�top�five�knowledge�economies�of�the�world.��

ICT�is�a�critical�factor�for�meeting�this�challenge.�The�use�of�ICT�in�education�is�increasing,��

albeit�slowly.�In�order�to�meet�the�challenges�in�the�short�term,�this�needs�to�be�accelerated.��

This�Annual�Plan�outlines�how�the�use�of�ICT�can�be�accelerated�and�how�Kennisnet�can�

contribute�to�this�in�2011.�

�

Kennisnet�is�the�public�educational�organisation�which�supports�and�inspires�Dutch�

primary,�secondary�and�vocational�institutions�in�the�effective�use�of�ICT.�“

Kennisnet: Annual Plan 2011It comes naturally with ICT: balanced acceleration!

Inhoud

Introduction ........................................................................... 3

Ambition: accelerate with ICT ...........................................................3

Education in 2011 .............................................................................4

Kennisnet in 2011 .............................................................................5

Education and ICT ................................................................... 6

Four in Balance .................................................................................6

Results of the Four in Balance Monitor in 2010 ...................................7

Acceleration .....................................................................................7

Ambition 2015: Education in balance .................................................7

Kennisnet’s priorities for 2011 .........................................................8

Kennisnet ............................................................................. 10

With and for education ...................................................................11

2 | Annual Plan 2011


Introduction Ambition: accelerate with ICT

The Netherlands aims to be among the top five knowledge economies of the world. To achieve this

ambition, an educated workforce is essential. High quality education that brings the best out of

every talent lays the foundation, but resources are limited. The challenge is therefore to preserve

the existing quality and improve it where possible, but with fewer financial resources.

ICT is an important factor in this challenge. For this reason, primary, secondary and vocational

educational institutions have been investing over a billion Euros annually in ICT. Investing in ICT

leads to higher returns in education, the more efficient use of resources and improved learning.

The use of ICT is increasing, but development is slow. Due to differences in opinion between

managers and teachers, ICT tools are often not always effectively used. Not all the potential for

improving the quality of education with ICT is exploited. In order to fulfil the goals of education in

the short term, the incorporation of ICT must be accelerated whereby the individual institutions,

education sectors, Kennisnet and chain partners commit to common goals.

Kennisnet contributes to this process of acceleration. The Kennisnet Foundation is a public

organisation which supports and inspires the eight thousand schools in primary, secondary and

vocational education through the effective use of ICT. Research has shown that the introduction

of ICT for educational purposes has a greater chance of success with the balanced and coherent

use of its four building blocks: vision, expertise, digital learning material and an ICT infrastruc-

ture. Kennisnet facilitates this. Furthermore, Kennisnet ensures that educational institutions



Kennisnet in 2011 In 2011, Kennisnet is putting greater emphasis on accelerating the use of ICT in education. Two

things are required for this: the commitment of the educational sector and the link between ICT

and the actual needs of education. School directors, managers and teachers use ICT every day and

can rely on the support of Kennisnet in this respect. The collaboration with sector organisations,

educational institutions and strategic partners will be further intensified in 2011 whereby joint

activities will be implemented from a shared ambition.

In 2011, Kennisnet will dedicate itself to gathering, compiling and sharing information about

the effectiveness of ICT in order to demonstrate its potential and convince school management

and teachers of its importance. Concrete assistance will be provided and more support offered

in developing a common vision and bridging the existing gulf that exists between teachers and

managers. For teachers, it is also important that required ICT skills are identified and recorded so

they know what is expected of them. Furthermore improving access to and availability of digital

learning materials will significantly improve the acceleration process. Kennisnet brings the providers

of digital learning material together in order to create an integrated package for education.

Kennisnet’s activities in 2011 are clustered according to the programme lines defined in the

2009-2012 Programme: “It comes naturally with ICT!”

From within the programme line, organisation, Kennisnet will support managers in the develop-

ment and implementation of a vision for the use of ICT. Furthermore, support will be provided for

the related processes.

The professionalisation programme focuses on the teachers, specifically in the development of

ICT competencies/skills and improving their knowledge about the effectiveness of ICT.

Improving the availability, usability and accessibility of digital learning materials will be the

focus in the third programme line.

Within all the programme lines, Kennisnet’s activities in 2011 will be intensified so that the

process of acceleration can fully take off.

are aware and take advantage of the opportunities offered by ICT. Barriers are removed and the

strengths of the educational sector are bundled together. Centralised activities and combined

resources ensure optimal return on the schools’ investment.

Education in 2011

For the focus of Kennisnet’s activities for 2011, the needs of education are leading. Based on

relevant documents - such as the agendas of the sector organisations and political parties, the

Knowledge and Innovation Agenda 2011 - 2020, various policy documents – as well as interviews

with teachers, managers, administrators, the Ministry of Education, Culture and Science (OCW)

and other stakeholders, the following four themes have been identified:

These themes are closely related and mutually reinforcing. In each case, there is increasing

urgency to solve the identified problems and improve the quality of learning. This requires the

intensification and acceleration of the use of ICT resources

Learning with more impact

The purpose of education is to get the best out of each student. Everyone has talent

and everyone is entitled to an education which best suits their needs.

Competent teachers

The teacher is central to learning. A good teacher has didactic as well as professional skills

and knows how to use ICT.

Efficient use of resources

The organisation of any educational institution must be as efficient and effective as possible

in order to maximise limited resources and facilitate the primary process.

A smart information chain

Good information management is essential for transparent and uniform accountability as well

as for providing continuous learning opportunities.



Education and ICT ICT is an important means for achieving the ambitions of education. The Four in Balance (‘Vier in

Balans’) Monitor of 2010 shows that the coherent use of ICT improves learning results. However,

developments are slow. If the current trend continues, it will take at least another ten years before

ICT is used effectively. In order to meet the goals and ambitions of education in the foreseeable

future, the integration of ICT must be accelerated. This chapter indicates what needs to be accele-

rated and how, based on the ‘Vier in Balans’ model.

Four in Balance

Every year, Kennisnet publishes the Four in Balance

Monitor. This is based on independent research

and describes the situation within primary, secon-

dary and vocational education. The starting point

for the monitor is the actual Four in Balance model

which maintains that the introduction of ICT for

educa tional purposes can only succeed if there is a

balanced and consistent use of four building blocks:

vision, expertise, digital learning materials and ICT

infrastructure. Cooperation and leadership are the

foundation of these building blocks.

Results of the Four in Balance Monitor in 2010 According to the Four in Balance Monitor, a widely shared vision is the basis for the proper use

of available ICT resources. This calls for strong leadership within institutions and collaboration

within and between institutions. Teachers and management must have a common understanding

and shared vision for ICT. Only then can ICT be effectively used for improving teaching efficiency.

On average, eight out of ten managers in education are satisfied with the returns yielded by

investments in ICT. They feel that ICT helps create a more appealing form of education and a

richer learning environment, more opportunities for tailored education as well as independent

learning. Teachers endorse the possibilities offered by ICT but have a different view of how

it can benefit education. Where managers give priority to changes in the skills and attitudes

of teachers, teachers first tend to ask for good quality facilities and material. In this respect,

teachers expect leadership and vision from management with regard to the integration of ICT in

education. While schools often have a centrally defined vision of the use of ICT, they lack agree-

ments about its didactic use and application. These contradictions between teachers and mana-

gers have consequences for the implementation of ICT in education. Despite the achievements of

the last few years, the following is clear:

• Teachers and managers are aware of the importance of ICT, but have insufficient capacity for

integrating ICT.

• Not all the 300,000 teachers are sufficiently trained in the application of ICT as a teaching tool.

In fact, a quarter of them do not yet use ICT in their classrooms. Teachers who do use ICT are

often limited to standard applications rather than content based applications such as digital

testing and tutorials with feedback capabilities.

• In terms of infrastructure and digital learning aids, these remain very loosely connected to the

needs of teachers.

Acceleration

If developments continue at the present rate, it will take at least another ten years before ICT is

used effectively. As a result, opportunities to improve education will be missed and talent left

untapped. We cannot afford to let this happen, especially at a time when we are being encou-

raged to get the most out of students, with limited resources.

Ambition 2015: Education in balance In order to achieve the ambitions of education in the foreseeable future, we need acceleration.

The Four in Balance model forms the basis for using ICT to achieve better learning outcomes,

Four in Balance Monitor


whereby talented students are supported by a good teacher and the education programme and

information management are effectively and efficiently organised.

If we want the Dutch educational system to integrate ICT within five years in order to improve the

achievements of students, then we must ensure that schools themselves are ‘in balance’ by 2015.

By then:

• all schools should have a shared vision of how they are going to use ICT, now and in the future.

The development of such a vision is not voluntary, but provides direction in the professionali-

sation of teachers and is leading in investment choices, for example about infrastructure and

digital leaning materials.

• By 2015, all teachers must be sufficiently confident to use ICT in their teaching. Teachers are

adequately trained and use ICT effectively and efficiently.

• By 2015, there should be sufficient digital learning materials available to enable ICT to be used

in teaching. Schools know how to make effective use of the available material;

• the infrastructure should be in place so that both students and teachers have adequate access to

physical digital learning environments as well as digital learning aids.

As a public organisation, focused on the effective and efficient use of ICT in education, Kennisnet

supports the educational system by highlighting the potential of ICT in education, removing

obstacles to the effective use of ICT and by combining forces. Crucial in this respect is that the

various educational institutions, sector organisations and strategic partners determine ambi-

tions which can be translated into concrete actions.

Kennisnet’s priorities for 2011 The challenges facing Kennisnet and education are complex and can only be confronted through

intensive cooperation. There must be a shared agenda, clearly describing how ICT can improve

the effectiveness and efficiency of education. Together with the sector organisations, Kennisnet

is taking the initiative to show educational organisations that the under-utilisation of ICT

resources is actually creating waste. In developing this common agenda, the already established

goals of education will be taken in consideration. The agenda will also specify what the organi-

sations must do in order to meet the goals of education. The ICT agenda for education will serve

as a guide for the actual use of ICT.

As an organisation dedicated to the needs of and for education, Kennisnet’s activities are guided

by the needs of education. In order to enable the education sector to take responsibility for acce-

lerating the integration of ICT in its activities, the following have been identified as the five

priority areas:

• increase the understanding of ICT’s possibilities;

• create a shared vision for teachers and managers regarding the use of ICT;

• assess the ICT skills that teachers should posses;

• achieve a comprehensive range of digital learning materials and

• join forces with industry associations and other institutions.

These priorities are consistent with the Four in Balance model.



KennisnetKennisnet supports and inspires educational organisations with independent expertise and services regarding the effective use of ICT.

Kennisnet is an innovative, independent, professional and public organisation operating in

primary, secondary and vocational education. Kennisnet provides insight into the potential of ICT

for teaching/learning, removes obstacles its effective use and combines forces.

Individual institutions need support in order to effectively and efficiently integrate ICT. Teachers

and schools do not have enough time to find out everything for themselves. Furthermore, it would

be very inefficient if individual schools had to look for solutions on their own. By centralising

elements of this process, generic economies of scale could be achieved and overlaps minimised.

With and for education

IA good relationship with the education sector is a prerequisite for the effective use of ICT. In

order to provide appropriate support, Kennisnet works for but also in co-creation with its part-

ners. Besides intensive contact with educational institutions, this means a close relationship with

the sector organisations like saMBO ~ ICT, the Innovation Platform for Secondary Education (IP-VO)

and the Green Knowledge Cooperative. With its independent and centralising role Kennisnet is able

to complement the activities of the sector organisations.

Using a mix of networking and communication materials, Kennisnet is able to reach a broad group

of professionals in the educational sector. Not only to inspire and advise them or alert them to

services, but also to be able to monitor developments taking place. The relationships fostered

with institutions and government are aimed at ensuring continued cooperation. Through online

and face-to-face networks, managers and teachers can inspire and learn from each other and

work together. Kennisnet supports these networks and shares its expertise through them.

Kennisnet works closely with educational support organisations and as such is part of the KIA-

coalitie (Knowledge and Innovation Agenda Coalition). From a common agenda, organisations can

support each other’s ambitions, use the available (public) funding more efficiently and generate

higher returns for education. Sometimes these partnerships result in programmes receiving

(temporary) additional funding. Thus Kennisnet works together with SURFnet and the SURF-

foundation in the field of innovation, for example.

Together with the Association for the Professional Qualities of Teachers (SBL), the Ruud de Moor

Centrum (RdMC) (a department within the Open University in the Netherlands which deals with the

professionalisation of teachers) and NTR (formerly Teleac/Dutch Public Service Broadcaster for

Information, Education and Culture) the Leraar24 platform was established.

Kennisnet is one of the core group members in the consortium Media Literacy. Together with the

Open University, Wikiwijs was established. Finally, Kennisnet also works closely and together with

the business sector, such as educational publishers, making teaching materials accessible, and

with ICT companies towards creating a stimulating Summer School programme for teachers.

Stichting KennisnetPaletsingel 322718 NT ZoetermeerThe Netherlands

P.O. box 7782700 AT ZoetermeerThe Netherlands

T +31 (0)800 - 321 22 33F +31 (0)79 - 321 23 22I kennisnet.nl

Kennisnet.nl

kennisnet: annual plan 2011

Documents

ict tools

incorporation of ict

quality of education

effective use of ict

goals of education

education sectors

high quality education

kennisnet foundation