Trends in 27-212 SLO Netherlands Institute for Curriculum Development
Trends in 27-212 In 212, for the fifth consecutive time, SLO 1 s Knowledge Centre for Educational Materials (in Dutch, KCL) is publishing the monitor for Leermiddelenmonitor which is the annual study on (the use of) in Dutch primary, secondary and special education. On the occasion of this fifth anniversary, we would like to look back on the results for the period 27-212. This publication presents a summary of the trends in the use of observed over the past five years. Knowledge about these trends may positively contribute to changes in attitude and policy about the purchase and use of. Method of the study During the past five years, a digital questionnaire has formed the basis for the monitor for. Each year, some parts of the questionnaire were adapted. During the first three years, only teachers in primary education (EE 2 ), secondary education (SE), special primary education (SEE) and special secondary education (SSE) were involved in the study. For the past two years, school managers were also presented a digital questionnaire. The questions related to four topics: the use of, the development and sharing of, the quality of, and the policy concerning the use and purchase of. 2 In 1/11 and 11/12, KCL collaborated with OIG, the Dutch Educational Innovation Group. This collaboration has enhanced the reliability and representativeness of the studies. The results of the 11/12 and the trends observed have been discussed in an expert meeting with teachers and school managers from SE. Similar meetings were planned for primary and special education as well; however, due to the low participation, these meetings had to be cancelled. Publication setup In this 7-12, trends in the use of are described, as well as trends in development and sharing of these and the policy concerning. The trends presented in this publication are based on information that has been collected systematically for at least three years with similar questions. This means, concretely, that only results from teachers in primary and secondary education are used. The response of teachers in SEE and SSE was insufficient to present reliable results. Therefore, these results are excluded from this analysis of trends. Results from managers from all sectors, have only been collected systematically for the past two years and thus also excluded from this presentation of trends. Similarly, the topic quality of in self-developed and found has only been asked for the past two years and has not been included in the trends analysis 3. The results of the expert meeting have been reported whenever these may provide possible clarification for the results of the study. 1 SLO is the Netherlands Institute for Curriculum Development. 2 We use the abbreviation (S)EE (elementary education) for (special) primary education. The more obvious abbreviation (S)PE would be confusing because it is normally used for Physical Education. 3 These results can be found in the 1/11 and 11/12.
Below, the most important results from the 7-12 are summarized. Subsequently, in three chapters, we will discuss in further detail the three individual topics of the trend study: use of ; development and sharing of ; policy for. Most important results Use of The results concerning the use of have changed very little over the past years. The textbook was, and still is, the most important material used by the teacher. Over of the teachers in EE and almost of teachers in SE rely completely or for a major part on the textbook. Most teachers introduce variations on the textbook by making use of found material or material they have developed themselves. During the past five years, the ratio textbook-based material / found and self-developed material remained roughly the same in EE, while in SE, a slight shift towards found and self-developed material was observed. A striking detail, in this respect, is that each year teachers expressed their expectation that the use of textbooks would drop, or even drop substantially, in future. Despite these expectations, the ratio textbook-based material / found or self-developed material remained largely unchanged (roughly two thirds / one third). The teachers who follow the textbook more or less conscientiously mostly handle the textbook in a flexible way. They may skip parts of the textbook or combine textbook-based working with the use of other material. The self-developed and found material is primarily used to practice, explain and demonstrate. In EE, these are also often used for remedial purposes. In SE, these are also more than in the other sectors used for testing purposes. Over the past years, in SE and EE, a slight annual increase of the use of digital material was observed. Each time, this increase lagged behind the expectations expressed. In the 11/12 study, we observed a clear trend break in the figures. In 11/12, we noticed a strong increase in the use of digital teaching material in EE and SE. In EE, its use had risen from 23 in 1/11 to 43 in 11/12 and in SE from 26 in 1/11 to 39 in 11/12. In SE 4 the use of a Virtual Learning Environment (VLE) rose from 44 to 72 in five years time. Development and sharing of The percentage of teachers in SE who develop their own material has remained the same over the last three years. In EE, the percentage of teachers developing their own material has, after a dip last year, once again reached the level of two years ago. Through the years being able to create opportunities for differentiation has, for teachers in EE, been the most important reason for developing their own material. Teachers in SE also feel that this is important, but their main reason is to be able to present what the textbook does not offer. 3 Throughout the years the percentage of teachers sharing self-developed with others is higher than 9. They particularly share with immediate colleagues. Two years ago, teachers were increasingly sharing with colleagues outside of their own school, but this increase did not continue this year. About one third of the teachers make use of internet sites or digital communities to share self-developed material with colleagues outside of their own school. 4 The use of a VLE in primary education has not been studied, under the assumption that EE makes little or no use of a virtual learning environment.
Educational policy Over the years, school leaders have become increasingly influential in the decision-making process of whether can be purchased. According to teachers, the influence of school leaders on the decision of which are to be purchased is slowly increasing as well. Both in EE and in SE, it is a rare occurrence for individual teachers to decide whether are to be purchased and, if so, which. Over the last three years, an increasing number of schools in EE and SE operate a policy for. This trend is most strongly observed in SE. 4
Which do teachers use? During the past years, the has investigated which are being used by teachers and in which way these are used. A distinction was made between textbook-based and non-textbook-based, and between paper-based and digital. Textbook remains the basis After five years of the, it has become clear that most teachers EE and SE view the textbook as the basis for their teaching (graph 1 and graph 2, respectively). They complement the textbook with found or self-developed 5. Only a small group makes use of the textbook only, or uses self-developed/found only. This representation has remained largely unchanged during the years that the has been carried out. Graph 1. Types of used by EE teachers 1 1 Graph 2. Types of used by SE teachers 6 6 4 2 4 2 5 Only textbooks EE 8/9 Mainly textbooks, complemented with self-developed or found Mainly self-developed or found, complemented with textbooks Only self-developed or found Only textbooks SE 8/9 Mainly textbooks, complemented with self-developed or found Mainly self-developed or found, complemented with textbooks Only self-developed or found EE 9/1 SE 9/1 EE 1/11 SE 1/11 5 Self-developed or found (also called non-textbook-based ) can be used next to or instead of the textbook. They may have been developed by a teacher, a group of teachers, a publishing company, or other parties. An example of non-textbook-based material is the handout from Friends of the Earth about rainforests.
6 Textbook-based material more widely used than teachers had thought during the first years For four years in a row, teachers in EE and SE were asked about the ratio textbook-based / self-developed or found. In all those years, it turned out that teachers make more use of textbooks than of self-developed or found. Around two thirds of the used by teachers are textbooks and one third is self-developed or found. A remarkable detail is that, each year, teachers are expressing their expectation to be using fewer textbook-based in five years time. On the basis of these expectations, one would logically expect to observe a reduction of the use of textbooks. However, in EE the use has slightly increased over the past years; this year, for the first time, the percentage of textbook-based had slightly diminished compared to the previous years (graph 3). In SE, a reduction in the use of textbooks was observed since 1/11; however, it was only minimal and bears no relation to the expressed expectations for the future (graph 4). During the expert meeting that was organised in 212, a few SE teachers explained this by saying that selfdevelopment costs more time than they had initially envisaged. In addition, with the introduction of the new school-book measure, many subject disciplines decided to purchase a new textbook, which teachers wanted to thoroughly explore first. Also, the lack of a central location to monitor the quality of self-developed does not exactly stimulate the selfdevelopment of, according to SE teachers. Flexible use of the textbook Teachers who use the textbook, were asked three years in a row to describe the way in which they use the textbook (EE: graph 5; SE: graph 6). Results demonstrate flexible use of the textbook by teachers. A vast majority of the teachers combine the textbook with other or skip over a few parts of the textbook. In EE, it has been observed for years that teachers handle the textbook especially flexibly in case of creative subjects and subjects for which many facts must be learned. Purposes self-developed or found The purposes for which teachers use self-developed or found have not changed over the years. Teachers are using these primarily for purposes of practice, explanation and demonstration. Besides, teachers in EE and SE are showing some differences as well. For example, teachers EE, according to themselves, are especially using selfdeveloped or found to play, learn, and remediate (graph 7). In SE teachers are using these for testing purposes (graph 8). Graph 3. Percentage of textbook-based, Graph 4. Percentage of textbook-based now and in the future, according to EE teachers, now and in the future, according to SE teachers 1 1 6 6 EE Today EE In 5 years time SE Today SE In 5 years time 4 2 4 2 8/9 9/1 1/11 11/12 8/9 9/1 1/11 11/12
Graph 5. Way in which the textbook is used by EE teachers 1 Graph 6. Way in which the textbook is used by SE teachers 1 6 6 4 4 2 2 EE 9/1 SE 9/1 Strictly follow structure Skip some parts Combine with other Other EE 1/11 Strictly follow structure Skip some parts Combine with other Other SE 1/11 Graph 7. Purposes for which EE teachers use self-developed or found * 1 Graph 8. Purposes for which SE teachers use self-developed or found * 1 7 6 6 4 4 2 2 To practise For remedial purposes For testing purposes To plan and register To explain and demonstrate To play and to learn EE 9/1 EE 1/11 To practise For remedial purposes For testing purposes To plan and register To explain and demonstrate To play and to learn SE 9/1 SE 1/11 * Teachers could select multiple answers. * Teachers could select multiple answers.
Greater increase in use of digital This year, for the first time, the use of digital has risen strongly. Up till now, the growth had been only minimal. In EE, their use had risen from 23 in 1/11 to 43 in 11/12 (graph 9) and in SE from 26 in 1/11 to 39 in 11/12 (graph 1). According to teachers, paperbased are used most frequently; however, the growth in digital that was expected by teachers for a number of years, is only becoming visible this year. Graph 9. Percentage of digital, now and in the future, according to EE teachers 1 Graph 1. Percentage of digital, now and in the future, according to SE teachers 1 6 6 EE Today EE In 5 years time SE Today SE In 5 years time 4 2 4 2 8 8/9 Upward trend in VLE use Over the past five years, according to teachers in SE, the use of VLE has increased (graph 11). In 7/8 and in 8/9, 44 of the teachers in SE made use of a VLE. In 9/1, this was 55, last year it was 65, and this year, 72 of the teachers make use of a VLE. Graph 11. VLE use in SE (according to SE teachers) 1 6 7/8 8/9 4 9/1 1/11 2 11/12 Yes No Don t know 9/1 1/11 11/12 8/9 9/1 1/11 11/12
Are teachers developing and sharing their? Are teachers developing and, if so, to what extent are they sharing these with their immediate colleagues and/or colleagues from other schools? Teachers in EE and SE were asked this question for three years in a row. Slight increase in teachers EE developing their own In 1/11, 58 of the EE teachers indicated to develop their own sometimes or often. This was less than in 9/1 (72; graph 12). This year, once again, there is an increase in the number of EE teachers developing their own, compared to the previous year: 71 is not indicating to do this sometimes or often. The percentage of EE teachers indicating to have no interest in the self-development of has remained virtually the same. Furthermore, the percentage of EE teachers who indicated that they are not developing, but would like to, has decreased this year (15) compared to last year (25). We may conclude that this latter group has, by now, actually started developing their own. In SE, the number of teachers developing their own material has remained virtually the same (the two previous years 85, this year 86; graph 13). Graph 12. Are EE teachers developing their own? Graph 13. Are SE teachers developing their own? 1 1 6 4 6 4 9 2 2 Yes, sometimes Yes, (very) often No, but I would like to No, I have no interest in this Yes, sometimes Yes, (very) often No, but I would like to No, I have no interest in this EE 9/1 SE 9/1 EE 1/11 SE 1/11
Most important reasons for self-development For three years in a row, teachers in EE have been giving the creation of differentiation possibilities as one of the most important reasons to develop their own. In general, teachers in SE score somewhat lower in this respect. A reason frequently given for the selfdevelopment of, is the opportunity to present what the textbook does not offer. To EE teachers, this is an important reason as well. In addition, SE teachers, more so than EE teachers, are developing their own material as a professional challenge. Table 1. Most important reasons for self-development (in )* Differentiation Present what the textbook does not offer Own professional challenge EE 9/1 78 52 48 EE 1/11 82 58 4 74 57 48 SE 9/1 53 6 59 SE 1/11 56 63 54 53 59 58 * Teachers could select multiple answers. 1 Slight increase in the sharing of Over the years, it has become obvious that, according to themselves, almost all teachers from all sectors are making the they have developed themselves available to their colleagues. Compared to three years ago, a slight increase was observed (graph 14). Most teachers are sharing their self-developed with immediate colleagues. Last year, a slight increase was observed in the sharing of colleagues outside of the school. This year, sharing outside of the school remained approximately the same compared to last year (graph 15). Graph 14. The making available (sharing) of selfdeveloped to colleagues by EE and SE teachers 1 1 Graph 15. Sharing of self-developed outside of the school by EE and SE teachers 6 6 EE 9/1 EE 1/11 4 4 2 2 SE 9/1 SE 1/11 9/1 1/11 11/12 9/1 1/11 11/12
Sharing outside of and within the school According to teachers, little has changed in relation to previous years where the way in which teachers share their within and outside of the school is concerned. Also, the way in which material is shared within the school, on paper (for example by distributing material in the coffee room or library) or digitally (by e-mail or VLE) nothing much has changed (graphs 16 and 17). Last year, a shift was observed in the way in which teachers share their outside of the school. Substantially more material had been uploaded to dedicated open sites and, in addition, much more material was being handed to familiar contacts. Compared to the previous year, very little has changed in the way in which are being shared outside of the school (graphs 18 and 19). In EE, teachers are uploading somewhat less even, to open sites (1/11: 33, 11/12: 28). In SE, this percentage has risen somewhat, from 33 last year to 35 this year. Graph 16. Way in which EE teachers are sharing selfdeveloped within the school 1 1 Graph 17. Way in which SE teachers are sharing selfdeveloped within the school 6 6 4 4 2 2 11 digital on paper digital on paper * Teachers could select multiple answers. * Teachers could select multiple answers. EE 9/1 SE 9/1 EE 1/11 SE 1/11
Graph 18. Way in which EE teachers are sharing self-developed outside of the school* Graph 19. Way in which SE teachers are sharing selfdeveloped outside of the school* 1 1 6 6 4 4 2 2 Upload to open websites Participate in conferences Distribute to contacts outside of the school Upload to open websites Participate in conferences Distribute to contacts outside of the school 12 * Teachers could select multiple answers. EE 9/1 EE 1/11 * Teachers could select multiple answers. SE 9/1 SE 1/11
Policy for For four years, one of the questions has been: who are the principal decision makers in the process of purchasing. Also, the presence of a policy for and how this policy was established has been investigated. Role of school managers in the process of purchasing On the one hand, the role played by the teams of teachers (EE) and subject departments (SE) in the decision-making process of whether to purchase new has decreased over the past years (graphs 2 and 21). On the other hand, the role played by the school management has increased over the years. Graph 2. Who, according to EE teachers, decides Graph 21. Who, according to SE teachers, decides whether are to be purchased?* whether are to be purchased?* 1 1 6 6 4 4 2 Team of teachers Directorate and/or school management Individual teacher 2 Subject department Directorate and/or school management Individual teacher 13 *In 9/1, EE teachers were not asked this question. EE 7/8 SE 7/8 EE 8/9 SE 8/9 EE 1/11 SE 9/1 SE 1/11
Over the past years, the role played by teachers in EE and in SE on deciding which are to be purchased has decreased, whereas the role played by the school management has increased. Yet teachers are still playing a substantially more important role than the school management in this respect (graphs 22 and 23). Graph 22. Who, according to EE teachers, decides which are to be purchased?* 1 Graph 23. Who, according to SE teachers, decides which are to be purchased?* 1 6 6 4 4 2 2 Leermiddelen monitor 14 Team of teachers Directorate and/or school management Individual teacher *In 9/1, EE teachers were not asked this question. Subject department Directorate and/or school management Individual teacher EE 7/8 SE 7/8 EE 8/9 SE 8/9 EE 1/11 SE 9/1 SE 1/11 Policy for Gradually, an increasing number of schools seem to be operating a policy concerning the use of. This year, 65 of the EE teachers (graph 24) and 58 of the SE teachers (graph 25) have indicated that there is a policy for within their schools. Especially in SE, there is an upward trend in the number of teachers who state that there is a policy for. In EE, the percentages are approximately equal to those in 1/11. Furthermore, after 3 years, it has become apparent that one quarter of the teachers does not know whether there is a policy for.
Graph 24. According to EE teachers, is there a policy for present? 1 6 4 2 Graph 25. According to SE teachers, is there a policy for present? 1 Yes No Don t know EE 9/1 EE 1/11 Colophon 212 SLO (Netherlands Institute for Curriculum Development), Enschede, the Netherlands. All rights reserved. It is permitted, without prior permission from the publisher, to copy this publication in full or in part, or reproduce it in any other way on condition that the source is revealed. Authors: Chantal Blockhuis, Gemma Corbalan, Marieke ten Voorde, Hans de Vries Design: BuroDaan, graphic design Markelo 6 Photography: humantouchphotography.nl 4 2 Yes No Don t know SE 9/1 SE 1/11 Information: SLO Secretariat Knowledge Centre for Educational Materials KCL P.O. Box 241, 75 CA Enschede, the Netherlands Telephone: +31 ()53 484 666 Email: sec-kcl@slo.nl More information (in Dutch language): www.leermiddelenmonitor.nl www.slo.nl www.leermiddelenplein.nl AN number: 7.652.515
SLO serves as the national institute for curriculum development in the Netherlands. It is an independent, non-profit organisation, bridging the contexts of policy, research and practice. A major characteristic of the work of SLO is the interaction between various levels of curriculum development (national, school, classroom, pupil). A main challenge for SLO is the strengthening of (both longitudinal and horizontal) coherence of curricula. SLO s activities focus on primary, special, secondary and vocational education and comprise all subjects. SLO Piet Heinstraat 12 7511 JE Enschede P.O. Box 241 75 CA Enschede The Netherlands T +31 ()53 484 8 4 F +31 ()53 43 76 92 E info@slo.nl www.slo.nl