Fortalecimiento de la prevención de lavado de activos

Interview2 gave data about the characteristics of an application based on the SBV framework, the WegWijzer in this case. Teachers talked about the use of WegWijzer in paragraph 4.2.2.1 and how they thought he could be improved (par. 4.2.2.2).

4.2.2.1 Use of WegWijzer

Two of sixteen teachers said they did not use the WegWijzer at all. Seven started by browsing the WegWijzer to discover what the WegWijzer was and what kind of activities were in it. After this discovering stage, teachers used the WegWijzer following three decisions to get to activities which belonged to these decisions. An experienced vmbo teacher chose to use Flashcards, Socrative and OneDrive. A starting vwo teacher tried to let the children share their homework and notes, but she could not found other activities which were appropriate for her subject mathematics. A starting vmbo teacher tried OneNote as presentation tool for his children. A starting vwo teacher tried PowerPoint, Mouse Mischief and Skype. Mouse Mischief did not work with the facilitation in his

classroom, so he used Socrative to carry out the activity belonging to Mouse Mischief. Another starting vwo teacher used OneDrive, GoogleDocs and Sticky Sorter in his daily practice. An

experienced vwo teacher tried Flashcards, but because of lacking ICT facilitation, this activity needed to be done with paper and pencil. A starting havo teacher used Flashcards and Socrative and he was very enthusiastic about the website EduApp.nl, which also contained activities.

Four teachers struggled to find appropriate activities to their choices. Surely, not all choices leaded to activities. For some choices, there were no activities and for other choices activities were not possible. These teachers argued it was a pity that these choices did not lead to appropriate activities. Two starting vwo teachers argued it was very nice that there was some background information. An experienced vwo teacher was reluctant to use the WegWijzer, but after using it, she was very enthusiastic about it.

Three teachers argued the WegWijzer had no added value. An experienced vwo teacher argued this was because she did not need help to find appropriate activities on the internet. Another experienced vwo teacher argued the WegWijzer could only help if there was a problem, otherwise the WegWijzer itself was the problem. “I need to invest time to get used to the WegWijzer and it is not clear to me what it affords to me as a teacher” (teacher 16). A starting vwo teacher argued the WegWijzer was a nice overview and the practical examples were clarifying. Another starting vwo teacher argued the WegWijzer had an added-value when she learnt from it, whereas teacher a starting vmbo teacher said he had already learnt from the WegWijzer, because it inspired him to implement new activities. An experienced vwo teacher argued the WegWijzer had an added-value for her. It opened her eyes, because she saw what was possible in her daily practice.

4.2.2.2 Improvements of WegWijzer

Thirteen teachers missed some things in the WegWijzer. An experienced vmbo teacher missed links to sources like Leraar24. She thought this website could add a lot of appropriate activities. An experienced vwo teacher preferred a list of tools and apps instead of the different choices of the WegWijzer. A starting vwo teacher was lost in the WegWijzer. “It would be nice if it would be clear on which place I was in the WegWijzer” (teacher 4). The elements of Bloom should be illustrated by symbols, following this teacher. A starting vwo teacher argued the WegWijzer was only appropriate for a certain public, teachers who were not (yet) used to ICT in the classroom. Many of the apps and tools were already known or even used by this teacher. Two starting vwo teachers also argued that the apps and tools should be more focused at different educational levels, so that children of havo/vwo were also challenged. However, a starting vmbo teacher argued for activities in lower educational levels. She taught children with a quite low level. Most of the activities were too hard for this children to execute. Another starting vmbo teacher wondered to what extent the WegWijzer would be perfect if it was coupled to a learning method. He said this demands collaboration between publishers and developers of digital tools. A starting vwo teacher demanded for practical instructions to execute the activities, for example where she could find English classes which wanted to

communicate via Skype with her class. She also asked for more activities with focus on language and the activities needed to be refreshed once in a while, so that teachers could remain learning. Two vwo teachers also argued for more activities with focus on language, whereas another vwo teacher demanded for more activities with regard to economy.

Eight teachers argued that a forum to discuss or to ask questions was a good idea, whereas three teachers argued it was not. Two experienced vwo teachers had arguments for and against the forums. Seven teachers argued sharing ideas and activities could improve the implementation of these activities in their daily practice. They could learn from each other. Ten teachers wanted to ask questions to other teachers when they needed practical expertise. Besides, seven of them also wanted to demand questions to a technical expert, Microsoft in this case.

Most teachers said the language in the WegWijzer was clear and recognizable. Eight teachers argued Bloom’s taxonomy was quite difficult for the daily practice. In particular the word ‘synthesis’ was too abstract following three vwo teachers. An experienced vwo teacher argued the names of the skills were too long.