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ICT in Norwegian
                                         Education
                                from projects to part ...
The Introduction of Computer Technology in Schools


               •     Experimental activity at schools
               ...
ICT in Norwegian Education

    Some Challenges
    • eNorway plan:
       • ICT in itself as a factor for economic develo...
The Educational System must provide students with competencies
    and skills needed to earn a decent living in a labor ma...
The individual in the digital Norway
     • Basic digital skills are important, both in order to
       prevent expulsion ...
Infrastructure
        • All pupils/students should have access to PC
          and broadband
        • Developing guideli...
Digital Learning Resources
           • ICT and assessment

           • Educational portal: utdanning.no
           • Str...
Francesc Pedró

                                2. However, no matching evidence
                                     rega...
Francesc Pedró

           A new digital divide emerges
     3



     2



     1



     0
             Equal start     ...
2006: New National Curriculum for
       Primary & Secondary Education
     • Basic skills as basis for all learning and
 ...
Competence aims after Year 10 (Mathematics)

     After year 10                 The aims for the education are that the pu...
Competence aims (Natural Science)

     After year 4        The aims for the education are that the pupil shall be
       ...
Competence aims (Social Studies)
     After year 7       The aims for the education are that the pupil shall be able to
  ...
The Challenge(s) for our Educational System
     • “We are currently preparing students for jobs and technologies
       t...
Generic policy framework
     • Systemic and comprehensive policies are
       necessary in order to optimize the impact o...
Thank you for your attention




31   Norwegian Ministry of Education and Research




Aurora Borealis




32   Norwegian ...
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Stromsheim Stockholm 030210a

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Transcript of "Stromsheim Stockholm 030210a"

  1. 1. ICT in Norwegian Education from projects to part of mainstream educational policy Senior Adviser Jan Peter Stromsheim STOCKHOLM 03.03.2010 On the Agenda • A Brief Story of … ICT in Education • The need for Digital Competency • What PISA-studies tell us • ICT and the new National Curriculum • Teacher training – challenges and opportunities 2 Norwegian Ministry of Education and Research 1
  2. 2. The Introduction of Computer Technology in Schools • Experimental activity at schools • Development and testing of teaching programs • 1984-88 Pioneer 1985 1990 1995 2000 2005 2010 4 schools/PC phase 3 Norwegian Ministry of Education and Research IT in Norwegian Education “Using to learn” applies to IT used as an aid in the learning process. 2004-08 Teacher training -Initial teacher training - Further training -Teachers of teachers World Wide Web (Internet) 1996-99 1984-88 Pioneer 1985 1990 1995 2000 2005 2010 phase 4 Norwegian Ministry of Education and Research 2
  3. 3. ICT in Norwegian Education Some Challenges • eNorway plan: • ICT in itself as a factor for economic development • ICT Competency important for the development of the Society • PISA – ICT and Learning Outcome (RoI) • ICT and Socio-Economic Status/Equity • Access to knowledge and to technology The National Budget for 2000: • additional funding:150 MNOK (17,5 M€) 2000-03 for each of the four years 1996-99 1984-88 Pioneer 1985 1990 1995 2000 2005 2010 phase 5 Norwegian Ministry of Education and Research Innovation and growth in Norwegian business and industry • Value creation, innovation and restructuring • Digital services adapted to needs of business and industry • Increasing value creation based on re-use of public sector information • Electronic purchasing contributes to increasing competitive edge • The will to research 6 Norwegian Ministry of Education and Research 3
  4. 4. The Educational System must provide students with competencies and skills needed to earn a decent living in a labor market created by computers and globalization. 7 Norwegian Ministry of Education and Research Fewer to carry the burden – need to work smarter 1967: 3,9 2003: 2,6 2050: 1,6 Ratio of workers to those retired Source: Norwegian Ministry of Finance 8 Norwegian Ministry of Education and Research 4
  5. 5. The individual in the digital Norway • Basic digital skills are important, both in order to prevent expulsion from the labour market and to make it easier to find new work. • Development of digital skills will also be used by the labour and welfare administration as qualification measures in situations where lack of such skills prevents the priority groups in labour market policy from returning to the labour market. • Digital participation for everyone • Digital skills • Digital services to the population • Digital rights • Digital access to knowledge and culture 9 Norwegian Ministry of Education and Research Program for Digital Literacy 2004-08 2000-03 1996-99 1984-88 Pioneer 1985 1990 1995 2000 2005 2010 phase 4 pupils/PC 10 Norwegian Ministry of Education and Research (<2 in Upp Sec) 5
  6. 6. Infrastructure • All pupils/students should have access to PC and broadband • Developing guidelines and recommendations for supporting and developing infrastructure within primary and secondary schools Identity Management within the educational sector (i.e. FEIDE) • Building upon a policy for Federation • Based upon Open standards • Single Sign-On – One single username + password for access to multiple digital services 11 Norwegian Ministry of Education and Research Developing Competency • Learning Network: Network comprising of schools and Teacher Colleges • In-service training for teachers Research and Development: • How to meet the challenge – RoI regarding ICT in education • Improving methods for utilizing ICT in education • Monitoring 12 Norwegian Ministry of Education and Research 6
  7. 7. Digital Learning Resources • ICT and assessment • Educational portal: utdanning.no • Strategy for digital learning resources – Higher education – Adult education – Primary/sec. Education • Private actors launched an initiative - DigLib – A portal where DLR from commercial actors can be found • National Digital Learning Arena (Political initiative – 2007) – Owned by the counties (school-owners) – Aimed at providing upper secondary schools with (free) DLR – A controversial measure (i.e. -lack of fair competition) 13 Norwegian Ministry of Education and Research Francesc Pedró 1. Technology use is connected to a significant increase in performance Frequency of use of computers at home and student performance on PISA science scale Frequent use Moderate use Rare or no use 600 550 500 450 400 350 300 Turkey Australia Slovak Thailand Canada Slovenia Latvia Lithuania Portugal Poland Switzerland Italy Chile Korea Croatia Colombia Finland Ireland Macao- Russian Belgium Norway Austria Bulgaria Liechtenstei Iceland Japan Sweden Germany Hungary Denmark Uruguay Czech Spain Serbia Greece Qatar New Jordan Netherlands 14 Norwegian Ministry of Education and Research 14 7
  8. 8. Francesc Pedró 2. However, no matching evidence regarding use in schools Frequency of use of computers at school and student performance on PISA science scale Frequent use Moderate use Rare or no use 600 550 500 450 400 350 300 Turkey Slovak Republic Czech Republic Korea Slovenia Russian Federation Portugal Australia New Zealand Switzerland Norway Macao-China Croatia Lithuania Latvia Ireland Thailand Belgium Canada Austria Italy Uruguay Bulgaria Serbia Colombia Sweden Greece Poland Chile Germany Denmark Netherlands Finland Iceland Liechtenstein Japan Spain Jordan Hungary Qatar 15 Norwegian Ministry of Education and Research 15 Students reporting a moderate use of computers to perform a range of tasks 16 Norwegian Ministry of Education and Research 8
  9. 9. Francesc Pedró A new digital divide emerges 3 2 1 0 Equal start SES effect ICT effect No background capital With background capital 17 Norwegian Ministry of Education and Research Some challenges It is the quality of ICT usage, rather than necessarily the quantity, that will determine the contribution that these technologies make to students outcome. (OECD/PISA) • How can we further improve the impact of ICT in education? – Are there special kinds of computer usage that raise performance? – What about teacher education and background? 18 Norwegian Ministry of Education and Research 9
  10. 10. 2006: New National Curriculum for Primary & Secondary Education • Basic skills as basis for all learning and development: – to be able to express oneself orally – to be able to read – to be able to express oneself in writing – to be able to do arithmetic – to be able to use information and communication technology • Digital skills are more than being able to master technology itself. Meta-cognitive skills embedded in subject matters 19 Norwegian Ministry of Education and Research MATHEMATICS • Being able to use digital tools in the mathematics subject involves using these tools for games, exploration, visualisation and publication, and also involves learning how to use and assess digital aids for problem solving, simulation and modelling. It is also important to find information, analyse, process and present data with appropriate aids, and to be critical of sources, analyses and results. 20 Norwegian Ministry of Education and Research 10
  11. 11. Competence aims after Year 10 (Mathematics) After year 10 The aims for the education are that the pupil shall be able to Numbers and algebra • use, with and without digital aids, numbers and variables in exploration, experimentation, practical and theoretical problem solving and technology and design projects Statistics, probability and • carry out investigations and use databases to search combinatorics for and analyse statistical data and demonstrate source criticism • order and group data, find and discuss and elaborate on the median, mode, average and spread, and present data with and without digital tools 21 Norwegian Ministry of Education and Research NATURAL SCIENCE • Being able to use digital tools in the natural science subject means being able to use such tools for exploration, measurement, visualization, simulation, registration, documentation and publication when performing experiments and fieldwork. Digital animations, simulations and games are good aids for stimulating creativity, and demonstrating and visualising natural science problems and research questions. Critical assessment of internet-based information reinforces the work in this subject. Digital communication systems make it possible to discuss natural science problems and research questions. 22 Norwegian Ministry of Education and Research 11
  12. 12. Competence aims (Natural Science) After year 4 The aims for the education are that the pupil shall be able to The budding • collect and systematize data and present the results researcher with and without digital aids The universe • find information with and without digital tools and tell others about some of the planets in our solar system order and group data, find and discuss and elaborate on the median, mode, average and spread, and present data with and without digital tools After year 7 The aims for the education are that the pupil shall be able to The budding • use digital aids and natural science equipment for researcher experimental work and fieldwork 23 Norwegian Ministry of Education and Research SOCIAL STUDIES • Being able to use digital tools in social studies means being able to search for information, explore websites, critically assess sources, exercise netiquette and select relevant information on topics in the subject. Having digital skills also means being knowledgeable about privacy protection and copyrights, and being able to use and comply with rules and norms that apply to internet-based communication. Using digital communication and cooperation tools means preparing, presenting and publishing one's own and joint multimedia products, and communicating and cooperating with pupils from other schools and countries. 24 Norwegian Ministry of Education and Research 12
  13. 13. Competence aims (Social Studies) After year 7 The aims for the education are that the pupil shall be able to Sociology • explain how information from mass media and commercial influences can impact consumer habits After Vg1/Vg2 in The aims for the education are that the pupil shall be able to Up Sec Ed The individual • calculate income, and plan family budgets using various tools and society and assess how saving and loans influence personal economy • use digital tools to find information on the scope of crime in Norway, provide grounds why the community punishes lawbreakers and assess how crime may be prevented Working and • use digital tools to collect information on numerous business life professions and discuss opportunities and challenges in the labour market today • find and extract the main figures and information from the profit and loss accounts and balance sheets of enterprises using manual and digital tools 25 Norwegian Ministry of Education and Research New Teachers– who will they meet? Many young people today…are growing up surrounded by digital technologies and quite extraordinary rich media content. They take all this for granted because it’s part of their everyday lives. …. Today’s under-10s…have no memory of a world before mobile phones or broadband. …to engage them with content, including educational content, we will have to move well beyond fancy graphics, to the development of really imaginative and motivating environments for learning. (Lord David Putnam, London, 10 Jan 2005) GENERATION M2: Media in the Lives of 8- to 18-Year-Olds URL: http://www.kff.org/entmedia/8010.cfm 26 Norwegian Ministry of Education and Research 13
  14. 14. The Challenge(s) for our Educational System • “We are currently preparing students for jobs and technologies that don’t yet exist.. In or order to solve problems that we don’t even know are problems yet.” Richard Riley, Former US Secretary of Education, Clinton adm. • An ICT and Innovation driven Knowledge Society challenges the rationale of Education; – Education needs to redefine its mission – Education will be of greater importance • Schools/institutions themselves need to be creative • The requirements for orientation and analysis of the world around us increase • Any implications for future Teacher Education? 27 Norwegian Ministry of Education and Research Some lessons from: Programme for Teacher Education, Technology and Change (1999 – 2003) • Changes require involvement from the entire organization • Talented and committed leaders - on all levels • ICT as a catalyst for change must involve all parts of the institution (e.g. methods and assessment) • New Models of Education (context and relevance) • ICT supports the new models (catalyst for educational and organizational change • New roles for teacher educators • Students with a new type of skills (ICT skills, collaboration skills) • New forms of cooperation with the practice fields • Increased awareness of the technology used 28 Norwegian Ministry of Education and Research 14
  15. 15. Generic policy framework • Systemic and comprehensive policies are necessary in order to optimize the impact of ICT • Integration of ICT into the curriculum – … and the assessment • Changes in assessment and evaluation as curricula change • Teacher competencies and – school leaders as technology leaders • Home use – school use gap should be bridged • Infrastructure and digital content: Standards and quality criteria 29 Norwegian Ministry of Education and Research Status ICT in Norwegian Education • A New Centre for ICT in Education established – URL: www.IKTsenteret.no • On-going work regarding ICT and assessment – For administrative purposes – How to assess competence aims where ICT is integrated? • A secure and safe infrastructure for all – Teachers can rely upon the technology to functions as it should • Identity Management (Feide) for the entire educational system • New Teacher Education underway – Our National Curriculum: ICT as a basic skill 30 Norwegian Ministry of Education and Research 15
  16. 16. Thank you for your attention 31 Norwegian Ministry of Education and Research Aurora Borealis 32 Norwegian Ministry of Education and Research 16

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