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20120614 Japanese study visit

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Som slides used during Japanese study visit concerning ICT in the Swedish curricula (2011 version) and some statistics from the 2008/9 surveys, Last slide from the Roýal Librarys survey on school libraries

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20120614 Japanese study visit

  1. 1. ICT in schools - the Swedishexperience
  2. 2. ICT in schools - the SwedishexperienceChristina Szekely
  3. 3. ICT in schools - the SwedishexperienceChristina Szekelychristina.szekely@skolverket.se
  4. 4. ICT in schools - the SwedishexperienceChristina Szekelychristina.szekely@skolverket.sePeter Karlberg
  5. 5. ICT in schools - the SwedishexperienceChristina Szekelychristina.szekely@skolverket.sePeter Karlbergpeter.karlberg@skolverket.se
  6. 6. ICT in schools - the SwedishexperienceChristina Szekelychristina.szekely@skolverket.sePeter Karlbergpeter.karlberg@skolverket.seDirector of Education
  7. 7. ICT in schools - the SwedishexperienceChristina Szekelychristina.szekely@skolverket.sePeter Karlbergpeter.karlberg@skolverket.seDirector of EducationSwedish National Agency for Education
  8. 8. ICT in schools - the SwedishexperienceChristina Szekelychristina.szekely@skolverket.sePeter Karlbergpeter.karlberg@skolverket.seDirector of EducationSwedish National Agency for Education
  9. 9. ICT in schools - the SwedishexperienceCurrently – PIM – ICT for teachers – Check the source – Learning resources – Teacher/students/parent communication
  10. 10. ICT in schools - the SwedishexperienceCurrently – New curricula for compulsary and upper secondary • new syllabi for all subjects/cources – Digital competence included
  11. 11. National curricula - fundamentalvalues and tasksPupils should be able to keep their bearings in a complex reality, where there is a vast flow of information and where the rate of change is rapid. This is the reason that study skills and methods of acquiring and using new knowledge are important. It is also necessary that pupils develop their ability to critically examine facts and relationships, and appreciate the consequences of different alternatives.
  12. 12. National curricula - overall goalsand guidelinesThe school is responsible for ensuring thateach pupil on completing compulsoryschool:can use modern technology as a tool in the searchfor knowledge, communication, creativity andlearning
  13. 13. ICT in schools - the Swedishexperience The use of ICT and ICT competenceFollow up studies every third year of the ICT-use and the ICT-competence in pre-school, compulsary school and adult education – results published 2009/2010 – new surveys planned for late 2012, results will be published in april 2013
  14. 14. ICT in schools - the SwedishexperienceSix surveys during the autumn 2008:• Preschool staff• Teachers in compulsary and upper secondary• Teachers in adult education• Headmasters in preschools• Headmasters in compulsary and upper secondary• Headmasters in adult educationRespondent rate between 57 and 73 percentTwo surveys during the autumn 2009:Preschool children (interviews)Pupils in compulsaryStudents in upper secondary and adult education
  15. 15. ICT in schools - the Swedish experience Students per computer 2008 (2001 value in brackets)Compulsary municipal 6,0 (8,4) private 4,5 (7,9)Upper secondary municipal 2,5 (4,2) private 1,6 (2,8)
  16. 16. Teachers access to computers Preschool staff Teachers, compulsaryTeachers, upper secondary Teachers, adult education 0 25.0000 50.0000 75.0000 100.0000 % ”own” computer shared computer no information
  17. 17. Teachers use of ICT in class Preschool staff Teacher. compulsaryTeachers, upper secondary teachers, adult education 0 25.0 50.0 75.0 100.0 % every day every week no information every month less than once a month never
  18. 18. Teachers self-evaluated ICT competence Preschool staff Teachers, compulsaryTeachers, upper secondary Teachers, adult education 0 25 50 75 100 % very good fairly good no information not so good not at all good
  19. 19. Teachers need for competencedevelopment Basic skills Wordprocessing Spredsheet Presentation Graphic, audio, video Preschool staff Teachers, compulsary Search Teachers, upper secondary Communication ICT as a pedagogical tool Source criticism Laws Administration 0 25 50 75 100 %
  20. 20. Information to parents100 75 50 25 0 Contact info, teachers Newsletter Schedule Homework Digital portfolios Results % Upper secondary, municipal Upper secondary, private
  21. 21. Need for investments Prescool, municipal Preschool, private Compulsary, municipal Compulsary, privateUpper secondary, municipal Uper secondary, private Adult education 0 25 50 75 100 % very big big no information small none
  22. 22. Access to pedagogical software100 75 Compulsary, municipal Compulsary, private Upper secondary, municipal 50 Upper secondary, private 25 0 Math Technology Language Social science Science Vocational
  23. 23. Source criticism when using InternetTeachers teach source criticism (according to themselfes)4 out of 10 in municipal compulsary schools6 out of 10 in private compulsary schools7 out of 10 municipal upper secondary schools8 out of 10 in private upper secondary schools
  24. 24. Source criticism when usingInternetStudent are very self confident • good or very good in using ICTStudents use ICT • in Swedish and Social science • not in math (9 out of 10 rarely or never) • search/retrieve information and write textsStudents learn source criticism • but 2 out of 10 has not (compulsary) • 1 out of 10 in upper secondary
  25. 25. Recent study - One to one (laptop or iPad) All students Some students None50.037.525.012.5 0 Independent with no library Independent with library Municipal without library Municipal with library

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