The document outlines the Swedish experience of integrating ICT in schools, emphasizing the importance of digital competence in the national curricula. It includes statistics on ICT access and usage among teachers and students at various education levels, highlighting the need for continuous development and investment in educational technology. Recent surveys indicate that while students feel confident using ICT, there are gaps in their skills, particularly in subjects like mathematics.

1. ICT in schools - the Swedish
experience

2. ICT in schools - the Swedish
experience
Christina Szekely

3. ICT in schools - the Swedish
experience
Christina Szekely
christina.szekely@skolverket.se

4. ICT in schools - the Swedish
experience
Christina Szekely
christina.szekely@skolverket.se
Peter Karlberg

5. ICT in schools - the Swedish
experience
Christina Szekely
christina.szekely@skolverket.se
Peter Karlberg
peter.karlberg@skolverket.se

6. ICT in schools - the Swedish
experience
Christina Szekely
christina.szekely@skolverket.se
Peter Karlberg
peter.karlberg@skolverket.se
Director of Education

7. ICT in schools - the Swedish
experience
Christina Szekely
christina.szekely@skolverket.se
Peter Karlberg
peter.karlberg@skolverket.se
Director of Education
Swedish National Agency for
Education

8. ICT in schools - the Swedish
experience
Christina Szekely
christina.szekely@skolverket.se
Peter Karlberg
peter.karlberg@skolverket.se
Director of Education
Swedish National Agency for
Education

9. ICT in schools - the Swedish
experience
Currently
– PIM
– ICT for teachers
– Check the source
– Learning resources
– Teacher/students/parent
communication

10. ICT in schools - the Swedish
experience
Currently
– New curricula for compulsary and
upper secondary
• new syllabi for all subjects/cources
– Digital competence included

11. National curricula - fundamental
values and tasks
Pupils 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. National curricula - overall goals
and guidelines
The school is responsible for ensuring that
each pupil on completing compulsory
school:
can use modern technology as a tool in the search
for knowledge, communication, creativity and
learning

13. ICT in schools - the Swedish
experience
The use of ICT and ICT
competence
Follow 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. ICT in schools - the Swedish
experience
Six 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 education
Respondent rate between 57 and 73 percent
Two surveys during the autumn 2009:
Preschool children (interviews)
Pupils in compulsary
Students in upper secondary and adult education

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. Teachers access to computers
Preschool staff
Teachers, compulsary
Teachers, upper secondary
Teachers, adult education
0 25.0000 50.0000 75.0000 100.0000
%
”own” computer
shared computer
no information

17. Teachers use of ICT in class
Preschool staff
Teacher. compulsary
Teachers, 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. Teachers self-evaluated ICT
competence
Preschool staff
Teachers, compulsary
Teachers, upper secondary
Teachers, adult education
0 25 50 75 100
%
very good fairly good
no information not so good
not at all good

19. Teachers need for competence
development
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. Information to parents
100
75
50
25
0
Contact info, teachers Newsletter Schedule Homework Digital portfolios Results
%
Upper secondary, municipal
Upper secondary, private

21. Need for investments
Prescool, municipal
Preschool, private
Compulsary, municipal
Compulsary, private
Upper secondary, municipal
Uper secondary, private
Adult education
0 25 50 75 100
%
very big big
no information small
none

22. Access to pedagogical software
100
75
Compulsary, municipal
Compulsary, private
Upper secondary, municipal
50 Upper secondary, private
25
0
Math Technology Language Social science Science Vocational

23. Source criticism when using
Internet
Teachers teach source criticism (according
to themselfes)
4 out of 10 in municipal compulsary schools
6 out of 10 in private compulsary schools
7 out of 10 municipal upper secondary schools
8 out of 10 in private upper secondary schools

24. Source criticism when using
Internet
Student are very self confident
• good or very good in using ICT
Students use ICT
• in Swedish and Social science
• not in math (9 out of 10 rarely or never)
• search/retrieve information and write texts
Students learn source criticism
• but 2 out of 10 has not (compulsary)
• 1 out of 10 in upper secondary

25. Recent study - One to one (laptop
or iPad)
All students Some students None
50.0
37.5
25.0
12.5
0 Independent with no library Independent with library Municipal without library Municipal with library