The document outlines 5 policy statements from the Norwegian Ministry of Education and Research on 1-to-1 computing initiatives in education. The statements emphasize that 1-to-1 should align with educational goals and technology trends, require policy coherence across different levels, establish a strong knowledge base through evaluation and research, and focus on pedagogical innovation from within the education system rather than external dictation. Overall, the statements argue for a sustainable approach to 1-to-1 computing that is integrated with educational priorities and facilitates innovation.

1. 1-to-1 in education: 5 Policy
Statements for Sustainability
1-to-1 in education Conference
Vienna 24022010
Deputy Director General
Øystein Johannessen
Norwegian Ministry of Education and
Research

2. Statement 1: Norway: 1-to-1 in education is
a means to an end!
• No dedicated 1-to-1 policy. Close to 1-to-1 in upper
secondary education. Heavy investments in recent
years from regional authorities.
• ICT is embedded in national educational policy. No
dedicated national ICT strategy
• Digital skills regarded as one of five basic skills in the
National Curriculum. ICT embedded in subject
curricula in all subjects at all levels
• National Centre for ICT in Education from 2010
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3. Statement 2: 1-to-1 aligns with tech trends
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4. K-12 Technology Trends
• Collaborative Environments
• Online Communication Tools
• Mobiles
• Cloud Computing
• Smart Objects
• The Personal Web
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5. Statement 3: 1-to-1 in education requires
policy coherence
• Horizontal coherence --> see next slide
• Vertical coherence: Strong links between
levels (national, regional, local)
• Mediating agents (centres, NGOs etc)
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6. Horizontal coherence
• Available and robust
infrastructure
• Digital Content
• Safe use of Internet
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7. Statement 4: Get your knowledge base right
• Double knowledge challenge
– Availability
– Professionals uptake
• Benchmarking, Monitoring and Evaluation
• TCO (Total Cost of Ownership)
• Digital Divide Issues and Gender Issues
• International Collaboration and Peer Learning
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8. Statement 5: 1-to-1, implementation and
innovation from within
• Emphasis on pedagogical innovation, not pedagogical
restoration
• Government can facilitate, but not dictate innovation
• Identify “Zones of Innovation” – e.g. In subject
curricula
• On institutional level: Support the innovators
• Robust infrastructure is a critical factor
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9. Thank you for your attention
• http://slideshare.net/oysteinj/
• http://oysteinj.typepad.com
• joh@kd.dep.no
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