ICT and Digital Literacy in Norwegian Schools

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  • 1. ICT and Digital Literacy in Norwegian Schools From Policy to the Classroom Geir Ottestadmandag 22. august 2011
  • 2. My background Sociologist from University of Oslo IEA SITES 2006 IEA ICILS 2013 (ITU) Monitor (survey, interviews) Policy (Digital literacy, Knowledge Promotion) NORWEGIAN CENTRE FOR ICT IN EDUCATION 2mandag 22. august 2011
  • 3. Outline The Norwegian school system The Knowledge Promotion and digital literacy Usage of ICT in Norwegian schools A more complex picture One crucial dimension for pedagogical use of ICT Promising projects NORWEGIAN CENTRE FOR ICT IN EDUCATION 3mandag 22. august 2011
  • 4. The Norwegian School System Facts and Policy on ICT in Educationmandag 22. august 2011
  • 5. Norway - educational system Compulsory 10 years of primary and lower secondary school Pupils have the statutory right to attend upper secondary school (years 11-13) Most schools are within the public education system. Tuition is free of charge. 615,000 pupils and 66,000 teachers in 3000 primary and lower secondary schools 190,000 students and 25,000 teachers in 440 upper secondary schools Latest reform: The Knowledge Promotion (2006) NORWEGIAN CENTRE FOR ICT IN EDUCATION 5mandag 22. august 2011
  • 6. Former Policy for pedagogical use of ICT [A look in the mirror] Policy and investment programs in the 90ies to 2003 Programme for Digital Literacy 2004-2008 Digital Literacy to be integrated at all levels in education and training. ICT would be an integrated tool for innovation and quality at all levels in the education Norwegian schools to be equipped with high quality infrastructure. NORWEGIAN CENTRE FOR ICT IN EDUCATION 6mandag 22. august 2011
  • 7. Norwegian Centre for ICT in Education The main goal of the centers work is a better use of ICT for increased quality, improved learning and better learning strategies in education. The centers scope is primarily kindergarten, primary and secondary education, teacher and preschool teacher education. evaluating new technologies and digital media analyze their educational potential disseminate knowledge of ICT and learning, guide and facilitate knowledge about the use of ICT in education. promote the development of ICT in the education of teachers and preschool teachers initiate, coordinate and implement national and international projects with key stakeholders, organizations and communities. NORWEGIAN CENTRE FOR ICT IN EDUCATION 7mandag 22. august 2011
  • 8. From policy to the classrom Curriculum development at the core Information society raises demands to design of curriculum Novel competencies Life-long learning Voogt, J., & Pelgrum, H. (2005). ICT and Curriculum Change. Human Technology, 1(2), 157-175. NORWEGIAN CENTRE FOR ICT IN EDUCATION 8mandag 22. august 2011
  • 9. Why digital literacy in schools? Exogenous Endogenous rationale rationale The inability to access Reform administration or use ICT has effectively Reform organisation become a barrier to social integration and Reform pedagogy personal development Make children learn more, different and better (DG Information Society and Media Group, 2008) Digital economy Digital goverment NORWEGIAN CENTRE FOR ICT IN EDUCATION 9mandag 22. august 2011
  • 10. The knowledge promotion Five basic skills: 1. the ability to express oneself orally 2. the ability to read 3. the ability to do arithmetic 4. the ability to express oneself in writing 5. the ability to make use of information and communication technology Described through competency aims in the subject syllabuses NORWEGIAN CENTRE FOR ICT IN EDUCATION 10mandag 22. august 2011
  • 11. The fifth basic skill Digital literacy within the subjects: Can give focus on the subjects taught, not on tools and skills. NORWEGIAN CENTRE FOR ICT IN EDUCATION 11mandag 22. august 2011
  • 12. Is Policy Good for Teaching? Example: Norwegian languagemandag 22. august 2011
  • 13. The fifth basic skill in the subject Norwegian Being able to use digital tools in Norwegian is necessary to master composite text forms and expressions. This opens for new learning arenas and gives new opportunities in reading and writing instruction, in production and composition and editing of texts. In this context it is important to develop the ability to be critical of sources and aware of copyright issues. Using digital tools may also support and develop pupil communication skills and presentations. http://www.udir.no/Artikler/_Lareplaner/_english/Common-core-subjects-in-primary- and-lower-secondary-education-/ NORWEGIAN CENTRE FOR ICT IN EDUCATION 13mandag 22. august 2011
  • 14. Competence aims after Year 4 Oral texts On of the aims for the education in oral text are that: the pupil shall be able to express his or her own thoughts and perceptions relating to childrens literature, drama, films, computer games and TV shows NORWEGIAN CENTRE FOR ICT IN EDUCATION 14mandag 22. august 2011
  • 15. Real-world example, third graders Competency aim: undertake information searches, create, store and retrieve texts using digital tools. The pupils will work with free writing, to promote writing as a tool for expression. The theme is their pets. This is accomplished by writing on computers, starting with mind-mapping of important concepts in their stories By introducing the pupils to mind-mapping and word- processing software, they are also practicing basic computer-handling skills like storing and retrieving files and formatting of text The pupils are also using pictures in their stories, and are formatting their stories. NORWEGIAN CENTRE FOR ICT IN EDUCATION 15mandag 22. august 2011
  • 16. Usagemandag 22. august 2011
  • 17. NORWEGIAN CENTRE FOR ICT IN EDUCATION 17mandag 22. august 2011
  • 18. Time used with computers at school - pupils Four hours or more weekly at school NORWEGIAN CENTRE FOR ICT IN EDUCATION 18mandag 22. august 2011
  • 19. NORWEGIAN CENTRE FOR ICT IN EDUCATION 19mandag 22. august 2011
  • 20. ...teachers NORWEGIAN CENTRE FOR ICT IN EDUCATION 20mandag 22. august 2011
  • 21. ... specified in subjects... NORWEGIAN CENTRE FOR ICT IN EDUCATION 21mandag 22. august 2011
  • 22. ... teaching in Norwegian language NORWEGIAN CENTRE FOR ICT IN EDUCATION 22mandag 22. august 2011
  • 23. NORWEGIAN CENTRE FOR ICT IN EDUCATION 23mandag 22. august 2011
  • 24. NORWEGIAN CENTRE FOR ICT IN EDUCATION 24mandag 22. august 2011
  • 25. 25 Is it all innate ability? Variation in student performance 100,000 Variation of performance within schools 57,500 15,000 -27,500 Variation of performance between schools -70,000 United Kingdom Germany Czech Republic Austria Hungary Netherlands Belgium Slovak Republic United States Mexico Canada Sweden Norway Japan Italy Turkey Greece Switzerland Korea Luxembourg Portugal New Zealand Australia Denmark Finland Ireland Spain Poland Iceland PISA 2006: Science Competencies for Tomorrows World, Figure 4.1a.mandag 22. august 2011
  • 26. Austria Hungary 26 Netherlandsmandag 22. august 2011 Belgium Japan Italy Greece Slovak Republic schools Turkey Variation of Switzerland performance within Korea Luxembourg United States Portugal Mexico United Kingdom New Zealand Australia Canada schools Ireland Variation of Denmark performance between Spain Poland Sweden Norway Iceland Finland PISA 2006: Science Competencies for Tomorrows World, Figure 4.1a.
  • 27. NORWEGIAN CENTRE FOR ICT IN EDUCATION 27mandag 22. august 2011
  • 28. NORWEGIAN CENTRE FOR ICT IN EDUCATION 28mandag 22. august 2011
  • 29. From a teachers blog Her aims when planning for this semester: Instruction must be based in competency aims, not in textbooks Introduction to good digital resources early in the first termin is important We have to establish a good community for writing Wikis Blogs are best for personal reflection and sharing A lot of oral activity in classes is good Regular intervals of reading is important - always to little time for litterature! Processoriented writing before midterm-test Continous selfevaluation is important Make a plan for assesment togheter with the pupils NORWEGIAN CENTRE FOR ICT IN EDUCATION 29mandag 22. august 2011
  • 30. Does Digital Literacy matter? NORWEGIAN CENTRE FOR ICT IN EDUCATION 30mandag 22. august 2011
  • 31. A more complex picture Conversations on ICT in school: Monitor 2010mandag 22. august 2011
  • 32. Equipment: Enough, but not good enough? NORWEGIAN CENTRE FOR ICT IN EDUCATION 32mandag 22. august 2011
  • 33. Digital Learning resources NORWEGIAN CENTRE FOR ICT IN EDUCATION 33mandag 22. august 2011
  • 34. Multitasking NORWEGIAN CENTRE FOR ICT IN EDUCATION 34mandag 22. august 2011
  • 35. Classroom management The teacher as a leadermandag 22. august 2011
  • 36. mandag 22. august 2011
  • 37. Promising projectsmandag 22. august 2011
  • 38. ITEC iTEC (Innovative Technologies for an Engaging ! Classroom) is a four-year, pan-European project focused on the design of the future classroom. NORWEGIAN CENTRE FOR ICT IN EDUCATION 38!"#"$%"&()*) +,-./!"0+12+2134"5636&"#7800&99$mandag 22. august 2011
  • 39. ! ! !"#"$%"&()*) NORWEGIAN CENTRE FOR ICT IN EDUCATION ,-./0!"1,23,3245"6747&"#8911&::$ + 39mandag 22. august 2011
  • 40. ! ! ! ! !"#"$%"&()*) +,-./!"0+12+2134"5636&"#7800&99$ : NORWEGIAN CENTRE FOR ICT IN EDUCATION 40mandag 22. august 2011
  • 41. Pre-pilot: Outdoor Study l [Description made by Teachers from Tromstun lower secondary school, Troms] l Overview of lesson plan: * The students are divided into groups, and are sent out to do eld investigations in a marsh or in the waterfront.They collect data and make notes about the living conditions at the location they are sent to, such as: Soils (examine the turf by using eld spade / dig a soil prole) Light (much / little) Wind (see how / where the trees around power grows marshes) Senter for IKT i utdanningenmandag 22. august 2011
  • 42. Room for Learning onsdag 27. oktober 2010 NORWEGIAN CENTRE FOR ICT IN EDUCATION 42mandag 22. august 2011
  • 43. Thank you for your attention! NORWEGIAN CENTRE FOR ICT IN EDUCATION 43mandag 22. august 2011

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