swedish schools the national action programme for ict in
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This article was downloaded by: [Wayne State University]On: 26 November 2014, At: 05:47Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registeredoffice: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK
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Swedish Schools The National ActionProgramme for ICT inLars KajlertPublished online: 02 Dec 2010.
To cite this article: Lars Kajlert (2001) Swedish Schools The National Action Programme for ICTin, Educational Media International, 38:2-3, 111-118, DOI: 10.1080/09523980110041926
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The National Action Programme for ICT inSwedish Schools Lars Kajlert, Lulea, Sweden
AbstractsThe National Action Programme, for information and communication technologies in the classroom is a unique effort by theGovernment to help safeguard equivalent standards and quality between schools. The national curricula adopted in 1992prescribes a change of focus from teaching to learning. In this change ICT can be a powerful tool for learning and as suchpromote the transition. Evaluations of ICT projects in schools provide strong evidence that only when the organisation of workhas been changed can the introduction of ICT fully support the children’s learning.
Le programme d’action national pour les TIC dans les écoles suédoises.Le programme national d’action pour les TIC dans les classes constitue de la part du Gouvernement une tentative unique pour maintenir des standards et une qualité équivalente entre les écoles. Le curriculum national adopté en 1992 prescrit un changement d’intérêt – de point de vue – de l’enseignement vers l’apprentissage. Les TIC peuvent devenir un outilparticulièrement ef� cace pour soutenir l’apprentissage et peuvent donc jouer un rôle important dans cette évolution. Lesévaluations des projets d’école intégrant les TIC mettent cependant en évidence le fait que l’introduction des TIC ne soutientréellement l’apprentissage que si l’organisation du travail a elle aussi été changée.
Das nationale Aktionsprogramm für ICT (Information and Communcation Technologies) anschwedischen Schulen.Das nationale Aktionsprogramm für Informations- und Kommunikationstechnologien in der Schule ist eine einzigartigeAnstrengung der schwedischen Regierung, gleichwertigen Standard und Qualität zwischen den Schulen sicherzustellen. Der1992 übernommene nationale Lehrplan schreibt einen Positionswechsel vom lehren zum lernen vor. In diesem Uebergangkann ICT ein wertvolles Instrument für die neue Entwicklung in der Bildung sein. Analysen von ICT Projekten an Schulenliefern den sicheren Beweis, dass ICT die Ausbildung der Schüler im vollen Umfang unterstützen kann, sobald dieOrganisation des Unterrichts entsprechend modi� ziert wurde.
Foreword
No part of the everyday lives of children and adults remains unaffected by Information Technology. Working life has in thecourse of a few years been dramatically transformed as a consequence of ICT. Today the � ow of information and data ismuch greater in scope and accessibility than ever before.
This development has an immense effect on the school and thus its teachers. It creates new opportunities, but also providesnew challenges. The tasks of the teacher become both more stimulating and at the same time more demanding. The newtechnology will not replace teachers, textbooks or the classroom. It will supplement them by creating new combinations ofopportunities and help to put pupils’ learning in the very centre.
The use of ICT in schools confronts us with dif� cult ethical choices. The public debate on the fundamental values of oursociety will be placed high up on the agenda as a result of ICT. The task of the school is to function both as an objective discussion partner and a subjective guide in upholding the fundamental democratic values of our society. The school andits teachers should not evade their responsibility on these issues.
Education Media InternationalISSN 0952-3987 print/ISSN 1469-5790 online © 2001 International Council for Education Media
http://www.tandf.co.uk/journalsDOI: 10.1080/0952398011004192 6
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The Government has drawn up the National Action Programme for ICT in order to give teachers support in acquiring and exploiting the opportunities provided by ICT. This also means creating greater variety in the work of teachers andtransforming the school into a more exciting working place for pupils and teachers. We can achieve this by overcomingobstacles and using ICT to develop the work of the school. Not by focusing on technology for its own sake, but rather byusing it wisely to promote the learning of our children and youth.
Development begins with teachers. It is only when teachers feel they have a � rm grasp of the new technology as a pedagogical tool that it can become a tool for change. Such con� dence comes from teachers themselves taking responsibilityfor � nding and acquiring knowledge of ICT and learning which is both professionally and personally relevant. As a resultof adding new knowledge to their own experience and bene� ting from the experiences of others, the individual grows ininteraction with other teachers and pupils.
The national programme for in-service training in ITiS is based on teachers taking responsibility for their own learning atwork, where they should feel they receive powerful support from school management and facilitators. Parallel with this,ITiS supports development in the municipalities by providing some of the funding for the expansion of the school’s ICTinfrastructure. The overall effect of these measures should help to ensure that the school is able to take advantage of theopportunities for learning provided by the new technology.
(Ingegerd Wärnersson, Minister for Schools and Adult Education, Sweden)
Background factsThe responsibility for schools has been decentralized to the 289 municipalities in Sweden. This responsibilityincludes, for example, all further training of teachers as well as investments in new technology. The NationalAction Programme, ITiS, is in this respect a unique effort by the Government to help safeguard equivalentstandards between schools and quality for pupils regardless of where they attend school. As participation in ITiSrequires a certain level of technology and ICT support in schools, the delegation opted to offer all municipalitiesthe opportunity to take part in the programme by giving them the chance to decide when to take part or opt outof parts of the programme or the programme as a whole. All municipalities have chosen to participate in all partsof the programme.
The national curricula adopted in 1992 prescribes a change of focus in schools from teaching to learning. Thisimplies that the traditional organization of work in schools – one teacher, one classroom and around 25 pupils –will be replaced by teams of teachers working together with a larger group of pupils. In this change ICT can be apowerful tool for learning and as such promote the transition. Evaluations of ICT projects in schools providestrong evidence that only when the organization of work has been changed can the introduction of ICT fullysupport the learning of children.
The taskThe Government submitted to Parliament in Spring 1998 the Report ‘Tools for Learning – A NationalProgramme for ICT in Schools, 1997/98:176’. The Delegation for ICT in Schools was given the task of planningand implementing the National Action Programme for ICT in Schools, (ITiS). The programme was implementedover a three-year period starting 1999.
The National Action Programme for ICT in Schools is an ICT project as well as a school development project. Itconsists of the following seven components:
� in-service training for 60,000 teachers in teams;� a multimedia computer for participating teachers;� state grants to improve the school’s accessibility to the Internet;� e-mail addresses for all teachers and pupils;� support for developing the Swedish Schoolnet and the European Schoolnet;� measures for pupils with special needs; and� awards for excellent pedagogical contributions.
The programme covers all schools i.e. the pre-school class, compulsory school and the upper secondary school.
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ITiS’ in-service trainingPrimarily the programme focuses on pedagogically-oriented in-service training for teachers in teams. To supportimplementation of this, the following activities will be arranged:
� training in the basic use of computers for teachers who have little prior experience of computers;� training for the teachers who will function as facilitators for participating teams;� training for head teachers at schools with participating teams; and� seminars for local administrative heads and politicians responsible for education and training.
The in-service training programme is based on decentralization of responsibility and will, thus, vary betweenschools and municipalities depending on the participants’ pre-knowledge, interest and local pre-conditions. Thedirect costs of implementing the programme for in-service training in the municipalities will be covered by theDelegation for ICT in Schools. The goal is that 60 000 teachers, corresponding to approximately 40% of allteachers in schools, should take part in the National Action Programme. The municipalities are responsible forproviding all teachers in teams with equivalent opportunities for taking part in the programme. Participation inthe programme is optional.
StructureTeachers bring to the programme their own professional and pedagogical expertise. However, their individualexperience and knowledge of ICT as a pedagogical tool varies. By means of the programme, teachers will be giventhe opportunity on the basis of their own experience to deepen their knowledge. The focus is on when, where, howand why information and communications technology can be used as a tool to support the individual pupil inattaining national and individual goals.
The in-service training is designed and organized on the basis of pedagogical approaches set out in the nationalcurricula. These imply a shift of focus from teaching to learning, giving the students more responsibility for theirown learning, teachers working on an inter-disciplinary approach in teams with the same group of pupils, and aproblem based pupil oriented pedagogy.
The participants of the in-service training are assumed to take an important part of the responsibility for their ownlearning and development. In this way the programme intends to help teachers to develop their own learning. Theprogramme is implemented primarily as ‘learning at work’. In total, this corresponds to around three weeks full-time studies. However, it is distributed over a period which the team considers necessary, normally over a 4 monthperiod. The course is designed so that:
� Each team carries out an inter-disciplinary problem based, pupil oriented development project together withits group of pupils. The aim is to develop the working methods of teachers and pupils.
� The team – or a number of smaller teams together – form a study group which plans its activities supportedby a study guide and a selection of teaching aids and resources. Assisted by specially trained facilitators, thestudy group broadens and deepens its joint planning and evaluation of daily activities through discussions,documentation and learning.
� A number of teams meet regularly in a series of seminars for inspiration, discussion and exchange of experi-ence. The seminars are chaired by a facilitator and assisted by a representative from a teacher-traininginstitute. Examination takes place within the framework of the seminar.
The development project is planned and carried out together with pupils. Typical themes may cover theenvironment, knowledge of local surroundings, sex and personal relations, language and society, ethics and theInternet or democracy and the Internet. In addition, theoretical aspects are covered in the following three parts:
� ICT in the World: changes and analysis of the surrounding world, ICT related issues in the future, changes inworking life etc.;
� ICT and Learning: learning and knowledge, ICT and views of knowledge, evaluation of information sources,ethics, legislation, democracy and equity etc.; and
� ICT in practice: pedagogy and didactics, ICT and practical conditions for learning, teaching materials and ICTetc.
In the team and during the series of seminars, teachers have access to a total of 35 hours together with a facilitator.Teachers with good all-round pedagogical competence and with experience of inter-disciplinary developmentwork will function as facilitators. They will also have worked with ICT as an integral tool in school work.Facilitators will have completed the special training course. During the series of seminars, the teams will present
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the results of their development project, which will be examined and discussed by the other teams in the presenceof a representative from a teacher-training institute.
Support activitiesTo ensure quality in the in-service training of teachers, a number of speci� c programmes will be implemented.
Basic use of computersIndividual teachers will be offered training to be able to actively take part in team work during the in-servicetraining programme. The aim is that all teachers should be able to write a simple document using a word-processing programme, understand the basics of handling � les, be able to search for information on the Internetas well as communicate by means of e-mail.
Training for facilitatorsThe aim of the training is to provide facilitators with an understanding and the knowledge they need to chair theseminars as well as support and stimulate teams of teachers in developing their learning. One important elementis to learn how to function as a tutor to colleagues. The facilitators should serve as models of excellence for the newrole of the teacher in promoting learning.
Participants also study and discuss ICT and pedagogical/didactic issues such as, for example, how ICT in� uenceseducation and how the multi-capabilities of modern information technology can be exploited. In addition, thereis discussion on how working approaches and methods, teaching and pupil roles may be affected by the use of ICTin learning situations. The training covers in total one and a half weeks of full time studies.
Training for head teachers
The goal of the training is to provide head teachers with greater insight and understanding into their role ofimplementing development in the school and the use of information technology. The training programme putsthe emphasis on the head teacher as a pedagogical leader with responsibility for the development of the school.
The training contains information about the National Action Programme. In addition, there is discussion on howthe new technology can be used as a tool for changing working approaches and organizational structures as wellas their implications for the use of premises and working environments. The importance of technical support isemphasised, as are the technical needs that may be created by ongoing developments. In total, the trainingcomprises around one week.
Seminars for local administrative heads and politicians responsible for education and trainingIn order to create an appreciation of the implications of ICT for the school in general and not least for theNational Action Programme, regional seminars will be arranged, focusing on the role of local politicians andadministrative heads in facilitating change. The seminars will provide information on the aims and design of theNational Action Programme and clarify the relationship between the development of the school and the use ofICT.
Local preconditions for in-service training
In order to create good conditions for implementing ITiS, the programme should be related to the school plan and local work plans of the municipality. The Delegation sets out the following requirements for themunicipalities:
� Active involvement of head teachers. To consolidate the long-term effects of the in-service training in the school, it ismandatory for at least one head teacher at each participating school to complete the training offered, beforea team of teachers can begin their in-service training.
� School organization. The work of schools/units involved should be organized in such a way that the team shouldbe able to work effectively on a joint development project together with the pupils.
� Training for facilitators. Responsibility rests with the municipalities for recruiting facilitators for the programmeand giving these individuals the opportunity of participating in the special training provided.
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� Access to technology and technical support. At each school where there is a participating team, there should be asuf� cient number of reliable computers and opportunities for connecting to the Internet. There should also bea support organization for handling technical problems. The technology should have the appropriate capacityand be of suf� cient quality for ICT to function as a working tool in the classroom.
ComputersEach participating teacher will have at their disposal a multimedia computer. These computers are purchased bythe Delegation, with ownership transferred to the municipalities. The computers are intended for use in thehomes of teachers, both during and after the training programme have been completed. The Delegation hassigned agreements with a number of computer manufacturers. These agreements will be re-negotiated at regularintervals so that the models purchased will always have high performance. Due to the large numbers involved,high quality multimedia computers are obtained at very low cost. The computers are supplied with pre-installedsoftware as chosen by municipalities.
InfrastructureThe Government’s Action Programme for ICT in Schools (ITiS) aims at strengthening the infrastructure of theschool. It consists of both a special state grant to improve the school’s connection to the Internet as well asmeasures to provide all pupils and teachers with their own e-mail addresses. The municipality in accepting thestate grant sub-scribes to the goals set up by the Government for the grant, namely that all schools should beconnected to the Internet and that all teachers and pupils should have access to e-mail. The municipality has todetermine the priorities over how the state grant can be best used to attain both of these goals.
Since development and maintenance of ICT infrastructure is an ongoing process, which is becoming increasinglycomplex and expensive, it is important that a long-term view is taken. The measures taken by the municipalityand � nanced by the grant should be based on a well-conceived strategy for developing ICT in the school andmunicipality. The preconditions of the existing infrastructure in conjunction with pedagogical factors shouldprovide the starting point for the municipality in determining how priorities can best be allocated to enable boththese goals to be ful� lled in concrete terms.
Internet connectionThe goal of the Government is that all schools should be connected to the Internet. In the � rst instance the stategrant should be used to provide Internet access for schools, which do not have connections and improve access forthose schools with very low capacity. Secondly, the grant can be used to increase capacity of existing connectionsor for measures that increase accessibility by other means, for example, through the expansion of local areanetworks or improving the organisation for ICT support in the school. In cases where municipalities intend to usethe grant for investments of this kind, they should be speci� ed and reasons given in the application.
E-mailE-mail is the most basic and widely used form of communication mediated by modern information technologyand the Internet. Having access to e-mail is an important prerequisite for being able to participate in the ICTsociety. Within the framework of ITiS, all pupils and teachers in the school should have their own e-mail address,by 2001. On the basis of the local technical and pedagogical starting conditions, the municipalities decide how togive concrete expression to this goal. This might mean that for lower age groups, the municipality chooseswhether pupils should have their own individual e-mail address or a group mail address or equivalent. Thus, thestate’s offer does not automatically guarantee e-mail addresses to all pupils and teachers. It is up to themunicipalities to decide whether this should be the case.
Support actionsIf the municipality considers that both goals for the state grant have been ful� lled, the state grant can also be used for the provision of additional training places within the framework of ITiS. Within the framework of the programme, the Delegation will also examine other forms of support to municipalities, for example, measuresto reduce costs for Internet connections, disseminating information on good examples and practice, and, incertain cases, developing technical recommendations. This work will take place in conjunction with the SwedishAssociation of Municipalities and the National Agency for Education.
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The delegation and its of�ceThe task of the Delegation for ICT in Schools is to plan and implement the programme. The Delegation consistsof representatives from the Ministry of Education and Science, the Ministry of Industry, the National Agency forEducation, the Foundation for Knowledge and Competence Development, the IT Commission, the SwedishAssociation of Municipalities, the National Union of Teachers and the National Swedish Federation of Teachers.The Delegation is led by Staffan Bengtsson, State Secretary at the Ministry of Education and Science. A smallof� ce implements decisions and handles day-to-day operations. In order to support municipalities and facilitatorsin the regions and to co-ordinate activities for implementation, around 30 regional co-ordinators are linked to theof� ce of the Delegation.
What does ITiS look like in practice? Around Sweden a large number of work teams have undertaken in-service training since autumn 1999. Usuallyeach team carries out its studies and project during the course of a term. Since there are no detailed guidelines onhow in-service training should be carried out, the work teams have chosen different models within the frameworkdecided on. The starting point has been local conditions and the individual desires and needs of participants. Oneexample of ITiS work is ‘Spiritual Life’, which a work team at Ullvi upper secondary school in Köping carried outtogether with its students in autumn 1999 and spring 2000. These were so successful that the work team wasnamed ‘The Year’s Best ITiS work team 2000’.
The upper secondary school in Köping has a total of about 1000 students and 140 teachers. Six teachers took partin ITiS work together with 23 students, aged between 17 to 18, in years 2 and 3 of the Arts Programme, in thebranch art and design as well as music. You can see the participants at: http://www.ullvi.koping.se/program/es/andligt_liv/deltagare.htm
Teachers provide instruction in Swedish, history, religious and social studies as well as arts and music subjects andwithin the framework of the project, they wanted to try and integrate core subjects and subjects speci� c to theirprogrammes. But the most exciting challenge was to try and link existential issues with IT and technology withinthe same theme.
Many students are interested in major existential issues and this became the starting point of our work, says therepresentative of the work team, Gunnel Rådås. And we hoped that the unconventional combination of work areaand method would enable students to develop their ability to look upon IT as a tool for developing creativeapproaches.
Before students were introduced to the work, teachers drew up a speci� cation of the goals for the main theme ‘Spiritual Life’and did some of the preparatory work. They put up a web site with links to the philosophical issues and an album of linkswith examples of opportunities on how ICT could be used to recreate and transmit aesthetic experiences. They also workedout issues concerning the main theme to make it easier for students to choose and to arouse their interest. In the beginningnot all were active and some even showed a certain resistance. Students in the Arts programme are usually very focused on handicrafts and sometimes have objections to ‘apparatus and machines’ and only a few of them had any substantialexperience of using computers. But by formulating their own questions within the framework of the main theme, the students became more active and enthusiastic. For half a day they had discussions in groups on their issues and identi� edtheir working areas in the form of different ‘sub-themes’. And the issues were many – and substantial:
Is there a God? What is evil? I am visible, therefor I exist – is that correct? What is a human being? Why is it as it is – whois really deciding? Life is dangerous! Who can one trust? Do young people miss having something to believe in?
Based on these starting points students began to think about what would be the best way and what different media could be used to present their issues and responses. Each student documented – as did teachers – their thoughts and ideas in a personal logbook throughout the project. The teachers also used their logbooks for re� ections on their reading and studymaterial, and the seminars they had participated in etc.
Keeping the time schedule rapidly turned out to be a problem. Already before day 2 – out of a total of � ve days studentswere to devote to the work – it became clear that one of the most important tasks of the teacher was to delimit the tasks andhelp them to make their ambitions more realistic.
Gunnel Rådås claimed it was a bit chaotic in the beginning. Everyone wanted to do so very much. But we had decided ona deadline and we didn’t want to have half-� nished work. That’s why from the very beginning we encouraged them to focuson the essentials and be realistic. And before day 2, students received the following instructions amongst others:
Five days is a short time. Try not to let your enthusiasm tempt you into working on tasks that are too numerous or too
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ambitious. Check your proposals and limit what you want to work on for a given issue/area. Begin at the right end!Formulate what you want to represent and discuss different approaches. Only after that is it worthwhile to start thinking overhow you’re going to represent the area you’ve chosen. Keep the issue of why in the forefront. Why you want to use just thisparticular way of representing what you’ve chosen? What do you want to communicate?
Avoid the information trap. Your presentation should not be an informative fact sheet, but an aesthetic experience that com-municates feelings to your audience. Think about how you can achieve this in the best possible way.
The work started autumn 1999 and was completed late spring 2000. Both core subjects and programme-speci� c subjectswere worked on by the students in different themes and the different phases often took longer than originally expected.Presentations were given in sound, pictures and text and in many cases these required good technical knowledge and skills.
‘Some students worked more than others’, said Rådås. ‘The most ambitious ones put in a lot more time and shared theirknowledge with the others. Also for the teachers in the work team, sharing knowledge worked out well. We’ve all got to learnnew things. And we really enjoyed it because we also got a lot out of it ourselves.’
Apart from handling the project with the students, the work team has parallel with this ful� lled the theoretical part of ITiS:reading study material, group discussions, meetings with the facilitators and participated actively in the seminars. ‘We havehad a very good facilitator who has supported us the whole way’, said Gunnel Rådås, ‘We have also worked together withtwo other work teams from our school. Often we have helped each other out over suitable study material, particularly whatcan be accessed from the ITiS web site. We have accessed a number of ITiS articles which we used for self-studies and groupdiscussions.’
Another feature has been that individual participants have participated in short courses to learn different bits of softwareand other useful things that could be used in the development work. And this has taken place at the same time as the schoolmanagement has supported the requests of the work team for better hardware and software: Not least ITiS has meant thatour school has got better programmes and new equipment – investments which would otherwise have been delayed. Theschool management has been interested in the ITiS programme over the whole period and they have been able to follow itstep-by-step since right from the very beginning as it has been published on our web site.
A total of three work teams have been part of the ITiS programme at Ullvi upper secondary school. The results whichteachers and students together achieved were presented in a special study day at the school where all the teachers were provided with information on the projects.
Many of our colleagues have taken a genuine interest in this ITiS project. And I know that there is great interest in the next round. The number of applications is twice as great as the ITiS quota our school has received. This means that manyteachers will be able to get the same type of insights that we have already got. The work team has the whole time been inagreement during the different phases of the ITiS work. However, the work load has been pretty heavy, says Gunnel Rådäs.Above all, teachers would have liked to be able to spend more time together with their students, this is really a question oforganization and time scheduling:
When we continue the work in the autumn, this issue will be solved in a better way. Now we have enough experience toknow what we need. And we have received support for this from the school management. But above all the work team arein agreement that we should continue along the same route and Gunnel Rådås states, ‘We must work even more in thisdirection. Life is not divided up into courses. We must use each other’s knowledge’.
The goal description as it was formulated by the teacher team:
� represent thoughts and feelings around the theme ‘Spiritual Life’ with different means of aesthetic expression;
� based on experiences and interest areas, use IT as an instrument to obtain and analyse information andthereby create new, relevant knowledge;
� by means of integrating a number of courses, use learning by discovery methods of working where the samequestion is examined from a number of different perspectives; and
� use a working approach where student groups actively take part in the planning and implementation of theproject.
The � nal result of the work teams and the students’ work can be seen at http://www.ullvi.koping.se/Program/es/Andligt_liv/grupp10.htm
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NoteDelegation for ICT in Schools, Ministry of Education and Science, SE-103 33 Stockholm; tel: +46 8 405 10 00;fax: +46 8 14 65 62; e-mail: [email protected]. Homepage: www.itis.gov.se
Biographical noteLars Kajlert is regional co-ordinator for the national Action Programme for ICT in Schools, ItiS, Norrbotten,Sweden. He is also head of AV MEDIA, a media centre for the county of Norrbotten and has 30 years ofexperience of working with � lm and media for education.
Address for correspondenceLars Kajlert, Kommunforbundet Norrbotten, Box 947, S 971 28 Lulea, Sweden; e-mail: [email protected]
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