More than Technology, Infrastructure and Standard Software
Harald Haugen, Stord/Haugesund University College, Norway; email@example.com
Bodil Ask, University of Agder, Norway, firstname.lastname@example.org
A survey involving around 1000 teachers in 172 different Norwegian schools reveals
that the dominant uses of ICT in classrooms are related to LMS, standard software and Internet
browsing. Very few teachers indicate that they apply software or technology going deeper into their
subject teaching, tools that could promote extra understanding and insight. Revision of teacher
training, e.g. by exposing teachers to ICT supported, flexible and collaborative constructivist
learning may change their attitude and willingness to change their own practice. Theoretical
backgrounds as well as practical examples are crucial. As an example of subject integration, they
may work with system dynamics, i.e. the construction of dynamic models, class discussions of
flows and accumulations, mutual interactions of dependant variables etc. This may illustrate a
possible exploitation of ICT in the learning of several school subjects and topics. Today’s high
computer capacity, access to broadband and user friendly software, should count in favour of a
growing potential here.
survey, ICT in schools, integration into subjects, teacher education, system dynamics,
Status in Schools
According to international comparative surveys, e.g. PISA (PISA 2006), the Norwegian results in reading, natural
and mathematical literacy
appear to be very disappointing. Norwegian students at primary and secondary
level score significantly lower than the OECD average. At the same time, Norway is on top using ICT in schools.
Norwegian educational authorities have therefore been searching for possible relations to explain the gap between
failing knowledge achievement and the investments made in new technology for schools.
(Min of Ed, 2006) is one of the Ministry of Education and Research’s latest reforms for
the 10-year compulsory school and for the upper secondary education and training. It introduced certain changes in
substance, structure and organization from the first grade in primary to the end of upper secondary education and
training. The reform took effect in autumn 2006.
Under the Knowledge Promotion, schools are to prioritize the cultivation of 5 basic skills in all subjects (Info, 2006,
the ability to express oneself orally
the ability to read
the ability to do arithmetic
the ability to express oneself in writing
the ability to make use of information and communication technology
We note that the fifth basic skill is directed towards ICT literacy, and that all 5 skills - including ICT - are to be
incorporated at all levels and in all subjects.
Research on ICT in Schools