Workplace for Young People in This Issue

tidskriften datorn i utbildningen

www.diu.se Workplace for young people In this issue:

Scandinavia@BETT

Denmark Norway Sweden 2 diu@BETT • 2013 Scandinavia@bett

We present three cases. Three Scandinavian cases of schools meeting the future. Not in a full and comprehensive study, but a picture with some facets. We want to give you some of the experiences, some of the perspectives and some of the challenges schools meet. And how it’s met by three Scandinavian schools and Municipalities. Here, in this brochure we try to convey a snapshot of the change following digitalization of schools, by showing three glimpses from Scandinavia, from three schools, one each in Nor- way, Denmark and Sweden. They have been chosen from three different municipalities, not necessarily outstanding. One larger city on the Norwegian coast, old city with harbor and shipping industry. One a small town in the Jutland countryside in a rural area and an hour from second largest Da- nish city Århus, and finally a middle sized Swedish industrial town, in forest and mine region with iron as the dominating trade. They have been chosen to reflect what is happening this very now. Schools slowly – or more rapidly! – developing their curriculum, their methods and their tools. Still doing the same thing, trying to give young people a good start in their life, knowledge, skills and personal development. Reflecting some of the new things growing. For each a video, a written and an oral report to inspire or stimulate reflection. Three facets are completing the picture. Oystein Johannessen well known for his long period at the Knowledge Department in Oslo, Norway, with his focus on national policies for developing schools with ICT. We also give a perspective of the force of change, by Dr Jan Hylen depicting the Mobile learning scenario. And the necessary companion, the researchers, not paving our way, but accompanying us and giving us better understanding of what we do and what is happening, by professor of educational science at Umeå University, Sweden, Isa Jahnke, Behind this brochure is the Swedish foundation DIU, working for two decades with practitioners sharing and reflecting on experiences. Our mission has been to reflect what is going on, with a journal – now in English for this event at BETT 2013 – with seminars and conferences, prices for teachers doing piloting development work. Helping to share and build knowledge. Creating arenas for learning with ICT. We wish you a successful sharing experience.

Peter Becker Chair Foundation DIU/Stiftelsen DIU, visit us at www.diu.se

diu@BETT • 2013 3 s. 18 content Cool to be the most used s. 10 s. 14 platform in the Nordics!

Scandinavia Norway 5 Scandinavia@BETT 14 Bold Minds in Harmonius Interaction We present three cases. Three Scandinavian cases of – Here it’s a short step from idea to action. We use digital schools meeting the future. Not in a full and comprehen- resources when existing, as well as common teaching ma- sive study, but a picture with some facets. We want to give terials. We operate in the world and I want students to feel you some of the experiences, some of the perspectives that they are global citizens, says Lin Holvik, headmaster at and some of the challenges schools meet. And how it’s Nordahl Grieg upper secondary school. met by three Scandinavian schools and Municipalities.. Sweden 7 Myth and Reality about Nordic Education and 18 Everyone should take steps forward ICT – It really feels incredibly fun that we are going to try What is the picture of how ICT is used in Scandinavian to catch up with the future that is already here! Getting Safe schools? By Øystein Johannessen, the CEO of Qin AS and laptops to school is an investment in knowledge and lear- Fronter is a safe learning environment accessed via a web an Education Impact Fellow. ning, says Signe Brockman, chairman (Socialdemocrat) the browser. You control the access rights and you own the data. Sandviken School Committee. 8 Scandinavian session, Agenda We don’t share it. We think that’s important. and 22 DIUs proposals for local action on ICT in school Digital Didactics – the future of education DIU here summarize four vital points for the actions we Secure With the invention of the mobile devices like tablets/iPads, deem necessary to adapt locally in each municipality and we can see a change of informal learning that entered our each school to secure access to digital content, resources With Fronter’s intuitive features, it’s hard to make errors by formal education - and this gives us great new opportu- and tools, both free and commercial, gets along with digi- mistake. But if you do, you can rest assured that all data is nities in schools. But it also affects formal education. By tal skills essential for further development. backed up nightly and can be recovered. professor dr. Isa Jahnke, Umeå University International Denmark Stable 24 Mobiles turn the old truths about ICT in schools And best of all. Fronter is always open and ready to access 10 A School in tune with the times upside-down – Today’s students are growing up in a digital world, then 90 percent of the world population has access to robust whenever you want to. In 2012, Fronter had an uptime of we cannot have an analogue school, says Lise Gammelby, cellular network and also in rural areas 80 percent of the 99.9% around the clock throughout the year. School Improvement Coordinator in Odder. population is reached by today’s mobile networks. This means that children and young people who have no access to schools often have access to mobile technology. By Jan Hylén, PhD Political Science.

http://fronter.com http://fronter.no http://fronter.dk DIU Address Writers: Subscription www.diu.se http://fronter.se Forum for ICT pedagogical discussion DiU, Förridargränd 16, 165 52 Hässelby Øystein Johannessen, Jan Hylén, Peter facebook.com/fronternordic http://fronter.fi Editorial staff Webb: www.diu.se Becker, Carina Näslundh, Mats Östling Ads: Peter Becker – editor in chief, Print Dixa, ISSN: 1100–3650 Photo: Carina Näslundh,Rolf Johnzon, Rebecka Becker [email protected] Welcome to quote us, but please cite Carina Näslundh,[email protected] Ist0ckphoto, Sandviken municipality [email protected] the source tel: +46 (0)70–332 05 11 Mats Östling, [email protected] Cover photo: YBC, Nacka 4 diu@BETT • 2013

SE_add_BETT2013new.indd 1 2013-01-21 13:54 Cool to be the most used platform in the Nordics!

Safe Fronter is a safe learning environment accessed via a web browser. You control the access rights and you own the data. We don’t share it. We think that’s important.

Secure With Fronter’s intuitive features, it’s hard to make errors by mistake. But if you do, you can rest assured that all data is backed up nightly and can be recovered.

Stable And best of all. Fronter is always open and ready to access whenever you want to. In 2012, Fronter had an uptime of 99.9% around the clock throughout the year.

http://fronter.com http://fronter.no http://fronter.dk facebook.com/fronternordic http://fronter.se http://fronter.fi

diu@BETT • 2013 5

SE_add_BETT2013new.indd 1 2013-01-21 13:54 Det digitala klassrummet Välkommen att besöka oss på BETT-mässan, monter G310

Qnoddarnas värld – ett svenskt Digitalböcker online – använd på interaktiv läromedel utvecklat för iPad. skrivtavla eller i datorn.

Läromedel för interaktiv skrivtavla – fungerar även Läromedelswebbar – kompletterande med dator och projektor. material på nätet för dig och dina elever.

Natur & Kultur Box 27323, 102 54 Stockholm Besök: Karlavägen 31 Tel: 08-453 86 00 Fax: 08-453 87 90 www.nok.se [email protected]

B_annons Bettmässa.indd 1 2013-01-21 15:42

6 diu@BETT• 2013 Myth and Reality about Nordic Education and ICT by Øystein Johannessen, CEO, Qin AS

In our globalized world we have certain But let us turn back to the perception seems to be less momentum to- perceptions about each other and of Scandinavia as a cluster of cutting- day than a decade ago. about other countries. This is also the case about how the wider world percei- edge countries with regard to the use • The countries have gradually ves the Scandinavian countries. Among of ICT in education. Is this really the embedded ICT in national curri- the patterns of outside perceptions, case, or are there some nuances to this cula or pedagogical frameworks, we recognize the images of northern image? I do believe that for a period and they are among early adop- frivolity, the orderliness of the Swedes, the Scandinavian countries enjoyed ters in this area. the introvertness of Norwegians and a unique position internationally • There are variations across the the good-spirited Danes. with regard to ICT in education. The Scandinavian countries with strength of public economy, good regard to how ICT is embedded What is the picture of how ICT is used infrastructure and early investments in teachers´ professional deve- in Scandinavian schools? Around the in infrastructure contributed to this. lopment and how ICT is used world I have often been met by the Having said this, the Scandinavian at exams and for assessment assumption that the Scandinavian countries as a whole are no longer purposes. countries are among the frontrunners enjoying a unique position as ICT The three cases presented don’t with regard to the educational use of frontrunners. The key elements of give a comprehensive picture of the ICT. I will return to this question in a the current situation, which will be scandinavian countries, but may serve minute. elaborated during the Scandinavian as inspiring examples and a good However, another and fundamen- Session in London, contribute to a starting point for discussions and col- tal question is whether Scandinavian mixed picture: laboration. schools are characterized by what we • The Scandinavian countries still may call pedagogy with a Scandina- enjoy a superb infrastructure vian flavor. There may be some truth with regard to access to digital to this notion: tools and broadband internet Øystein JohannesseN • Education has been closely tied access. to the development of the natio- • The actual use of ICT vary across nal state. countries, educational levels • There is a strong emphasis on and subjects. There are both equity and giving people a first encouraging numbers as well Øystein Johannessen is the CEO of Qin AS and a second chance as discouraging findings when and an Education Impact Fellow. He is a former Deputy Director General of the Nor- • Collaboration among students is we study ICT statistics from the wegian Ministry of Education and Research, valued Scandinavian countries. where he worked for 12 years. He also • Project-based and problem- • Public policy on educational has extensive international experience at European level and from the OECD. Øystein solving approaches to teaching ICT has been subject to shifting works at the intersection between R&D, and learning have received a lot priorities and shifts in continuity strategy and innovation and a frequent of attention. over the last 10-15 years. There blogger and speaker about ICT in Education

diu@BETT • 2013 7 Scandinavian session at BETT 2013

Friday, february 1st, 2013 Digital Didactics – the future of education

Agenda We face a new situation in our daily life a) Developing digital didactical school practices nowadays. This new 09.30 Opening: Peter Becker designs (didactical level A, B, C) : situation can be described in terms of 09.35 Perspectives on School a. address the diversity of development with ICT, ”omnipresent online presence”. Mobile professor Stephen devices and Social Media makes it students needs Heppell, UK possible nowadays that we have access b. transformative learning, Introduction to the cases, to knowledge almost every time and personalised learning, complex lear- Øystein Johannessen wherever we are. ning, peer-reflective learning, colla- 10.00 Case 1: Nordahl Grieg, borative learning Norway With the invention of the mobile b) Supporting competence de- 10.30 Break with coffe, tea, soft devices like tablets/iPads, we can see velopment for teachers (train the drinks and chat a change of informal learning that teachers) 11.00 Case 2: Sandviken muni cipality, Sweden entered our formal education - and c) Discussing and developing the 11.30 Case 3: Odder municipa this gives us great new opportunities social roles (the partly contradictory lity, Denmark in schools. But it also affects formal expectations towards the teacher’s 12.00 Factors making ICT in education - whether we want it or and learner’s roles need to be discus- education successful, not. The technology already arrived sed and changed) Professor Isa Jahnke, Umeå university: in our schools. d) Curriculum development and 12.25 Rounding up To meet the new challenges, we course development 12.30 Closing have to ask what ”is” teaching and e) Changing the teacher education learning in schools nowadays. Is there at universities a difference to ’learning outside of f) Creating and implementing an Professor Stephen Heppell, schools’ and if yes, what is it? organisational strategy to foster meta- the UK voice at the If the answer is ’No’, there is no reflection Scandinavian session difference, then, why do we have iPads and other digital tools The conference guide during Scandi- schools? But if we answer ”Yes, teach- themselves don’t lead to a change in navian session is Professor Stephen ing makes a difference”, we have to teaching practices but when integra- Heppell. ask on how to design the new lear- ted in the digital didactics and under Stephen Heppell is Professor and chair in ning challenges. I argue that teaching the right conditions they can enhance New Media Environments, Centre for Ex- nowadays should contribute to a dee- deeper learning. I will talk about what cellence in Media Practice, Bournemouth per learning (e.g., a reflective practi- these conditions are. University. tioners, critical thinking) and should Stephen has worked, and is working, not support surface learning only Professor Dr. Isa Jahnke with governments around the world, (e.g. remembering facts, understan- with international agencies, Fortune 500 ding). New ICT and mobile devices Umeå University Dep of Applied Educational Science companies, with schools and communi- can support deeper learning. Interactive Media and Learning (IML) ties, with his PhD students and with many In my presentation I give answers influential trusts and organizations how to address this change. There are Stephen’s ”eyes on the horizon, feet on different aspects which are important the ground” approach, coupled with a on our way to meet the future of for- vast portfolio of effective large scale pro- mal education. The framework of Di- jects over three decades, have established gital Didactics, which I develop, helps him internationally as a widely and fondly decision-makers and school leaders recognized leader in the fields of learning, to understand the conditions to meet new media and technology. the new challenges

8 diu@BETT• 2013 !

Share and build knowledge Arenas for learning with ICT !

Foundation DIU www.diu.se/uk

diu@BETT • 2013 9 Denmark Odder municipality

10 diu@BETT• 2013 Odder municipality Denmark

Odder Municipality A School in Tune with the Times

When the Odder municipality adop- availability of ICT facilities, or wor- versity in Sweden, both students and ted a new strategy for public school rying for if the technology works. The teachers are shown as motivated and ”Strategy for Future Public School technology must be integrated with engaged. 2012–2016 ”, an important point was to create varying and challenging learning the teaching. It was all or nothing. – Previously, we have had pro- environments among others by integra- Now the technology is in place. blems with students growing up, ting digital tools in teaching to a higher The infrastructure including broad- losing motivation for school and lear- degree than previously. The basic idea band and the wireless network works, ning. Their world outside the school behind the project is that a good school almost every classroom in the muni- and the world inside the school’s walls is in keeping up with developments and cipality have interactive whiteboards. were far apart. Now the students state society. Moreover, since last year, all students, that they are more motivated and teachers and recreational instructors their teachers confirm this. – Today’s students are growing up in a have their own iPad. In addition, the teachers themsel- digital world, then we cannot have an – The tablets are robust. The ves are very positive and motivated, analogue school, says Lise Gammelby, technology inside the tablets will not as shown in the municipality evalua- School Improvement Coordinator in break, the glass may crack but we can tions. Odder. handle that. The technology is evol- – Of course, the teachers’ reac- In Odder, there was also a great ving and there is no way back. What tions vary, however a large propor- need to renew the school ICT equip- we will choose in two years time, tion is highly motivated and everyone ment. when this Agreement expires we do is working constantly to develop the – We really needed to rethink not know today. teaching methods with the support of school. If we are serious about the the digital tools. school to be digital and the digital Motivated students and teachers tools used, they must be easily av- In the evaluation a year into the pro- Open the door to the classroom ailable. Teachers should not have to ject, performed by the municipality For more than five years, the Odder plan their teaching dependent on the with researchers at the Umeå Uni- municipality has had an ongoing de-

diu@BETT • 2013 11 Denmark Odder municipality

velopment work relating to learning environments where all teachers and school leaders are committed. This has facilitated introduction of new technologies and development of new methods for teaching. – When you learn something new, it is vital that there is an open learning culture. This we do have in Odder. For five years, we have worked to open the doors to classrooms, and teachers meet regularly in small groups to discuss and focus on issues raised by individual teachers. When the digital tools came into teaching we already had a structure for joint teacher reflection on development of teaching, Lise Gammelby says. Odder municipality Project of the entire municipality Odder is a municipality just south of Denmarks second largest city Aarhus, and in the East Jutland metropolitan area, with 1.2 million When the school hands out 2500 inhabitants. new digital tools in a municipality of • 21,852 people live in the municipality. 22000 inhabitants, almost everybody • 11,000 live in the city Odder. is influenced, directly or indirectly. • The municipality generates approximately 8000 jobs Interestingly, the parents also make - 4500 people commute to work outside the district – use of the students’ iPads. E–book 2000 commute to Odder. lending has increased dramatically • The municipality covers 225 km2 of land at the public library in Odder, now • 2200 summer cottages are situated at the coast. peaking Danish statistics. • The first school in Odder was founded in 1741 by a local landlord.

Carina Näslundh & Peter Becker Odder Schools

Lise Gammelby, School Improvement Coordi- Tablets are used by everyone, teachers, students and principal. Students can move nator in Odder. across the school and find their own nook and workplaces. The outside world is important and visible, for example with the clocks showing New York, Tokyo and local time.

Open, tolerant and creative environment, where students are playing together and with their tablets integrated. Music, photography and film – spontaneous film projects on breaks. Not focusing on different apps, more on creativity.

A tradition of open doors to classrooms, teachers meeting regularly in small groups to discuss and focus on issues raised by individual teachers. When the digital tools came into teaching, a structure for joint teacher reflection on development of teaching existed.

12 diu@BETT• 2013 Odder municipality Denmark

So far Jacob Brandt Rasmussen, head of the Saksild Nølev School, needs both iPad and computer to do the job. All of the school administration systems can not yet be handled via the iPad.

Saksild Nølev school: Experience and Learning Go Hand in Hand

Saksild Nølev School in Odder has a panded our palette, says Jacob Brandt With continuous access to the well-stocked music room. Here drum Rasmussen. Internet, also questions about web kits, guitars and cymbals mingle with ethics become important to address tools for digital music creation. An ex- Fair play in a movie clip ample is the wall consisting of student and discuss in the school. self-composed musical stave construc- A recent example is the film clips he – Since we got the tablets, we ac- ted from favourite songs, pictures of just inspected. The PE teacher gave tually have fewer situations when our the performers and QR codes linked to the children the task to describe the children are abused online. YouTube clips of melodies performed. concept of fair play in a movie clip. Also important, all students and Jacob Brandt Rasmussen, is both The children themselves produced a teachers have the same tool, Jacob headtecher and music teacher at the discussion paper, including text and Brandt Rasmussen points out. To the school. For him experience and lear- illustrations. teachers at the school, it means that ning goes hand in hand. The new digi- The digital tools, which are it is easier to discuss and advise each tal tools fit well in this context. children’s home arena, have also given other, and not just within their own – For me, teaching is first expe- students a stronger position. school but also with teachers in the rience and then enlightenment. As the – In my own music teaching, I City’s other schools. This is fully in adults in the school, we have respon- often ask kids to Council. In addition, line with the municipality’s overall sibility for creating good relations and in each class we have appointed a few project on learning environments. find the creative meeting points. May students and trained them to help it be in music, theatre or in learning their classmates and teachers with to spell. Moreover, the iPad has ex- technology. Carina Näslundh & Peter Becker

diu@BETT • 2013 13 Norway Bergen, Hordaland County

Nordahl Grieg Upper Secondary School, Bergen Bold Minds in Harmonius Interaction

– My school constantly tries out new teachers and students, collaboration the school and we have to trust each learning methods. As students we get between teachers, interaction with the other’s judgment, says Lin Holvik. what is best in terms of teaching ma- local community and collaboration – We are on the right track, says terials, teaching methods and new approaches. We are involved in trying out with research. With a focus on using Margreta Tveisme, head of ICT and new things. I’m happy every day when social media like Facebook and blogs research contacts I go to school, says Erlend Gjerdevik for communication and cooperation – Our students must be able to Sørtvelt, in third and final year at the it is necessary for the school not only handle today’s media, they must learn Nordahl Grieg upper secondary School to speak about transparency, but also to cope with rapid change, be used to in Bergen. live in this transparent environment working with networks. I want our and respond to it. students to be challenged, be brave – We have dedicated, well-trained and proud and go out and change the teachers and motivated students in Co-operation pays world. our school, says second-year student The school has a motto ”Bold minds In all of Hordaland County which Lotte Haug. She chose the Nordahl in harmonius interaction”. is the principal of the school, all se- Grieg specifically because it was a – We have a vision; we must live condary students receive their own school that worked extensively with up to it, says headmaster Lin Hol- computer. This is not unique to the digital tools and social media. vik. Nordahl Grieg is a school with a Nordahl Grieg, although the pace of strong focus on modernising educa- developing teaching methods is. With the right to test the novel tion supported by technology, where – The county wanted a pilot school Nordahl Grieg upper secondary teachers are encouraged to experi- to test various means of making a School in Bergen was inaugurated ment and use the technology in new change in learning, says Kjetil Brat- in 2010. It truly is a modern school. ways to enhance and stimulate lear- hetland, special adviser in Hordaland Both in terms of design and met- ning. county who has followed the school hods. Transparency is one of many – We build the road as we go since its conception. key words at the Nordahl Grieg. In and everyone must contribute. We – And that is what we got indeed. the physical space with big, generous are a school with many young and glazing, but also in style of work and highly qualified teachers, several in communication, internal as well as with doctoral degrees. We need each external. This is a school that believes teacher to contribute his/her know- in collaboration, interaction between ledge and ideas to the development of Carina Näslundh & Peter Becker

14 diu@BETT• 2013 Bergen, Hordaland County Norway

diu@BETT • 2013 15 Norway Bergen, Hordaland County

The School as a Workplace

- Nordhal Grieg Upper Secondary School is an innovative school which is not afraid of trying new methods, says Christine Akerø and Mariell Oksnes, second-year students in ”Media and Communication”. They are happy with their choice of school and study programme.

– It differs from many other schools. The school takes advantage of the Vegard Relling och Aleksander Husøy, are trying out new methods to use computer games as a suggestions from us students. learning tool. – Our school has what one might expect of a future workplace. Social media is an important part of com- Civilization IV as a Learning Tool munication at the Nordhal Grieg, The school should treat computer Pilot and we often make use of Facebook games the same way you do novels, groups for different subjects and movies and stuff like that, says Aleksan- So far, the two teachers have conduc- projects. der Husøy, teacher of English and Social ted a cross-curricular project bringing – It is a quick way to communica- Sciences at Nordahl Grieg Upper Secon- together social sciences, English and te. It is much easier to keep in touch dary school in Bergen. Norwegian, where Civilisation IV with teachers and other students in Novels, movies and music are used have been an important part. Not that this way, says Christine and Mariell. and discussed on completely diffe- the students spent all day playing. Blogs are also used extensively. rent basis than video games in today’s – The game simply gave a scenario, – Our class has a shared photo schools. Aleksander Husøy and col- which served as the starting point for blog, but many students also host league Vegard Relling, teacher of Nor- discussions and other assignments, their own blogs. It is a way to create a wegianwant to change this.. said Vegard Relling. portfolio for the future. You want to – The teaching approach used to – It was an interesting project build a professional image and it is a work with a play, a novel, a movie or and a new way of learning, says Lotte great way to get feedback. a video game is of much greater im- Haug, one of the students who par- portance to learning than the novel, ticipated. And it was a lot of work to Christine Akerø and Mariell Oksnes movie or game itself, he points out. both play the scenarios included in – We ourselves have learned a lot the teaching approach and to do the from playing and games are an inte- other assignments. gral part of everyday life for a lot of Right now Aleksander Husøy and people today. And we know that ga- Vegard Redding are in the midst of mes can be motivating, not so much planning how to develop their teach- the so-called educational games, but ing approach with computer games in the common commercial games. the future. – As students play, they make ac- tive choices rather than being passive recipients. I think that contributes to learning, says Aleksander Husøy. Carina Näslundh & Peter Becker

16 diu@BETT• 2013 Bergen, Hordaland County Norway

Lin Holvik, Headmaster at Nordahl Grieg. The School as an Open Arena – We want to create a transparent and open school. My office, the classrooms and the outside world – all should be accessible. A stimulating and flexible environment in which we see each other and all the activities going on, says Lin Holvik, headmaster of Nordahl Bryggen is a series of Hanseatic commercial buildings lining the eastern side of the fjord coming into Grieg Secondary School. Bergen, Norway. Bryggen has since 1979 been on the UNESCO list for World Cultural Heritage sites. Photo: Istockphoto When Lin Holvik started as headteacher, the school was still on the Bergen and Hordaland County (Fylke) drawing board. – Many things had to be changed Bergen, Norway’s second largest city, is part of the Hordaland County which in order to create the environment I includes 33 municipalities in southwestern Norway. The County is the principal of all Secondary Schools in the area. wanted. We have consciously plan- ned for the building and pedagogy to • More than 450 000 people live in Hordaland, of which interact – glass walls, stairs, electrical about 271 000 live in Bergen municipality. outlets, wireless network, stages, large • Bergen was founded in 1070 and was the capital of and small rooms, flexible room solu- the Norwegian kingdom in the 12thand 13th centuries. tions. Traditional and digital resour- Today, Bergen is a major port city with a large fishing fleet and with many companies in the shipping and oil ces, books and social media. industries Collaboration is a key word in the work of the Nordahl Grieg. Every • Hordaland county has an area of 15 440 km ² of which nearly a quarter is sea. week, time is set aside for exchange of experience among teachers. The Nordhal Grieg Upper Secondary School, Bergen, teachers bring their knowledge, inte- Hordaland County rests and special skills, as important elements into the school develop- • Bold minds in harmonious interaction ment, Lin Holvik explains. • Transparency – internal communication and transparency, as well as external, – Here it’s a short step from idea with strong involvment with the outside world to action. We use digital resources • Stimulating and flexible environment, also contributing to transparency when existing, as well as common • Regular exchange of experience among personnel, new ideas and experiments teaching materials. We operate in the stimulated world and I want students to feel that • Traditional and digital resources, books, social media, computer games and they are global citizens innovations

diu@BETT • 2013 17 Sweden Sandviken Municipality

Sandviken Municipality Everyone should take steps forward

Participation and confidence have one-to-one computer equipment at – School developments is the focus been watchwords when all the students Murgårdsskolans was quite old and question. and teachers at Murgårdsskolan in there were few opportunities to use Also, students have taken on a new Sandviken received a personal computer in spring 2012. It is an ongoing digital tools in teaching. Now it’s dif- role. Many students have grown up school development projet where ferent, but neither Katarina Löf or digital and they can help each other everybodies thoughts, ideas, tips, the two part time school ICT coordi- and the teachers in different situa- opportunities and concerns have been nators Karin Lepistö and Madeleine tions. Pupils’ knowledge has simply discussed jointly and continuously in Högman believe t that teaching and been given a new status at the school. order to best prepare for the introduc- working methods are revolutioni- And students with special needs tion of the new learning tool. And the zed overnight .–We take one step are no longer singled out. Earlier, the conversation continues in order to at a time, and assure that everyone students who needed, had a perso- further develop teaching and learning is included. Some teachers advance nal computer with specially assigned – It is important to me that the quicker, others slower, but we won’t software. Many didn’t want to use it, teachers have time to reflect on both leave any one behind. Everyone because they were singled out in the practical and pedagogical issues be- should take steps forward no matter class using the computer. Now all fore computers came into place. What where they start. And everyone at the students have the same equipment, is important is that the computer school must take responsibility for de- although software may differ. becomes a natural learning tool, and veloping their teaching.. In many one-to-one schools in to be so, teachers must have the opp- – ICT is not a subject, it´ss part of Sweden students bring their computer ortunity to explore at their own pace, all educational efforts we are making, home every day. Murgårdsskolan has with the support of colleagues and and help to create a good learning en- chosen a different path. The laptops management, says Katarina Löf, head vironment. The first evaluation made are stored in charging cabinets over teacher for grades 1-6 on Murgårds- after six months also shows that all night. skolan in Sandviken. are in favor of the change. – Later on, developed learning Sandviken Municipality has de- tasks will demand students to work cided that all students and teachers Helping each other both from home and school, says Ka- in primary schools shall have their – It happens every day. We have tarina Löf.. own laptop. And it is now being great educational discussions and implemented, one school at a time. our teachers try new approaches and Murgårdsskolan was first out and got give advice to each other, says Karin their laptops in spring 2012. Before Lepistö. Carina Näslundh & Peter Becker

18 diu@BETT• 2013 Sandviken Municipality Sweden

Sandviken Municipality Everyone should take steps forward

Top: ICT- coordinators Karin Lepistö and Madeleine Högman togehter with pupils at Murgårdsskolan. Bottom left: Headteacher Katarina Löf. Bottom right: Sonny, Aziz and Christoffer. Photo: Rolf Johnzon and Carina Nädlundh- diu@BETT • 2013 19 Sweden Sandviken Municipality

Computer as a Pen

– When you are in first class and up to learn to read and write it is good to start typing on the keyboard. It is much easier than writing by hand, shaping the signs is difficult in it self, says nine year old Kallw. He is in third grade at Murgårdsskolan in Sandviken. Kalle learned to read and write with the keyboard as his pen and a piece of software that allowed him to hear what he wrote. Thus he sounded his way when he wrote. Learning to Read through – You learn to recognize all the letters, but now I no longer listen to Writing on Computers the sounds when I write, I don’t need it. Now in third class Kalle also prac- A constant conversation about texts, But it’s not just about replacing tise to write with a pen. It’s fun to sha- about reading and about writing runs the stylus with the computer. It is also at Kungsgårdens school in Sandviken. pe letters with a pen, but for longer about having a strategy for language Nine years ago the school started wri- texts – using computer is better. development. Teachers have a conti- ting to read with computers, equipped – Text is better on the computer. with speech synthesis and sounding nuous dialogue about language with More clear and longer. And the hand keyboard. Today, the approach has each child, to discuss their texts. doesn’t get tired from the pen. developed and the results are so good – Our children can write texts Rasmus in first class so far only that all schools in Sandviken use this in various genres already in the first write on the computer. approach. grade, says Mona Wiklander. We can – It’s fun to write and read, Ras- see that they are much quicker to mus thinks, using both sounding –Actually, all our children without comprehend texts in various subjects. keyboards and speech synthesis when exception are successful in writing We have a strategy to work with stu- he writes. and reading today. During their first dents’ language development. Both Kalle and Rasmus read – a year, all children learn to read and There is much dialogue about lot, both printed books and self-pro- write, and we are minimizing writing text and writing in school. This is duced texts. and reading difficulties, says Mona one of the success factors that two Wiklander, special educational needs researchers from Dalarna University Rasmus and Kalle, pupils at Murgårdsskolan teacher who developed the approach. specifically point to in Sandviken. The When children start writing on researchers follow several different the keyboard they are not hindered groups of students and teachers, and by the lack of motor skills, everything are studying how learning is develop- they write is legible, both to themsel- ping with both students and teachers. ves and others, and they have access – It is stimulating to work with re- to all of the letters from the begin- searchers. They contribute with their ning. They write stories about what knowledge of digital reading and wri- interests them and they walk home ting and helps us to see our work with proud every day. new eyes, says Mona Wiklander.

20 diu@BETT• 2013 Sandviken Municipality Sweden

Signe Brockman, chairman of the Sandviken School Committee.

Investing in learning Photo: Rolf Johnzon and knowledge Sandviken municipality – It really feels incredibly fun that we are going to try to catch up with the Sandviken is a locality and the seat of Sandviken Mu- future that is already here! Getting nicipality in Gävleborg County, Sweden,190 km north laptops to school is an investment in of Stockholm. knowledge and learning, says Signe • 37.000 people live in the municipality. Brockman, chairman (Socialdemocrat) • The municipality has an area of 1 165 km2 the Sandviken School Committee. The town of Sandviken was founded in 1862 by Göran Each student and teacher in Sand- Fredrik Göransson who built an ironworks along the viken schools will have their own sandy bay on the northern shore of the lake Storsjön. The steel from the ironworks gave the company a laptop. The aims of Sandviken policy prominent position and placed Sandviken (Sandvik are high. These include raising digital AB - major high-technology Swedish engineering literacy and foster new methods in concern) on the world map. education. But also to raise effective- ness and student participation and influence on their own learning. To give all children equal Sandviken Schools opportunities,is a fundamental aim Based on many years of development, not the least in Sandviken, a proven – There is no other way, each stu- experience and knowledge of how to teach reading and writing, with the dent and each teacher of course must computer. The motoric obstacles to shape the characters at an early age (seven years of age), especially for boys is circumvented with computer have modern tools! All children must writing. be provided with the same opportunities regardless of socio-economic Starting in the playful developed their own writing and reading. In com- background, Signe Brockman emp- bination with sounding keyboards and speech synthesizer, this has been hasizes. successful. Once codes are cracked, writing with pen can gain speed. In Sandviken, focus is on digital tools for all students, from year 1. ”All children can succeed”, is the experience gained. This is also the aim – Reading and writing is funda- chosen by the municipality. mental to all activities in school as well as in adult life.

diu@BETT • 2013 21 DIUs proposals for local action on ICT in school Swedish schools shall be based on science and proven experience. The schools will work with modern tools, and the common denominator of modern tools is that they are digital, such as smart phones, computers, tablets, digital came- ras, interactive boards. A key issue for the benefit of these tools is good educational resources. Access to digital content, resources and tools, both free and commercial, gets along with digital skills essential for further development.

DIU here summarize four vital points for the actions we deem necessary to take on locally in each municipality and in each school. These are questions we propose municipalities to take on - and we intend to promote these issues in mee- tings with municipalities throughout the year. We will also reflect this in future articles in DIU.

1. Robust digital literacy A key issue to use ICT in an effective and motivating way is high and relevant skills. This applies to students and teachers, but also principals, teacher educators and policy makers. - All teaching staff have the necessary skills for their work. - At school leaders set clear requirements to understand and be able to lead with the help of ICT - Each school principal has a plan for accessibility, competence and equivalence.

2. Infrastructure and accessibility Stable and available infrastructures in the form of networks, digital resources and tools are a must in a developed school. Open wireless networks, access to various tools - computers, tablets, phones - and readily accessible digital resources on the Internet creates conditions for learning regardless of location, technology and age. All students in the school will have access to wireless Internet through their mobile devices or via the school’s equipment.

22 diu@BETT• 2013 The networks should be open, secure and stable, and have a capacity to meet user requirements. All students need to have access to a personal computer or tablet. Schools must make it easier for the students and staff who are increasingly going to bring their own equipment, while ensuring equivalence by providing facilities to the students and educators who wish to do so. - Students and teachers choose tools to the situation and needs - school or own equipment. - Students and teachers have extensive knowledge of how digital resources can be used in efforts to enhance both individual and collective learning - The school principal is responsible for the existence of a rich array of digital resources and that there are ways of sharing and dissemination of resources produced by educators

3. Competence Responsibility for experience. We need an organized arena för sharing experience and knowledge of increased ICT use in schools, together with advice and inspiration about the use. - A physically and network-based organization with a website as a central part of the business. - The exchange established as a responsibility of the municipality focuses on ICT in learning. - To share their experiences and knowledge with others is a natural part of everyday teaching

4. Dialogue with the research and development of ICT-based teaching methods It is necessary to initiate research projects aimed at studying existing and develop new ICT-based teaching methods in various disciplines. The results are disseminated to schools and teachers, who are increasingly involved in both research and experience-building. It is essential that ICT is integrated into daily teaching. Research and experience dissemination, therefore, aims to develop new approaches and working methods. - Encourage teachers to document and share experiences in schools and in the municipality - Establish a local organization in interaction with the academy, with the journal DIU, the school gate or other players for teacher research

Peter Becker och Mats Östling

diu@BETT • 2013 23 International Mobile Learning

There are countless examples of how mobile phones are used in learning. May it be how Pakistani women train and maintain their reading skills, South African youth chats about democracy, human rights and liberties or Danish children playing math games. In a series of reports UNESCO has mapped mobile learning in the world. Jan Hylén, one of the authors, provides a picture of opportunities and barriers to mobile learning.

Mobiles Turn the Old Truths about ICT in Schools Upside-down

Today there are 5.9 billion mobile quality and educational opportunities memory cards loaded with content phone subscriptions worldwide and for billions of people. are often used. In the western world 70 percent of these are in developing UNESCO has taken an interest in internet-connected mobile devices are countries! Experts estimate that in Africa, the continent with the lowest this and commissioned a series of re- used as a supplement where the com- mobile penetration, a majority of the ports on mobile learning, ie learning puter is too large, unwieldy and slow. population already has a mobile phone by using various handheld devices Various forms of administrative and more are purchased at record such as mobile phones or tablets. The services seem to be the most common speed. 90 percent of the world popula- reports are mirroring the national use of mobile phones in schools and tion has access to robust cellular net- initiatives and policies in different higher education. Students can check work and also in rural areas 80 percent countries as well as descriptions their homework and the tasks for the of the population is reached by today’s of specific projects and support to next day, check test results, if class- mobile networks. This means that children and young people who have teachers and students. rooms have changed or if the teacher no access to schools often have access is ill. In younger ages, it can instead to mobile technology. Many examples of mobiles be teachers and parents who com- in learning municate via sms with reminders to This is in short the arguably most There are countless examples of how bring warm clothes for a school trip, widespread information and commu- mobile phones are used in the lear- the student has become ill or simi- nication technology in the world and ning process in UNESCO reports. lar. Another application is when the has a huge potential to improve the It could be how Pakistani women school reports of student absences can train and maintain their reading immediately by SMS to parents. skills, South African youth who chats A more advanced form of use is about democracy and human rights, when teachers put out podcasts, ie The best results were achieved Danish children playing games or short movies with a discussion of a when students were involved practicing math, English, or Ameri- key concept or a mathematical ex- can college kids who use mobile data ercise. This means that students can in practical problem solving collection during the field trips. In look at this review, whenever they activities, also extending bey- developing countries where inter- want, how many times they like and ond the school day. net connections are still expensive, for example with a parent to help

24 diu@BETT• 2013 Mobile Learning International

Children and young people with no access to schools often have access to mobile technology. Photo: Istockphoto them with homework. It also means A Danish teacher’s guide emphasi- superficial and sometimes sweeping that class time can be used for other zes that experience shows that mobile descriptions. But there are some com- than general briefings. Broängssko- learning works best when the focus mon themes across all reports. lan in Botkyrka is one of the Swedish is more on problem solving than on One theme is the realization that schools that successfully tested this teaching and transferring subject con- mobile learning, in any case, the use concept. Another example is where tent to students. The best results were of mobile phones in learning, often students in a health project used a achieved when students are involved has bad connotations to both policy- form of cell phone to continuously in practical problem solving activities, makers and parents. Mobile phones report when and what they eat and also extending beyond the school day. are more often perceived as a distur- drink and how much they move. This bing element that distracts students data is then processed on the school Mobile has bad connotation during lessons and attract game computers and discussed jointly. among politicians and cyber bullying, than as a poten- In Scotland a few classes with 6-7 Since the series of reports covering tial learning tool. France, one of the year olds borrowed Nintendo games the situation in the world is based countries that went furthest along this consoles with a virtual puppy that on five regions, Africa, Asia, Europe, impasse, by statute, has forbidden the they would take care of. They were North respectively South America, use of mobile phones in their schools. responsible for the dog got food, play obviously a very complex picture In many other countries similar res- and exercise. They could take it to emerges. Furthermore, each author trictions are introduced at the local exhibitions, win prizes and use the was asked to briefly describe the level. This stigma must be worked out money to buy things, take your puppy development of an entire region, in in order to be able to use the tools to to the vet, etc. my own case of Europe, allowing for their great potential.

diu@BETT • 2013 25 International Mobile Learning

One reason for the negative at- Today’s policy for ICT in school Policy for mobile learning titudes is the notion that there is no Top-down approach Bottom-up approach useful content, meaningful learning The technology is expensive, fragile Relatively inexpensive technology resources for mobile devices. This and often scarce has been the case, but both countries Focus on purchases and dissemina- Unregulated purchases, often by and companies are rapidly develo- tion students and their families Enklare, ping new learning resources designed Focus on formal learning, ie. what Focus on informal learning for both phones and tablets. As often happens in schools in these contexts, Korea and Singa- pore are among the most ambitious a number of exciting projects imple- materials, leaving the implementation countries. On the corporate side, mented. to the teachers and students. Above there are interesting newcomers such The reports were written in the all it is important to see how to sup- snabbare Mingoville in Denmark, alongside the autumn of 2011 when iPads/tablets port students ’informal learning’, ie, major international publishers. began to triumph in the rich world all the learning that takes place out- Another theme is that very few schools. iPads/tablets will likely acce- side of school and is often linked to countries have a policy that encou- lerate the development described, for students’ own interests and hobbies. rages mobile learning. In North example, how the mobile technology Mobile learning has a great po- America, there are examples of local turns upside-down on traditional IT tential, especially in order to bring och bättre initiatives, but no mobile positive po- policies. The differences are described together the informal and formal licies on the state or national level. In briefly in the table above. learning. More focus on informal Europe, the situation is similar with a learning would increase our pupil’s IT håller på att utveckla skolan på samma sätt som i alla The technology is in place few exceptions. Denmark emphasizes experience of school relevance and andra branscher. Vi säger bara tre ord som alla skolledare the importance of mobile learning Bureaucrats are forced to completely create joyful learning. in its new ICT strategy for schools. rethink and abandon the control it behöver sätta fokus på – enklare, snabbare och bättre! Danish authorities have developed means to equip schools with tech- teaching guides and allocated funds nology according to centrally made Jan Hylen Vill du se hur? Kom till monter B182 på BETT i London to the development of new digital plans. Instead, they need to recognize så berättar vi mer. Eller besök oss på www. infomentor.se learning resources for mobile devices. that the technology is already at hand PhD Political Science and a consultant to government agencies, municipalities, och gör så här: Up to a few years ago Britain made – in the pockets of the young and the universities, governments and international great national efforts to increase the teachers. Let the mobile learning into organizations mobile learning. In crunch times, ICT policy, developing support ma- 1. Ladda ner ett exempel på kommunikationsplan these disappeared and responsibility terials for teachers as well as learning för en grundskola som använder både webben, sms devolved, but it seems to have sown och smartphones. enough seeds for a positive trend to Suggested Reading: 2. Ladda ner en översikt som visar 10 sätt att hantera continue. The Netherlands also has IUP-processen. Link to the UNESCO series of mobile learning: 3. Boka en webbvisning av vår lärplattform. http://www.unesco.org/new/en/unesco/themes/icts/m4ed/mobile-learning- resources/unescomobilelearningseries/ One theme is the realization that The Danish teacher’s guide is available here: Bjerre, S., Christensen, G. and mobile learning, specifically the Steinmüller, L. 2009th Vejledning of mobile e-læring - introduction til mobile e-læring. Temahæfte. May 2009. Aarhus, Denmark, eVidenCenter: The use of mobile phones in learning, Nationale Vide Center for e-læring. often have bad connotations http://www.itst.dk/ferdigheder/e-lering/rapporter-og-rapporter/Temahef- among both policymakers and te_mobil_e-lering.pdf parents. Planera | Undervisa | Samarbeta | Bedöma | Analysera | Lära | Online

26 diu@BETT• 2013 Enklare, snabbare och bättre

IT håller på att utveckla skolan på samma sätt som i alla andra branscher. Vi säger bara tre ord som alla skolledare behöver sätta fokus på – enklare, snabbare och bättre!

Vill du se hur? Kom till monter B182 på BETT i London så berättar vi mer. Eller besök oss på www. infomentor.se och gör så här:

1. Ladda ner ett exempel på kommunikationsplan för en grundskola som använder både webben, sms och smartphones. 2. Ladda ner en översikt som visar 10 sätt att hantera IUP-processen. 3. Boka en webbvisning av vår lärplattform.

Future Learning may 15th - 17th 2013 Stockholm Waterfront Congress Centre