ICT equipment collecting dust in Norwegian schools
itslearning manager: ‘At itslearning, we are technology optimists. We believe that the things we do move education in the right direction. At the same time, technology is not what is important.’
The itslearning platform has always been designed with pedagogy in mind, and results from a recent EU report demonstrate why this approach is so important.
Bridging the gap between pedagogy and technology has been itslearning’s mantra from the beginning. This is why the platform is built with pedagogical processes in mind. We understand that technology alone will not benefit education. But technology used in combination with good teaching processes positively affects the bottom line – student achievement.
John Arthur Berg, itslearning’s product and marketing manager, echoed this sentiment at the 2013 itslearning User Conference, held April 15 –17 in Bergen, Norway. Addressing an audience of Norwegian teachers, school mangers and school IT staff, Berg talked about itslearning’s goal of building tools that support teaching processes.
“At itslearning, we are technology optimists. We believe that the things we do move education in the right direction. At the same time, technology is not what is important. The people and processes are what's important,” Berg said. “If itslearning is going to have an effect in schools, we need innovate school processes by using, for example, itslearning to implement the flipped classroom.”
ICT in schools in Norway at a glance:
- System-wide 1:1 computing at grade 11 – the highest in Europ. (1:1 schemes aim to equip all students with computers.)
- 31% of Grade 8 teachers used ICT in more than 25% of the their teaching, placing Norway in 19th spot in this category
- 58% of Grade 8 students used a school PC at least once a week, placing Norway in 13th spot
- Norwegian teachers’ experience using PCs and the internet at school: Grade 4 teachers less experienced than nine other countries, Grade 11 teachers less experienced than 11 other countries
Click here to read the full PDF version of the report.
Posted on Tue, April 23, 2013
by Mark Macdonald