Strategies to implement innovative ICT based approaches to teach Sciences at Secondary school level.
The guidelines aim at providing science secondary school teachers with the competences to make an effective use of ICT based science teaching learning objects.School Directors’ and Policy Makers’ Guidelines
2 Integration of ICT in Science Teaching: Existing
2 1 Some Perspectives about the Current Use of ICT in Science Education
2 1 Some Perspectives about the Current Use of ICT in Science Education
2.1.2 Sweden
In Sweden, the question of digital competence has been put in the spotlight due to the national strategy for the digitalisation of the K-12 school system launched by the Swedish Government in 2017, focusing on three areas: (1) digital competence for all in the school system, (2) equal access and use of digital technology and (3) research on and follow-up of the possibilities of digitalisation.
In the national strategy, children’s and students’ digital competence is discussed in terms of “adequate digital competence”. It may therefore be reasonable to expect teachers’ and school leaders’ digital competence to be discussed in the same terms, although this is not the case in the strategy.
Several research on teachers’ digital competence shows that there are still challenges related to (a) defining digital competence in educational policy and practice, (b) teachers’ current levels of digital competence and the time and contexts and (c) the degree of readiness at an organisational level for the digitalised school.
In terms of equipment, students in Sweden are very well endowed compared to the EU mean. High-speed broadband provision too is at high levels throughout the system. Levels of connectedness (e.g. having a website or a virtual learning environment) are much higher than the EU mean.
Overall, There seems to be little use of innovative training modes (e.g. online communities) and of the pedagogical development.
In the national strategy, children’s and students’ digital competence is discussed in terms of “adequate digital competence”. It may therefore be reasonable to expect teachers’ and school leaders’ digital competence to be discussed in the same terms, although this is not the case in the strategy.
Several research on teachers’ digital competence shows that there are still challenges related to (a) defining digital competence in educational policy and practice, (b) teachers’ current levels of digital competence and the time and contexts and (c) the degree of readiness at an organisational level for the digitalised school.
In terms of equipment, students in Sweden are very well endowed compared to the EU mean. High-speed broadband provision too is at high levels throughout the system. Levels of connectedness (e.g. having a website or a virtual learning environment) are much higher than the EU mean.
Overall, There seems to be little use of innovative training modes (e.g. online communities) and of the pedagogical development.
