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
3.1 Priority Areas: Policy Makers and School Directors role in CPD in ICT for Teachers
Recommendation: Continue to invest in new technologies and in upgrading infrastructure.
Schools with a strong policy and strong support have (among other features) existing school strategies in place to use digital technologies in teaching and learning and strongly promote teachers’ professional development and in this category there is a slightly lower share in Sweden at ISCED levels 1 and 3 but higher share at ISCED level 2 compared to the European average.
Recommendation: encourage schools at all ISCED levels to develop string policies and support for teachers’ professional development in accessing ICT training and implementation.
Digital competence is defined according to the DigComp framework and Swedish teachers show higher confidence at ISCED levels 1 and 2 in all digital competence areas compared to the European average. The DigComp framework assesses competence in five areas: Safety, Communication and Collaboration, Information and Data Literacy, Problem solving and Digital Content Creation.
Recommendation: continue to nurture the professional development of digital competence and ensure that it goes beyond ISCED 2.
Three types of Professional Development undertaken by Swedish teachers in the years 2017 – 18 show that at ISCED 1: results for Sweden comparable to European average. However, at ISCED 2: substantial differences to European average, much lower share of equipment-specific training and higher share of courses on pedagogical use in Sweden.