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- Eklund, Monica, 1956-, et al.
(författare)
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Reading Among Students in Sweden : Recent Research and Present Trends in an International Perspective
- 2006
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Konferensbidrag (refereegranskat)abstract
- A number of studies have been organised in Sweden, internationally on students ́ reading skills. IEA has organised the Six Subject Survey Study in 1970, the Reading Literacy Study in 1991 and PIRLS in 2001. The OECD has organised the PISA studies in 2000 and 2003.There have also been a number of studies undertaken only in Sweden. The Swedish National Agency for Education has published evaluation reports, covering the years 1992, 1995 and 2003, in which reading skills have been included. Karin Taube has been the project leader for a number of studies in different Swedish municipalities. These projects include testing of reading skills of all students in grade 3 in Stockholm 1993 –1999 and in grade 8 in Stockholm 1997 –2000.All these data some published and some not yet published, provide an opportunity to analyse questions related to students ́ reading. The data covers several years from 1970 to 2006 and concerns students in grades 2, 3, 4, 8 and 9. Some of the studies on reading allow comparisons over time. The studies organised within the framework of IEA make it possible to compare students’ reading skills in 1970, 1991 and 2001. The national assessments published by the Swedish National Agency for Education compare reading skills in 1989 (?), 1992, 1995 and 2003. The studies organised in Stockholm allows comparisons over the years 1993 to 1999 in grade 3 and 1997 to 2000 in grade 8. Also the PISA study may contribute, but only with two assessments in 2000 and 2003.Is it possible to speak about general trends based on the information available from the different studies? What may be the directions of these trends? Have reading skills among children and young people improved or do they read worse now than they used to do? How may changes in reading skills relate to changes in education policy and general changes in society during these years?
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- Fredriksson, Ulf, 1954-, et al.
(författare)
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Innovative use of ICT in schools based on the findings in ELFE project
- 2008
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Ingår i: Education and Information Technologies. - : Springer Science and Business Media LLC. - 1360-2357 .- 1573-7608. ; 13:2, s. 83-101
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Tidskriftsartikel (refereegranskat)abstract
- Abstract The European e-Learning Forum for Education (ELFE) is a project initiated by the ETUCE (European Trade Union Committee on Education). An important objective of the project has been to study good experiences with implementing the use of ICT in schools. This objective has been broken down in seven operational research questions. Three of these questions will be discussed in this article: (1) What difference does the use of ICT make in schools where ICT is intensively used for instructional/pedagogical purposes? (2) How are the students influenced by this different way of teaching as compared to the traditional classroom education, both individually and as a collective? 3) What factors influence the intensive pedagogical use of ICT? The ELFE study applied a case study approach. Three innovative schools in each of five European countries (Denmark, England, Germany, Norway and Portugal) were purposively selected. Data were collected via questionnaires, interviews, observations and school documents. The findings resulting from the ELFE schools case studies illustrate that the implementation of ICT for teaching and learning may influence the functioning of schools in a number of ways. One can also conclude that students like working with computers and that they have no ‘instrumental’ problems. A number of factors seem to influence the successful implementation of ICT at school level such as a good infrastructure, a clear vision, policy and strategy. A crucial factor is support from national, regional and local authorities, as well as from the school leadership and parents.
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- Fredriksson, Ulf, 1954-, et al.
(författare)
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Methodologies to optimize the impact of ICT on teaching and learning
- 2009
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Konferensbidrag (refereegranskat)abstract
- The European eLearning Forum for Education 2 (ELFE2) is a project initiated by the ETUCE (European Trade Union Committee on Education). The project builds on the conclusion of its predecessor ELFE 1, where the use of ICT in education was found to bring a number of benefits to learning and teaching in the studied schools. It was found that the schools stressed motivation, skills, independence and team work as part of learning and learning processes. Regarding teaching processes and teachers it was found that enthusiasm and collaboration seemed to increase when using ICT. However, many existing barriers prevent these benefits from evolving into a solid added value for teaching and learning. ELFE 2 aims, as ELFE 1, to contribute to a better understanding of the strengths and weaknesses of using ICT in education. The project deals particularly with identifying the methodologies used to optimize these benefits of ICT in education. In order to further explore how ICT can be used to support teaching and learning two schools each in five European countries (Denmark, England, Latvia, Poland, and Slovenia) were selected. These schools were selected based on information that indicated that they were regarded nationally as schools with an advanced ICT practice. The idea behind this selection is that by studying schools with what is experienced as an advance practice it will be possible to get some hints about developments, problems and challenges other schools will be faced with in the future. The collected data in ELFE2 indicates that a number of methodologies are used in the visited schools to optimize the positive impact of ICT on teaching and learning. Most of these methodologies are perceived by teachers and students as positive, but there are also factors that make the picture more complex. Some factors seem to be an obstacle for the introduction of ICT in the schools. There are also factors that seem to be a threat to a sustainable use of ICT and also to transferability of good experiences from the involved schools to other schools. The final report of the ELFE2 project will be presented in September 2009 and will form the basis for the paper. Methods/methodology The schools visited in the ELFE2 project were selected by the national teacher organizations as examples of secondary schools where the use of ICT in the schools should be aimed at pedagogical methods and/or addressing new curricular goals. The schools should be regarded as advanced in respect of ICT use in their countries. The selected schools can be regarded as ten case studies. Questionnaires on school ‘facts and figures’, interviews of various categories using interview checklists were used as the research instruments accompanied by walking around in the school and investigating school documents. The school principal was interviewed and also asked to complete a questionnaire. The schools ICT coordinator was asked to complete a questionnaire with information about the schools technical equipment. Focus groups of teachers and students were met and interviewed to identify the perceptions of ICT in school by various stakeholders.
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