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From national commitment and initiatives to implementation in the classroom: some critical issues on integration of ICT into education in the Swedish context
Umeå University, Faculty of Social Sciences, Department of Education.
2011 (English)In: The University of the Fraser Valley Research Review, ISSN 1715-9849, Vol. 4, no 1, 29-40 p.Article in journal (Refereed) Published
Abstract [en]

Since 1994 Sweden has carried out a number of initiatives funded by the government and other actors for integrating ICT into education. Huge amounts of money have been invested in developing infrastructure and raising teachers’ level of ICT knowledge and competence. However, it seems that there is still a gap between the claims for ICT use in education and the current practice of integrating ICT into the classroom. Some recent investigations indicate that a majority of Swedish teachers actually do not use computers in the classroom as much as they are expected to do. Knowledge about the use of ICT in teacher education is reported as being not good enough. This paper intends to describe the status quo of ICT integration in education in the Swedish context and discuss some critical issues on effective ICT practice in schools in relation to the demands on teachers and their professional development, and thus provide some backgrounds for suggesting models of Technology Enhanced Teacher Professional Development.

Place, publisher, year, edition, pages
Canada: University of the Fraser Valley , 2011. Vol. 4, no 1, 29-40 p.
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:umu:diva-44365OAI: oai:DiVA.org:umu-44365DiVA: diva2:420358
Available from: 2011-06-01 Created: 2011-06-01 Last updated: 2011-06-13Bibliographically approved

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http://journals.ufv.ca/rr/RR41/article-PDFs/3-gu.pdf

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CiteExportLink to record
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Citation style
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