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ICT Implementation in Education
Implementation strategies in practice
The questionnaire was filled out by just one school in Finland, the Tehtaapuiston Ylasteen Koulu (junior high school). It seems that national policy has a major impact on school-level policy, with few implementation decisions being left to the school. National policy stipulates both the aims of and the resources to be implemented for ICT integration, though the provision of the latter is up to the school and/or the local authority. This school considers that it is achieving the educational objectives underpinning ICT integration, as "All students have quite good knowledge of ICT, and the ability to use e-mail, easily find information from www pages, produce texts and tables and make animations. They can use network programs, email, and some are able to make their own home pages, modify photos and do some basic programming."
Curriculum
A cross-curricular approach (as suggested by national policy) has been adopted and ICT integrated into almost all subjects, with teachers using their own discretion as to when ICT can really contribute to learning content and processes. In order to find the extra time necessary to focus efforts on ICT implementation, other less important curriculum and classroom issues have been put aside for the moment. Teachers have benefited from training initiatives organised by local authorities to assist them in introducing curriculum changes. Since the introduction of ICT, the major pedagogical change has been a shift towards developing more active learning styles, with teaching more child-centred.
Technological Infrastructure
Most classes at this level of education in Finland comprise about 22 students. Each class is equipped with between 1 and 3 computers. However, computers are also located in the library, and in two computer laboratories each containing about 20 computers. Classes move into computer laboratories whenever necessary. The head teacher who filled out the questionnaire states difficulties in attaining the national aim of 1 computer per 6 students. Other available learning resources include TV, overhead projectors and video-conferencing equipment. IT applications most widely used are www pages and ready-made-programs.
Teacher training
Teachers are expected to acquire competence in all available applications (Word, Excel, PowerPoint, PhotoShop, creation of www pages, Internet, email…), through in-school courses either during or after school. They can also apply for permission to take courses out of school. Most teachers have their own computers from which they can access their school email address. This greatly facilitates teacher-parent exchanges, and has substantially improved the hierarchical relationships between home and school. The teachers most competent in using ICT for pedagogical purposes appear to be the younger staff members who are keen on introducing new methods. Peer learning figures largely as a means of human resource development, through staff discussion focusing on teaching methods and how best to activate children.
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