Freesh

The Nordic countries have in general had a strong focus on competence development for teachers regarding the use of ICT for teaching and learning purposes. However, the results from the study show that the impact of these investments is random. Results from this and other studies show that the poor results can be improved by a more strategic and systematic approach to ICT at more levels; Mandatory inclusion of ICT in all subjects, follow-up on the use of ICT at school level and more focus upon the integration of ICT for teaching and learning purposes in initial teacher training.

The results from this study show that the respondents assess that ICT has a positive impact on pupil performance and the study indicate that the more ICT is used, the greater the impact (see Chapter 4). The study also indicates that schools where management systematically follows up on the use of ICT are the schools where the greatest impact is experienced (see Chapter 5).
The study shows that even though two out of three teachers have participated in competence development regarding ICT within the last three years, only about one in three teachers in this study assess that they have the necessary competence to integrate ICT in
their teaching (see Chapter 8). Not only does their lack of competence influence their ability and willingness to use ICT for teaching and learning purposes, also teachers’ ability to see the relevance of doing so influences their use (see Chapter 5). Only about 40%
of teachers find it highly relevant to use ICT to support the academic content in their teaching. And even fewer to support their pedagogical and didactical methods. Why is this so, if so many have participated in training aimed at integrating ICT?
As most teachers have computers and internet access in their homes (see Chapter 7) and have participated in some forms of competence development, one should believe that they have developed basic skills for integrating ICT. Maybe the competence development
has not provided teachers with more than basic skills; maybe the connection between teachers’ basic ICT competences and pedagogical methods and advantages is still a missing link.
Ramboll Management believes that the time has come where focus should be put on how ICT can best support the pedagogical and content-related objectives set out at national, regional and school level. Ramboll Management recommends that policy makers and
school managers focus on:
• Formulating clear objectives for the use of ICT for teaching and learning purposes in all subjects
• Formulating specific plans for follow-up on the objectives
• Provision of examples that enhance pupil performance for all subjects and well documented results of specific pedagogical methods, specifically related to curriculum
• Mandatory integration of ICT in all subjects in initial teacher training with the same clear objectives and plans for followup.