Virtualization in education

Virtualization has the potential to make it very easy to share complex computer-based laboratories. It is sufficient that one person can set up the virtual laboratory or labbox, everyone else can then use that labbox directly on their own computer simply by downloading and opening a file, even across computer platforms such as Linux, Windows, and Mac OSX. No understanding of how to get the laboratory software started is required. We are planning to use and explore virtualization as a platform for teaching programming and also as a platform for sharing educational material in schools on a national and global level.

Deltagare

Niklas Gyulai
Ingemar Wiström
Erik Berglund
Anders Larsson

”Broängens ettor”

We want to investigate how we can use the children´s online activities and exploit the great collaborative possibilities these activities offer. Using multimodal text landscapes as a learning platform will make the children digitally and textually literate. A class of firstgraders will have a personal laptop with multimedia functions at their disposal, making it the natural choice as a writing tool. They will create a wiki, a blog and a homepage where they publish their texts, images, films and stories. Other activities we want to explore in a learning context are chatting, interacting and communicating in online communities. Using the possibility of sharing their work online, within the group and with their families, will make the children not only producers and consumers, but also competent users of the internet.

Project Manager: Jannie Jeppesen

Deltagare

Jannie Jeppesen
Karin Müller
Christel Bäckström, rektor
Susanne Lundberg, bitr rektor

We hereby submit a short presentation of our school and our main thoughts regarding the Symposium on Harnessing Technology for Learning.

Byskolan is a public school for children aged 6-11. The school strives to renew itself and has implemented a new way of applying ICT. The use of interactive whiteboards and lap-top computers has incorporated ICT in the daily work and developed the teaching techniques. Our intentions for this symposium and further projects are in line with our vision: “All students will be using computers and digital accessories as teaching aids in a natural way in their daily work and in all subjects.” The main question we ask ourselves is:

· Will the implementation of ICT in our daily teaching provide our students with a greater possibility to achieve the goals of our curriculum?

Deltagare

Tina Viktor Kiuru
Magnus Bokelid

Interactive boards at Carlssons Skola – a short résumé

Aim – to develop teaching methods by supplying teachers and students with further instruments in order to develop the thinking process and the qualitative contents of teaching.

How? – by installing interactive boards in all class-rooms and by educating all teachers in how to use them.

Furhter education in everyday IT-work.

Education of “pilots” – in order to assist fellow teachers.

Cooperation with other schools.

Participation in the symposium.

Deltagare

Pia Lindberg
Guido Pillola
Cecilia Christiansen
Tobias Oliveras

We are doing a Research Teaching project aiming at improving teaching of subtraction in early school grades. The project is run in cooperation with Professor Aki Murata at Stanford University. So far, the students? subtraction performance has been measured and the teaching of subtraction observed. In addition, curriculum and text-book analyses have been made. A lesson on place value and multi-digit subtraction has been run and an additional lesson is planned. In follow-up studies in May teacher evaluations of the project and data on student performance will be collected. A web environment has been created, presenting the project and the participants.

Deltagare

Magnus Wallenborg, Uppsala Univ.
Maria Jonsson
Carina Westman
Eva-Lott Öhgren

In the ordinary group tuition the teaching is being performed by experienced qualified maths teachers in a traditional way. Among the students there is a conception that either you understand maths or you don’t. We are convinced that todays students are just as talented in maths as yesterdays’. The difference is they are living in a different world where they communicate and gather information in their own, new ways where and when they want to. They are using many different types of platforms and sources and they use them at different times. We aim to utilize that! We want to give the students opportunities to use all their senses with a combination of different ways of communication in order to make it easier to incorporate the maths education.

Deltagare

Charlotte Lindström
Jan Hallberg
Gunnel-Alm Skölden
Lottie Pusa

Farsta is a public Upper secondary school in Stockholm with 750 pupils and a teacher and administration staff of some 100 colleagues. We have five main programmes: Programme for Child and Recreation, Programme of Commerce, Natural Sciences Programme, Social Sciences Programme and Individual Programme.

Farsta Upper Secondary School is distinguished by some of the following:

- Wireless network
- Staff and pupils are equipped with their own laptop computers
- In the autumn of 2006 a platform called “Fronter” was implemented
- Cooperation with universities, colleges and businesses

Several of Farsta’s teachers have also been working with e-learning. Among other, Farsta has offered courses in Mathematics A and English A for compulsory schools, Maths on-line and English on-line. Farsta has also launched the first steps towards a more varied way of pupil presentation skills. Among others, we find the use of Power Point, movies and sound alternatives. As part of Farsta’s overall vision is that the above mentioned is furthered via the use of “simulation” (upplevelsebaserat lärande). This means that pupils will get the chance to actively partake in a virtual teaching environment where the pupil’s actions will lead to direct consequences. This can involve being the leader of a group, member of a group, acting out different ways of leadership etc.

Deltagare

Birgitta Gustafson
Christian Gill
Fredrik Hedlund

Our project – How to use digital whiteboards in teaching

We would like to attend the symposium at Lunds University since we are working with an interesting ICT project, how to use digital whiteboards in teaching, that we hope will be of interest to other schools, teachers and educators. Our school, Forshällaskolan, is a primary school situated in Uddevalla. We have 192 pupils (aged 6-12) and approx. 15 staff. Our project objective is that we cooperate (cross-subjects) to create and develop new pedagogical ways to use ICT in school. Recently we started staff courses at our school to inspire our colleagues to use the digital whiteboard in their subjects and their classes. Other schools and teachers in our municipality were very interested so we also started courses for external colleagues. The focus of our initial course is how to use the digital whiteboard in pedagogical way to be able to improve our pupils’ opportunities to learn.

Deltagare

Ylva Dahl
Andreas Antonsson
Micael Blomberg
Britt-Inger Berntsson

Spyken is an upper secondary school with students aged 16 to19. In our project we would like to strengthen our efforts to develop new strategies in ICT learning. We want to develop our language lab and “studio for mathematics,” where students can catch up and deepen their knowledge by using DVD programs and ICT-skills. For language learners and students with special needs, the aim is to develop the use of multimedia software to better assist individual pupils to achieve their objectives. In mathematics and physics it will include using e.g. graphic calculators ¬¬with “Navigator” and interactive boards.

Our main objectives are: How far has research come in this field, and how can we apply these findings? These efforts will also contribute to a sustainable development in the society and open up opportunities for cooperation between the secondary schools in our municipality.

Deltagare

Ing-Marie Gustafsson
Bodil Merkel

The pocket classroom.

Teachers and students make their educational material available online by means of podcasts. Students, teachers and parents can access the material on their computer. The students are equipped with PDAs, enabling them to view the material any place at any time. The PDA also has internet access making the use of digital resources such as blogs, wikis, chats and communities possible in teaching.

Deltagare

Patrick Aspling
Magnus Caro
Krister Olsson

Virtual worlds for teaching the new CPR to high school students

Creutzfeldt J, Youngblood P, Hedman L, Heinrichs L, Stengård K, Kusumoto L, Srivastiva S, Dev P, Hendrick A and Felländer- Tsai L

SUMMIT, Stanford University, Forterra Systems Inc

Abstract

In this study we created a virtual 3D world for learning to manage medical emergencies and evaluated it with 13 high school students in the USA and 12 Sweden. Test and re-test have been performed at both sites. We found that students in both groups felt immersed and found the online simulation easy to use. Scores for flow, self-assessed flow and self efficacy were analyzed for the US group as compared to the Swedish group. Significant sex differences were observed. This study demonstrates the potential value of using MMOS for learning to respond to medical emergencies.

Deltagare

Li Felländer-Tsai
Johan Creutzfeldt
Karl Stengård
Christopher Medin

Resumé of ICT in the Teacher Education in University College of Boras.

In recent years the Teacher education in Borås has started a new study program based on culture, communication and media. The students are using new communication technologies such as Podcasts, Wikis, Digital Storytelling, and Digital video. The students are going to teach History, Media and Religion in primary and secondary schools. We also have implemented ICT for all teacher students in AUO. This is a very important issue because all students, no matter on what level they are going to teach in the future, are involved. We are also planning to arrange classrooms for the future school. Interactive Whiteboards, computer projectors, computers and wireless network are examples of the equipment involved as a way to make our students prepared for the challenges of the digital age.

Deltagare

Tobias Ruhtenberg
Kerstin Kolback

Peter Karlsudd, senior lecturer at the University of Kalmar. My chief research fields are special education and flexible learning. My degree subjects, pedagogy and informatics, have enabled me to initiate and participate in several educational and research projects about ICT and learning. I am particularly interested and happy that special school is included in the invitation since, in my experience, this type of school is often excluded in connection with ICT efforts.

Deltagare

Peter Karlsudd

Our interest is new media in teacher education (i.e. mobile phones; wikis; podcast; Second Life; etc). Mobile phones, for example, are essential to young people¹s life today, but still underutilized as a tool for learning in school. The implementation and evolvement of ICT in teacher education is considered important in order to educate teachers of tomorrow. Teachers at our partner schools in Falköpings kommun have extensive experiences of using technology seamlessly in their teaching, continuously trying out new technology and educational methods. We are suggesting an action research project in Falköping focusing new digital media in teaching.

Deltagare

Mia Karlsson
Katarina Bremsjö

Introducing foreign languages to children from the age of three means a great challenge for teachers to find innovative and stimulating ways of teaching. We are in the process of designing materials that are suitable for our students. We believe that modern technology will assist us in structuring, compiling and increasing accessibility to these materials. Our aim is to make ICT a natural tool in all teaching and learning situations and to enhance interaction and communication in our classrooms.

Deltagare

Karin Lång, rektor
Monica Shaffeir
Bruno Rebillon
Reenie Lee

Kronoberg School is ready to begin taking a new step forward in IT instruction. We have plans to purchase Interactive Boards and to use a platform on Internet to interact with the students. We are investigating now to see if ”Moodle” could be such an alternative. One idea is that the classroom notes, and even a whole presentation on the whiteboard can be recorded with a desktop recorder. It is of great value for the students to be able to see and hear, for example, a math excersise being explained step by step. The notes and recordings saved via the Interactive Board can become accessible to all students, at all times, through ”Moodle”. The next step* *is to use Internet in a more interactive way. We would then, to a larger extent, be able to utilize an ambition that students ”learn from each other”, inspired from the thoughts of Vygotsky, that learning takes place in context, together with others where different individuals can contribute to a larger amount of knowledge and deeper interpretation.

In the AMULETS project we are exploring how teachers can develop and implement novel educational scenarios combining outdoors and indoors activities that use ubiquitous computing technologies together with stationary computers. These types of activities provide new opportunities for children and teachers to review and to continue the learning experience in the classroom, thus supporting different aspects of learning such as exploration, discussion, argumentation, collaboration and reflection. Project´s website: http://www.celekt.info/projects/show/11

Arabyskolan from the city of Växjö is a 7-9th grade school with about 400 pupils and 50 employees. The school strives for a broad cooperation with other parts of society and has therefore evolved a network of relations with, for example, public authorities, universities, sport associations and industries. The school has also decided to adopt a sports and science profile.For six years we have participated in the First Lego League project where teams of pupils work in projects with societal studies, design, construction and programming of robots using computers and Lego technology.We closely collaborate with researchers at the Center for Learning and Knowledge technologies(CeLeKT) at Växjö Univercity. We cooperate in development of methods and tools for more concrete teaching of mathematics using mobile technologies.

Fagrabäckskolan The CONNECT project: The project creates a network of museums, science centres and schools across Europe, to develop, apply and evaluate learning schemes that builds on the strengths of formal and informal strategies. It explores the integration of physical and computational media for the design of interactive learning environments to support learning about complex scientific phenomena. One goal was to enhancing science center exhibits through the use of Augemented Reality. In Xperiment Huset we had an activity around a Bio Tube to introduce the process of photosynthesis. With some special 3D glasses, CO2 and O2 and O2 molecules were visualized in the tube and it was possible to observe how its content changed when the plant conditions changed for ex. the light. CONNECT has been funded by the EU research program FP6. More information about this project can be found at: http//www.ea.gr/ep/connect/.

Deltagare

Jonas Nilsson
Katrin Lindwall
Britt-Mari Karlsson
Per Strandberg

Our vision is to identify, support and develop best practices in classrooms for pedagogical use of ICT tools. We are strongly aware of the fact that a tool in itself never can be a solution to educational or learning problems. All pedagogical tools require awareness and reflection. Therefore, we strongly support the students – future teachers - to develop innovative strategies and smart practices for different sets of teaching tools and techniques, like virtual learning environments (VLE), digital portfolios and archives, wikis, podcasts, simulations and visualisations. Not least technologies referred to as Web 2.0 constitutes an important challenge to teachers and learners, and we want to enhance the awareness of metacognitive and collaborative aspects. We are interested in creating a teacher learning community where pedagogical tools and best practices can be discussed and developed.

Deltagare

Jonas Gustafsson, LHS
Torgunn Finnset, LHS
Leif Dahlberg, KTH
Björn Hedin, KTH

A Web based Platform for Intercultural Communication and Collaborative Learning

Facilitate collaborative learning between students in the same class and between groups of students from different schools in different countries worldwide. By utilising a platform for social networking (such as Facebook) groups of student can work together bridging geographical boundaries. The “member” is a group of students, supervised by their teacher. Activities available on the platform are well defined according to age group, school subject and learning outcome. Student groups from different countries working together, we believe will take their learning more serious. By placing school work into a genuine context we anticipate their learning will be deeper and more relevant. This project will (i) develop a platform using open source software and (ii) create, test and evaluate learning activities.

Deltagare

Mats Westerborn

Dr. Ambjörn Naeve (http://kmr.nada.kth.se/wiki/Amb) is the head of the Knowledge Management Research (KMR) group (http://kmr.nada.kth.se) at KTH. He is also a scientific advisor for the Centre for Sustainable Communications at KTH (www.csc.kth.se/sustain) and the scientific director and coordinator of research on interactive learning environments at the Uppsala Learning Lab at Uppsala University (www.ull.uu.se). During 2000-2004 he was the scientific director of the Swedish part of the PADLR project (http://kmr.nada.kth.se/wiki/Main/PADLR), funded by WGLN. Since 2001 Ambjörn Naeve has published more than 30 papers for international conferences and journals within the fields of knowledge management, Semantic Web, and technology enhanced learning. Within these fields he is co-editor in chief of two international journals and on the editorial board of three more, he has co-authored 5 book chapters, and co-edited 4 books and 5 special issues of international journals. Moreover, he has been a member of the program committee for more than 25 international workshops and conferences, including WWW, ECIS, PragWeb, and I-Know. Ambjörn Naeve is active within several international networks in technology-enhanced learning and Semantic Web, notably, PROLEARN (www.prolearn-project.org), SIGSEMIS (www.sigsemis.org), Sakai (http://sakaiproject.org) and EATEL (www.ea-tel.eu). Within technology enhanced learning and Semantic Web, the KMR group is presently participating in the European projects LUISA (www.luisa-project.eu) and Organic.Edunet (www.organic-edunet.eu)

Deltagare

Ambjörn Naeve

Creative classrooms

Both university and secondary school libraries spend an increasing amount of time on teaching students information literacy. Information literacy is often defined as the ability to both select appropriate information sources and to evaluate and use the information found. In later years focus has shifted from the former to the latter abilities and there is a need to develop today’s teaching accordingly. We propose a project where librarians at Lund University and secondary school libraries in Lund join forces to develop new teaching strategies together with a model teaching space to support these. We also plan to develop methods for evaluating the impact of the libraries’ teaching as well as a competence development programme for librarians.

Deltagare

Anne Börjesson
Åsa Forsberg

The purpose with our planned project is to develop knowledge about what kinds of learning outcomes and other effects a certain technology can have for natural science education in school year 4 and 7. Therefore we intend to systematically observe and evaluate a natural science project in a K-9 school, Ösbyskolan- Värmdö.

The school has equipped three natural science classrooms with computer projectors and interactive boards “E+”. By developing the use of ICT as a pedagogical tool further and

Deltagare

Eva Edman
Lena Olsson

The research Environment Naturvetenskapernas och teknikens didaktik is a multi disciplinary R&D group which has been working for seven years with the development and implementation of information technology for learning mainly at the university but to some extent also for school use. An example is our involvement with the so called Think tanks (Tankesmedjorna) involving teachers in continuous seminars and experiments over a year or more. We have developed and tested a row of technical tools that have shown to be of great use. Results are presented in international journals, at conferences and seminars, and in doctoral thesis. We are now eager to implement the findings and use the tools in collaboration with more school partners.

Deltagare

Gunilla Svingby
Sverker Aasa
Maria Sandström
Daniel Karlsson

We work at Medioteket, a unit at the Educational Department of the City of Stockholm. We offer inspiration, knowledge and implementation of new methods and tools for learning and teaching in our learning centre. Our main fields of operation are media, reading, writing and ICT. We want to develop ways to combine these tools and methods in the learning process in order to give students a better understanding and involvement to become more motivated to learn and study.

Deltagare

Hans Fernström
Anna Engström
Carola Rhen Lindberg

Polhemskolan is an upper secondary school with students aged 16 to 19. We wish, with this project, to strengthen our efforts to develop new strategies within the area of ICT learning.

We want to develop our language lab and the use of, for example, graphic calculators together with “Navigator” and interactive boards. We hope that this future project gives us the opportunity to co-operate with other upper secondary schools as well as compulsory schools within the region. It is our ambition to implement the use of ICT in the daily teaching in order to increase the possibility for our students to achieve the goals of our curriculum and contribute to a more sustainable society.

Deltagare

Görel Axiö
Lizette Bagner
Annika Möller
Maria Enberg

It is our wish to investigate the roll in which digital whiteboards play in arousing interest, motivation and a positive attitude towards mathematics. It is our aim to involve other institutions, Stanford University, Palo Alto School and schools in Auckland, New Zealand, to investigate empirically whether student’s attitudes towards the subject of mathematics can be improved through Activboard and other digital whiteboards. This will be done by creating materials to be used in a particular area of mathematics which will be exchanged between institutions for use in the classroom. It is our wish to be given time to prepare different materials using visual and practical techniques to be applied in different age groups and later assessed as to the roll these play in the pupils general attitude to the subject and to whether they improve motivation in school and at home.

Deltagare

Pia Hed-Andersson
Anne Melin
Pia Lindahl
Roger Carter

Science teachers at Viktor Rydberg Gymnasium Djursholm are participating in a Stanford University initiated project: Interactive Teaching and Learning Media for Science Implementation; Virtual Labs for High School Science. This project aims at further testing and evaluating the gains of VL modules as tools to enhance the students’ learning in the sciences; especially targeting the Biology B course curriculum. The project entails cooperation with two high schools in the US Bay Area – High Tech High and East Palo Alto Academy.

A science teacher at Viktor Rydberg Gymnasium Odenplan has, within the WGLN framework, produced a flash animation to explain how the immune system works. He has used Star Wars as a metaphor for the war going on inside the human body. This year he takes the project one step deeper to explain how HIV affects the body.

Deltagare

Louise Andersson
Dan Gustafsson
Pia Eneström
Phil Yoder

Our school Stjerneskolan will be represented by three language teachers, namely Maria Axenvall Svensson, Ingrid Wedin and Annika Wredenberg all three experienced in different ways of using ICT in teaching.

Stjerneskolan is situated in the northern part of Värmland and, besides being an ordinary senior high school, it’s also a national school for winter sports, such as cross-country skiing. biathlon and downhill. Our student body therefore consists of students not only from northern Värmland, but also from over 40 Swedish municipalities as well as from the other northern countries, especially Norway. This year we even have some students from Greenland.

We have now reached a situation when we want to improve and enlarge our knowledge of using ICT not only to cope with the ordinary class-room teaching, but also to improve the possibilities for our sports students to “attend classes” also when being off on training camps. Furthermore, our school is now preparing for introducing a higher degree of distance teaching, which calls for more individualized teaching methods.

Deltagare

Ingrid Wedin
Maria Axenvall
Annika Wredenberg

Sturebyskolan

The last few years teachers and students at Sturebyskolan have worked on several projects in different grades. The purpose is to get the students interested in science in an exciting and tangible way and to understand and put science into practice.

In year 6 students construct hovercrafts and hot-air balloons. When the projects are finished the hovercrafts and hot-air balloons are demonstrated in the assembly hall.

In year 7 students construct a high rise building on the scale of 1:20 and in year 8 loudspeakers. The exam project, year 9, is the so called “physics metre”, which is a kind of a trajectory, constructed from all the ins and outs of mechanics.

Deltagare

Jenny Palmqvist
Pia Wenger
Andreas Holst
Thomas Eklund

S:t Iliansskolan

Internet is an important part of youngsters’ everyday communication and we must keep up with this development and also try to be a step ahead. In order to give our pupils the possibility to learn through ICT we need to build a site where this can happen. This site, where each subject needs a space of their own, includes information about lessons, recorded lessons, laborations, a chat between pupils and teachers and where FAQs would be made available etc. Furthermore it is of great importance that a site like this is easy to find and navigate through which is not the case today. Our current system is extremely limited and incoherent.

Today S:t Ilian School has all the necessary equipment to be recognized as a school with a clear IT-profile. Now we want to take the next step and improve the communication between teachers and pupils/parents and through that, ICT learning.

Deltagare

Elaine Westerberg
Juuso Jäppilä
Bernt Lund
Annika Daniels

THG is already well equipped when it comes to digital aids. It is of high priority to equip all classrooms with computers and projectors. We use the platform Fronter for communication and flexible learning, for example in forms of filmed demonstrations and online-tests etc.

We believe that online collaboration on minor research projects is a way to modernise our teaching in natural science. Therefore, we need to integrate modern technique in our everyday work. A small project already in progress is the fish tank project where we study a real fish tank online. Online projects enable students and teachers worldwide to collaborate and share ideas and results from real experiments and have their work peer reviewed.

Deltagare

Katarina Fast Ehrlén
Linn Gustavsson
Anna Johansson
Lars Björklund

Vår projektidé och Stefans vision på lång sikt är att skapa internationella elevarbetslag som skall vara ett inslag i allt skolarbete oavsett ämnen. Saxat från en tidigare intervju med Stefan:

"Möjligheterna är oändliga men ett tips är kanske att tyngdpunkten för Tunas del kommer att ligga på ämnesövergripande arbete med IT som verktyg samt internationella samarbeten på elevnivå, kanske elevarbetslag bestående av två svenskar, två italienare och två amerikaner som jobbar med samma arbete utifrån tre perspektiv?"

På kort sikt har vi en projektidé som fokuserar på ungdomarnas användning av mobila, internetanslutna enheter (oftast smart phones) och den grundläggande tanken är att ungdomarna i olika länder i Europa skall dokumentera sin vardag genom text, ljud och bild och resultatet publiceras på webben. Detta är också tänkt att genomföras som en sk. eTwinning-projekt.

Deltagare

Stefan Millgård
Niilo Alhovaara

We are interested in developing university and school partnerships in relation to technology enhanced learning in the areas of mathematics and science teaching. In particular we are interested in exploring the affordances of a range of technologies for developing the innate powers of visualisation which we propose are latent but which lie dormant as capabilities for many if not most learners of mathematics and science based subjects. Accordingly we are interested to conduct research and development on open and flexible learning environments in schools and teacher education supported by mobile devices such as iPods, tools such as interactive whiteboards and applications such as games and simulations.

Deltagare

Prof. Brian Hudson
Peter Bergström

The R&D project Spaces for Learning involves teachers and researchers at Umeå University, Lund University and the University College of Mälardalen. One of the project aims is to contribute to the design and use of the psysical and virtual spaces in schools and higher education in ways that promote student learning rather than the opposite, by (1) analysing teaching and learning in physical settings with varying degrees of flexibility and multifunctionality on the one hand and different degrees of teacher and student influence over the use of space on the other, (2) raising the competence and awareness of teachers, teacher education students and teacher educators with regard to space and learning.

Deltagare

Lisbeth Lundahl
Gerd Johansson
Tomas Grysell
Linnéa Eriksson

Who plays the math game best – you or the agent you just taught?

Learn arithmetic by teaching an agent play a math game without digits and numbers?!? This project is about how to inspire to conceptual understanding of arithmetic, by playing a computer game. We have combined a math game based on Graphical Arithmetic Microworld with the concept of Teachable Agents, resulting in a prototype web based application. A pilot study show promising results, and that the teachable agent enhances the engagement and reflection further compared to the already engaging game.

Deltagare

Lena Pareto

Westerlundska gymnasiet is a upper secondary school in Enköping. With it’s about 1500 students and 150 teachers it is the biggest in the county, Uppsala län. The size of the school means that there are many teachers that potentially could be a part of different projects, and also that we have the opportunity to try these in very diverse groups of students. We would like to build a bank of digitalized resources, such as lessons, PP-presentations, and animations aimed at students, and of lesson plans, tests, and other materials aimed at teachers. Building an island in Second Life is one part of this. We would also like to implement smart-board technology, and develop teaching materials for that and for modern biology.

Deltagare

Per Kornhall
Peter Stenberg
Oddur Jonsson
Andrzej Marcinkowski

Vindängen is a primary school with 230 pupils located in Falköping. Our teachers have during the years had a strong focus on learning and developing ideas on how ICT can be used at our school. Presently we are looking at how camcorders and film clips can strengthen the learning process. We are collaborating with an Irish school and running the blog, http://blog.eun.org/film2/ . - New technology gives us new tools for education and improved learning.

Deltagare

Bernt Gustavsson
Eva Carlander Odebäck

The aim of our project is to map-out how innovative communicative teaching methods can be implemented and stimulated when learning with ICT. Included in the aim is to find out what obstacles and potentials teachers recognize in ICT-usage in educational settings. The target groups are teachers in compulsory- and high-schools in Sweden. Data are continuously collected through research circles merging educational practice with research. The intended outcome is to expand our understanding of how modern ICT in connection with novel teaching methods can enhance learning and to identify obstacles teachers encounter in connection to this. Based on our shared experience and competence within the field of learning and ICT, we intend to move on and switch focus from teachers’ personal use of ICT to an increased understanding and practical usage of modern ICT in educational settings. Switching focus from a personal use to a pedagogical use requires metacognitive thinking about pedagogical affordances.

Deltagare

Martin Stigmar
Tor Ahlbäck

We at Älvstrandsgymnasiet find the symposium ”Harnessing Technology for Learning – University and School Partnerships” very interesting and therefore we would like to participate with a group from our school. We clearly believe this is something we could benefit from and develop further within our field.

For two years the school has had a project with the University of Karlstad, Hugo Wikström, and now we want to develop and improve this knowledge. Our experience is very positive and we have started to reflect on this and are trying to apply this way of communicating and thinking onto other subjects and areas. Älvstrandsgymnasiet has just started on this path and this symposium would certainly be a step in the right direction. In the future we would like to implement these advanced technologies into everyday teaching.

/Roland Wiklund, Principal Älvstrandsgymnasiet

Deltagare

Erik Mattson
Elisabeth Dahlén
Sören Persson
Hugo Wikström

The Ösby School is a K-9 school with 700 pupils situated in Gustavsberg at Värmdö outside Stockholm. The school was built in a modern way 1997. We have equipped three natural science classrooms with computer projectors and interactive boards E+.

We would like to develop the teachers’ ability to recognize pedagogical affordances so they can make the most of existing technology in order to enhance pupils’ learning process, as well as their own ability of using technology, assisted by the interactive boards.

Some of our questions at issue are if this kind of technology change teachers’ working methods or increase the opportunities for pupils’ learning? The participation from Teacher Education, Lärum at Stockholm University will consist of pedagogical supervision and evaluation of the project.

Deltagare

Helena Weiss Larsson
Christer Stålbrandt
Patrik Broström
Anna Krook