The development of learning computer aided environment si lifelong learning in Sweden

- Капустян, І.І. (2012) The development of learning computer aided environment si lifelong learning in Sweden Dissertation candidate2 thesis, ІІТЗН НАПН України.

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Abstract

Scientific Thesis for the Degree of the Candidate of Pedagogical Sciences in the Specialty 13.00.10 – іnformational сommunication technology in education. – The In-stitute of informational technology and means of education of National Academy of Pedagogical Sciences in Ukraine, Kyiv, 2012. The research deals with the problem of the development and maintaining of ICT environment in life long learning in Sweden. The concept of life long learning has been prominent on most education and training policy and conference agendas in Swe-den and in others Scandinavians countries also. The essence of the definition such as convergences was analyzed and studied in the aspect of interaction and impact. The Swedish history of the use of computers in education, first in school dates back to the early 1970th, when small scale experiment work, initiated by the National Board of Education was carried out in few schools. Since the middle of the 80’s there have been a number of initiatives and campaigns introducing computer/ICT into Swedish schools. Many projects have been implemented, differing from each other in regards to exten-sion, agents and content. Resource funds have been invested, with each campaign monetarily outdoing the one before. One of the aims of the research was to experience perspectives, contents and changes related to processes of ICT innovation in Swedish schools over the twenty years period of 1984 – 2004 and nowadays. In particular, at-tention is paid to that of the school and the teacher as they have responded to the ICT policies over time and what knowledge has been gained about their role in change. The experiences and findings of four national campaigns directed at compulsory and upper secondary schools are considered. The method of evaluation was used to characterize these four campaigns. Concepts as time, technology and the culture of school are fo-cused on. The main historical and pedagogical stages f ICT implementation are de-fined. The core components of ICT competency of a Swedish teacher are figured out. In the research a great attention was paid to a school as an institution that is based on a belief in the future and the need to further societies long-term growth. ICT is consid-ered to play a key role in creating the school of tomorrow. The Swedish experiences of the four campaigns would be regarded as rather favorable experience for the possible future use of ICT in school in Ukraine with accounting of the suggestions as a shift from a technological to a political and cultural perspective on ICT innovations, from technology to pedagogy, from initiation to implementation and, to some extent, to in-stitutionalization, according to the use of ICT in school; from programming to the use of the Internet in pedagogical activity. Implementation of ICT in Swedish educational process is a very important question. The Agency for Schools receives a Mission Statement from the Ministry every three years, which contains goals and priorities for the Agency. It received its most recent Mission Statement in 2008. On the other hand, no other organization has been tasked with working with ICT infrastructure in educa-tion. One important task included in an earlier Mission Statement was to find out how a follow-up system of providing frequent evaluations of ICT use and capacity could best improve ICT in education. Given the decentralized nature of the Swedish school system, most schools develop their own individual ICT plans and rarely share their plans with other schools. These plans tend to address issues related to equipment, staff competence and ICT as a learning and information gathering tool. In secondary and adult education, ICT plans primarily deal with issues of equipment. Schools’ ICT plans are usually updated every year in secondary and adult schools, but more rarely in ele-mentary schools (Skolverket 2009).The time, reason and goals of the creation of the national life long learning center ENCELL was discussed, the perspective as for im-plementation of the positive Swedish experience were given. The research determines that ICT implementation in education process in Swedish secondary schools is a good turn for successful development of the main components of education quality.

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