In Curriculum 06 (Kunnskapsløftet) is digital literacy one of the basic skills in all subjects.
Therefore all the textbooks puts up to the extensive use of ICT.
Most of them have websites where students can read and do exciting work in relation to the themes. Look here for examples. Gaia natural and social science , God i ord.
Many of the tasks in the books intends to the students to use the internet to find information. This often requires that one must have several computers available.
It is not just in the theoretical subjects the students shall acquire digital skills.
The requirements for the use of basic skills in physical education include:
Being able to use digital tools in physical education is important when one is to gather information for planning activities, document and report.
The requirements for the use of basic skills in arts and crafts include:
Being able to use digital tools in art and craft is important to seek information and even to produce information in text and pictures. Production of digital images is central to pupils' work with photography, scanning, animation, film and video. In this context, includes attitudes toward source criticism, privacy, and knowledge of copyright laws. Multimedia are included in the presentation of their own and others' work. Knowledge of esthetic and digital instruments are essential for conscious communication.
Many of the new learning methods also ads up to extensive use of ICT, such as portfolio assessment and Trageton’s reading and writing pedagogy. Even in elementary school, it is now common for schools working with LMS.
In this study I have of course discovered the immense possibilities of life-like acquisition of knowledge and skills for students, but in my daily work as a teacher at my school, I have the opportunity to make use of very little of this and wonder if we are the only school that has it this way.
In this study I have of course discovered the immense possibilities of life-like acquisition of knowledge and skills for students, but in my daily work as a teacher at my school, I have the opportunity to make use of very little of this and wonder if we are the only school that has it this way.
At our school there are about 150 pupils in 1. - 6. class who have classroom at the primary school. For these are 10 laptops available. Some of the classrooms have a desktop PC, a few students have their own machines. We also have two portable projectors, one digital camera and no smart board. Net access is variable, and the school has no LMS. Most, but far from all students have access to a computer or internet at home.
There are also many teachers who do not feel that they manage ICT.
The administration wants to prioritize data, but the tight economic framework in the community means that it takes time to build up a good system of computer equipment in schools.
Is it only we who have it this way?
Do the requirements go too far and too fast in relation to what the schools are able to prioritize?
- And may the development towards a life permeated by data make the next generation distant from real life?
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