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- W100014974 abstract "Sweden produced its first microcomputer in the early 1970s. That created a discussion within our school system about the possible use of technology as a pedagogical and intellectual tool to support teachers and students, to enhance the quality of learning and to augment cognitive development. The National Board of Education, together with universities and colleges, conducted many research projects on using computers as a pedagogical aid. This provided Sweden with a basic foundation for deciding how to utilize computers in its schools and in which educational areas to invest. The National Board of Education also drew up a set of guidelines specifying requirements for computer equipment for both the compulsory and upper-secondary schools, based on the forecasted pedagogical uses. And in 1983 the first parliamentary action program was taken by the government. Upper-secondary schools received state subsidies to purchase computer equipment that complied with specifications. Today every compulsory school has a minimum of eight computers in a lab and every upper-secondary school has two labs of 16 computers operating in a network. In 1985, the Ministry of Education, of which I was a member, formed two working groups. Our task was to write a national strategy on how to use computers in education and to suggest general guidelines on how to develop educational software. Our work, summarized in a 1988 report, resulted in a three-year government project, presently running. The contents of this article discuss, partly from my personal point of view, some of our findings. Most of them are also valid for the strategy employed in the other Scandinavian countries. Changing Goals Now that humankind has invented a powerful machine to support its brain power, our society is successively changing from an industrial to a post-industrial one. For example, more than half of the Swedish population produces, with the help of computers, different stages of products instead of traditional material goods. This innovation has had, and will continue to have, great impact on determining our goals for education. Schools are often conservative, having based their organization and methods on traditions from ancient times. In fact, the number of students in a classroom was first defined by Socrates, who managed to keep 30 listeners in the shade of a palm tree. From this, the modern classroom and its methods emanated. A helpful metaphor for visualizing the changing ambitions of our school system is the education pyramid. The lowest level is a data school where the aim is to teach passive students by rote drill via an active teacher. This bottom step is still a valid goal for many. The middle level aims to create meaningfulness, to teach students how to analyze data. This is often termed an information school. At the top of the pyramid is the knowledge-based school, in which students are taught how to synthesize and apply it to other areas. It is this level we are presently aiming towards in Sweden. Schools cannot reach their new higher cognitive goals without the help of modern technology. This is my, and the Swedish, cardinal point. The same need for better efficiency and productivity has forced industry, authorities, institutions, etc. to integrate technology into their administration and production. In most cases, computers have radically affected the system's organization, the type of knowledge required, and the roles of those working within it. New kinds of jobs need a highly qualified labor force and researchers that can apply their thinking to new, emerging subject areas. These facts simply demand another kind of education and new goals for the educational system. In addition, technology can help students reach a higher quality of learning. A majority of students do not learn more than half of the contents in the subject areas they studied, yet they pass their exams. …" @default.
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- W100014974 title "Computers in school: the Swedish strategy" @default.
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