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Transcript of IM-program · PDF file SWOT ANALYSIS Strengths Weaknesses Opportunities Threats Valarie Ward...

  • IM-program We work with:

    • ”hemmasittare”

    • Potential ESL – Early school leavers

    Valarie Ward 2017

  • ”HEMMASITTARE” • Truant ?????

    • Difference ????

    • Hikkokomori – Japan

    • ”They are modern day hermits – hundred of thousands of young people who have retreated to their bedrooms. They disdain social contact and are unable to go to school or work for months or even years.” (

    • 1750 in Sweden today – the number is growing :/ • The number of Hikkokomori in other countries is also on the rise

    Valarie Ward 2017

  • ESL 2015/16 more than 1 in every 4 students in junior high did not have the grades necessary to continue to high school

    In Sweden today 1 of 3 high school students need more time to complete their program or they completely break off studies

    • More men than women

    • More in vocational programs

    Valarie Ward 2017

  • Cost? Total long-term cost to society for students who have not completed school: 200 Billion kronor (210 Million Euro) for each age group

    ( )

    Total cost estimated for every truant student or long-term truant student :12-15 M SEK


    Valarie Ward 2017

  • What will become of them? • Many will continue into unemployment

    • Many will develop psychiatric problems which might have been avoided

    Valarie Ward 2017

  • Why? Bullying, social exclusion

    Lack of pedagogical support at school

    Nonchalant teachers/family members

    School failure or low school performance

    Inadequate pedagogical support in school after a prolonged absence

    Need for more practical subjects

    School environment

    Wrong selection of school program

    Neuropsychiatric disorders

    Problems at home

    Valarie Ward 2017

  • So what do we do? Minna Ruckenstein, Researcher at Helsinki University --

    Studied children’s development and what the relationship between children’s culture and computer games affects childhood

    Valarie Ward 2017

  • What did she think? Children’s Gaming Life

    From an adult perspective:

    A waste of time


    Threatens the development of the child

    Bad taste


    Valarie Ward 2017

  • From a child’s perspective: • Filling time

    • Everyday

    • Mobile

    • Multi-channel

    • Social

    • Fun

    • ”not that violent”

    • Educational

    • Varied

    • On the move

    Valarie Ward 2017

  • We’ve tried our best

    What did we find out from working with game-based learning?

    Valarie Ward 2017

  • SWOT ANALYSIS Strengths




    Valarie Ward 2017

  • TWOS INSTEAD! 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

    Valarie Ward 2017


    Need to change teachers’ attitudes – they need to appreciate that it is not all about playing a game

    Need to change parents’ attitudes – games can provide serious learning opportunities

    Budget – 2 years

    Getting the message out – annual teachers’ study day – 2 years

    Need to convince teachers to share – need to build stronger teaching teams

    Valarie Ward 2017

  • Weaknesses

    Ss need computers and reliable network and access to apps (not always granted in our system)

    Needs organization – a lot of the teaching for ESL Ss is individual

    Time-consuming to find games without a proper budget – takes more time to prepare a lecture

    Valarie Ward 2017


    Unending source of materials

    Follow-up provides opportunity for discussion


    Something for everyone Change of pace

    Most kids like anything and everything on computers

    With games you can fail as many times as you want/need Simple


    Eliminate problem of forgotten books Cooperation/collaboration

    Erase borders between subjects

    Valarie Ward 2017


    Immediate feedback

    Reward system

    Ss know when they have completed the activity

    Children exercise things that they don’t see as skills: English, Leadership, Cooperation

    For inactive kids – Pokemon Go and Geocaching

    Valarie Ward 2017

  • The bottom line? In our program group, we succeeded in integrating GBL in our day-to-

    day planning – all or most of our teaching team use GBL to some extent.

    Personally, I used Pokemon Go, geocaching, Taboo and kahoots a lot.

    In our group, we believe that kids are playing games, so let’s take advantage of every opportunity available to get them into the

    classroom, working and having fun.

    What next? The next stage in our project is to share our experience and our

    enthusiasm with our colleagues here and in other schools in Sweden.

    Valarie Ward 2017