Project: Furutorp goes digital

Furutorp goes digital


• Jenny Edvardsson, Headmaster/headteacher at Furutorpskolan F-6

• Meta Larsson, Project leader for Furutorp goes digital

• Ann-Mari Ståhl, Special education teacher with a speciality in ICT

Project: Furutorp goes digital


The five parts of this presentation:1. A brief introduction to the Swedish school system – Jenny

Edvardsson

2. About the school, Furutorpskolan – Jenny Edvardsson

3. Background and goals for the project – Ann-Mari Ståhl

4. The project on a day-to-day basis – Meta Larsson

5. SWOT-analysis (Strength, Weakness, Opportunities and Threats) – Jenny, Meta och Ann-Mari


1. A brief introduction to the Swedish school system • Preschool class year 6 (optional)

• Compulsory school years 7-15 (mandatory)

• Gymnasium years 16-19 (optional)

• Leisure time centre (before school and after school)

• Each school year is divided into two terms, one in the autumn and one in the spring.


• In 2011 new curriculums were introduced for all

school forms

• The new curriculum contains three parts:

1. Fundamental values and tasks of the school

2. Overall goals and guidelines for education

3. Syllabuses which are supplemented by knowledge requirements


• democratic foundations

• all childrens equal value

• pupils' right to influence

• solidarity and inclusion

• lifelong desire to learn

• equivalent, regardless of where in the country the school is provided

Values and guidelines in the curriculum


2. About the school, Furutorpskolan


- One of four compulsory schools in a village

called Vinslöv in Sweden.

- 150 pupils in the age span 6-12 years,

divided over 7 classes.

- Each class has a class teacher, in addition

we have one special education teacher and a few

subject teachers.


The teachers at Furutorpskolan


• The staff is organized in three teams.

• The school day stretches from 08.15-12.55/13.55.

• Leisure time centre is optional and not free of charge.

• Leisure time centre is organized in three year divided groups with two staff members in each group.


Some of the pupils at Furutorpskolan


3. Background and goals for the projectIn February 2012 we applied for a grant from the Marcus och Amalia Wallenbergs Memorial Fund.

The situation at that time was:

•New headmaster, Jenny

•The teachers wanted help with digital assistive teaching tools

•Many pupils did not reach the subject requirements

•The students with special needs did not have a learning environment that enhanced their learning


Our application and the theoretical considerations related to the plan

The application focused on the three perspectives

-ICT

-Learning

-Special Education


• ICT in schools

• ICT for optimal learning outcomes

• ICT as a possibility for democracy and inclusion

• ICT as a part of equivalent teaching and equal terms for pupils

For development of ICT in learning we use the EVO model (Puenteduras 2006)


Learning perspective

Knut Illeris (2007) defines three dimensions of learning

-Content

-Interaction

-Driving force

Illeris means that teaching at schools usually starts with the content, while good learning has to start with the driving force, followed by interaction and content.

Peter Gärdenfors (2010) takes us from learning to understanding and the lust of understanding. His arguments relates to Jerome Bruner: Humans have an innate desire to learn.


Peter Gärdenfors, Lund University

Furutorp goes digitalförvaltning/avdelning/enhet

Efficient use of ICT in education

• Visualization

• Simulation

• Tutoring systems

http://lucs.lu.se/people/peter-gardenfors-cv


Special education

From special education to inclusive education

•Curriculum about all pupils’ rights

•Factors for inclusive processes:

– Leadership with a vision

– Plans with follow-ups

– Reflections

– Skills development

– Flexible support and cooperation in teaching

(Nilholm 2006)

Furutorp goes digitalförvaltning/avdelning/enhet

Aims and objectives

Implement ICT in a way that the pupils will achieve the learning outcomes with teaching and learning by an inclusive approach where the needs of both boys and girls are considered.

The teachers become familiarized with ICT in teaching and learning.

The teachers have strategies and methods for teaching that stimulates both pupils and teachers.

The team have developed an inclusive teaching school.

Pupils are recieving the learning outcomes.


4. The project on a day-to-day basis

• study circle• workshops• team development • study tour• lectures • classroom work


study circlecuriositylustmotivation


workshops


team development

Two team


study tour


lectures


classroom work – example 1


Inspired of “write to read” based on Arne Tragetons research:

• It is easier to learn to write than to read.

• Children's fine motor skills are not developed enough to writing texts with a pencil in preschool class and grade 1.

• We learn from each other.


classroom work – example 2


Inspired of “entrepreneurial learning”

• Promote general skills such as taking initiative, responsibility and turn ideas into action.

• Developing curiosity, self-confidence, creativity and courage to take risks.


5. SWOT-analysisStrengths Weaknesses

Opportunities Threats


Contact:Jenny Edvardsson

E-mail: [email protected]

Meta Larsson


Ann-Mari Ståhl



Links• www.hassleholm.se

• furutorpgoesdigital.blogspot.se

• www.angelasangels.se

• www.skolverket.se (The Swedish National Agency for Education)

Project: Furutorp goes digital

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