E-learning Nordic 2006

Preface
The Nordic countries are known as world leaders in the area of ICT
in education. Ever since the early nineties, the Nordic countries
have invested in ICT in the educational sector, based on the strong
belief that the realm of ICT goes far beyond the immediate business
and industry applications, and ICT is seen as an essential cultural
technique which can significantly improve the quality of education.
At the same time, however, there is a lack of measurable
evidence showing the overall impact of ICT on education:
• Do pupils learn more and better with ICT?
• Have any new teaching methods emerged?
• Has home-school co-operation improved thanks to ICT?
These are just some of the many questions which must be asked
when assessing ICT, but until now no Nordic studies have been
undertaken on a more general level to demonstrate the impact of
ICT. Most studies have concentrated on quantitative stocktaking of
the ICT infrastructures in our schools and the number of teachers
trained in the use of ICT. In addition, assessments of the educational
impact of ICT have primarily been conducted with a national
scope, thereby limiting the benefits and synergies that can be
achieved by applying a broader, regional comparative scope.
E-learning Nordic 2006 is the first inter-Nordic study specifically
concentrating on the impact of ICT on education: What has been
the return on investment from the investment in ICT in the Nordic
countries?

It has been a great challenge to develop a methodology that could
show the impact of ICT on a subject as complex as learning. In Elearning
Nordic 2006, the method selected involved asking key
participants about the impact of ICT, based on what they have experienced.
Thus, the results from E-learning Nordic 2006 show the
perceived impact of ICT.
E-learning Nordic 2006 was carried out in Finland, Sweden, Norway
and Denmark. More than 8000 persons (pupils, teachers,
headmasters and parents in primary and secondary schools) have
participated.
E-learning Nordic 2006 establishes a common Nordic framework
for assessing the position of the four participating countries, in relation
to one another, in the area of ICT in education. The Nordic
countries in many respects share the same basic educational philosophy
and the same framework in the educational systems. However,
there are naturally also important differences among the
countries. These similarities and differences offer a unique potential
for mutual learning and adaptation of new ideas and approaches.
This study has revealed results that will be valuable input to
strategies and action plans for the years to come. The results of
the study will also be brought into a wider European dialogue on
how schools, teachers, and learners can benefit from the use of
ICT in education.
The E-learning Nordic 2006 study has been designed and launched
as a partnership between the Finnish National Board of Education,
the Swedish National Agency for School Improvement, the Norwegian
Ministry of Education and Research, the Danish Ministry of
Education, and Ramboll Management.
Ramboll Management is responsible for the operational implementation
of the study and Ramboll Management is solely responsible
for the analysis of the results and all conclusions presented in this
report.
Ramboll Management
www.ramboll-management.com

Posted in: Nordic 2006