CoSN Senior Delegation to Scandinavia
November 9-17, 2007

	Trip Background and Reports Agenda Trip Blog Delegation Members Background Materials Sponsor Background Information

Sponsored and organized in collaboration with

With additional support from

New! Complimentary CoSN Member Webinar - Technology in Scandinavian Education: What Can U.S. Educators Learn from Denmark, Finland & Sweden?

Wednesday, February 27 at 1 p.m. Eastern

Click here to review the slides used in the Webinar

Our goals for the delegation are:

• To see how the major strategic investment in ICT by Finland, Sweden and Denmark is impacting the educational process.
  
  
• To find out how ICT is being used to improve the learning process for students in Finish, Swedish and Danish elementary and secondary education, particularly at a systemic level.
  
  
• To stimulate a conversation among US and Scandinavian education leaders around the common challenges we face in incorporating ICT into the educational process and the effective and innovative strategies we are using as part of our implementation strategy.
  
  
• To explore opportunities for continued collaboration on innovative polices and practices with our counterparts in Finland, Sweden and Denmark.
  

Report from the CoSN Delegation:

“You’ve come at the worst time of year” we were often told by our hosts in Helsinki, Stockholm, and Copenhagen. Yes, it was dark and cold and a bit gloomy, but against this backdrop our delegation was illuminated with first hand knowledge about the educational experiences and policies in these countries. At meetings with Ministries of Education in each country, exchanges with leaders in the corporate community and visits to schools, http://www.cosn.org/resources/international/2007_trip/agenda.cfm,
we learned how these counties are approaching education, reaching students, involving teachers and implementing policy.

The delegation shared individually and collectively an involvement in, and commitment to, educational technology. http://www.cosn.org/resources/international/2007_trip/delegation.cfm
We were seeking answers to questions about the unique factors that existed in the Scandinavian educational system, the implementation of policy at the classroom level, and the role that technology played in innovation. We came to Scandinavia to witness, to learn, to share experiences and to establish linkages for further collaboration once the trip was over.

Much of our interest was motivated by the high education achievement levels of students in Finland, Sweden and Denmark. For several years now students in these countries have been outperforming their counterparts in the US. http://nces.ed.gov/surveys/pisa/ and
http://www.pisa2006.helsinki.fi/

Could it be that ICT was being used in new and innovative ways and contributing to the high performance and achievement levels? Could we apply these lessons to the US? Or as one delegate asked, “How can we take what we hear and see and create a sense of interest and urgency in the US?” -- Finland’s challenge

After a week traveling from Helsinki, to Stockholm and finally to Copenhagen we found that these questions could not be answered quickly or simply. In fact the answers to our questions were far more fundamental and central to the educational structure and philosophy, as well as an approach to innovation and leadership in the Scandinavian countries. Classrooms are connected to the world via Internet, students and teachers have access to computers, teachers have extensive ICT professional development opportunities and support, and there is an ample supply of online learning resources and virtual learning programs. http://www.cosn.org/resources/international/2007_trip/materials.cfm
ICT, however, was viewed primarily as supportive rather than as a key driver of education innovation or a catalyst of transformation in these countries.  ICT was also regarded as important to ensure student success in future careers.

I.EDUCATION STRUCTURE AND PHILSOPHY:
STUDENT AND TEACHER

The “Scandinavian countries” are not a monolith, but there are some key similarities important to note. In all three of the counties, strong traditions of social safety net programs extend beyond education, providing young people and their families with a robust support system. Schools are viewed as “special places” which nurture students and provide a safe environment. The recent school shootings in Finland might change this perception, but for the moment it remains pervasive. The expectation that students will engage in higher level learning --- analysis, critical thinking and reflection --- also crosses the borders.

The educators and policymakers we met during our delegation view accountability and assessment in a far different way than is predominant in the US. In contrast to the focus on quantitative measures and standardized testing found in the current US context of No Child Left Behind , Finland, Sweden and Denmark rely more on a system that produces highly competent teachers who use their professional expertise to work with each student and develop individualized learning plans.

Teachers as the Key to Success

In education we always try to avoid the famous “silver bullet” answer to reforming the learning experience in classrooms and schools. We recognize that high performing schools generally involve an entire mosaic of educational, societal, and family support. In these countries, however, we had a strong sense that teachers are the key to success and high levels of achievement in these three countries. “My teacher” and “the teacher” are terms of respect and awe not only when used by the students, but also by the school leader/ headmaster. The teacher is most often viewed as a mentor, someone who has both knowledge and “wisdom” to impart and plays a key role in preparing students for adulthood. Teachers are regarded as wise professionals whose jobs involve high levels of judgment and professionalism.

For example, in Finland teaching is one of the most highly venerated professions in the country and only one in eight applicants to teacher education programs are accepted. Competition for jobs is tight for the limited number of places. All teachers have a masters degree. At every level the question “to what do you attribute Finland’s success on PISA?” was answered in two words “Our Teachers”. Clearly there are also other variables at play in Finland -- a strong “safety net” that prevents serious poverty and deprivation, a history that associates pride of country with the expertise of its education system and educators, and while diversity is increasing, a relatively homogenous student body.

The delegation could not help being impressed by how educators are strongly supported and treated as high level professionals who have authority to drive education quality in Finish, Swedish and Danish schools.

Autonomy: Decision-Making Close to the Classroom

Policymakers are quite proud and committed to ensuring education is locally controlled. Contrary to the stereotype of European countries with strong centralized control of education, these Scandinavian countries actually have authority for education dispersed down as close to the classroom as possible. There has been a conscious effort to ensure that educational decision making is as near to the student and teacher as possible. Although there are national curricular standards, these mandates are fairly broad. http://www.skl.se/artikel.asp?C=756&A=180

Teachers and school administrators play a key role in the daily education operations and function with a high degree of autonomy within the overall education system. At the school level there is flexibility in providing educational services according to unique needs and interests, just as long as the basic policy framework is followed.

Student Responsibility

During our visits to schools we observed students of all ages that seemed remarkably mature and responsible and able to handle the autonomy that exists in the school building. Perhaps one reason for this behavior is that students start formal schooling at seven years of age after participation in extensive early childhood/pre-school programs focusing on self reflection and social behavior, and rather than academic content.

Likewise content filtering in the three countries was based upon a philosophy of student responsibility. Putting an internet filter on a school computer, other than for protection from viruses or spam, is not considered an option. As the school librarian in Copenhagen put it, “The students understand that the computers here are for learning”
and “the filter is in their head.” Asked about the number of transgressions due to unfettered Internet access, teachers and administrators told us they could individually deal with any true abuse, but indicated this was not a problem.

Competitive Grading Postponed

We did not observe anything close to our US achievement model based on high stakes testing nor did we get a sense of angst around assessment and social promotion. Rather we got a sense of educators looking ahead to how well students can assimilate what they have learned and apply their knowledge and skills to new learning. One of our delegates observed that “The US holds teachers accountable for teaching and here they hold the student accountable for learning.”

In the Danish system, the notion of “grading” is foreign to both teachers and students. Competitive grades are not given until high school level. Students are judged in relation to their own growth, not that of others. What we call “project-based learning” begins in first grade. Pupils are continuously evaluated and teachers write individual learning plans for each student. Teachers (and in the upper grades, teams of teachers) work with students to structure their learning through a process described by one educator as “dialogue and trust.” Assessment is achieved primarily through dialogue with the student as is communication with parents about their child’s progress. A teacher noted that “We do not believe in national evaluation. We believe more in making suggestions for improvement…in having our students work towards a goal.” Progression to the next grade level is usually automatic. Examinations tend to be limited to grade 9 as exit criteria along with a project assignment that requires students to exhibit process, planning, presentation and product around a broad theme.

Finland, which does not utilize standardized exams, actually reformed its educational system in the 1990s to remove the typical European school inspectorate system of accountability. The change occurred because teachers felt the system stifled them and hindered creativity in the classroom. When we visited a school in Finland, we heard great concern that schools not take the “joy” out of learning, which competitive grading might.

Our School Visits

The delegation visited two schools to meet with teachers, schools leaders and to observe the learning that was occurring in each of these instances.
Aurinkolahti School, ( Helsinki, Finland , http://www.auripk.edu.hel.fi/ ) is specifically designed for the use of educational technology to create a community of learners who build knowledge together. A strong value embedded in the school is the effort to structure learning so that the children will “have fun and know the joy of life”. [Powerpoint Presentation]

Katrinedalsskolen, (Copenhagen, Denmark ) is constructed around the school library or the “pedagogical center. “ The focus is on students being independent learners working across curricula areas. Students stay with one teacher/ mentor from grade one through nine , moving freely about the building and giving them maximum access to the “pedagogical center.” ICT use is a step beyond office applications focuses on accessing and using information and communicating beyond the confines of the schools. -- At Last, A School Library

II.ICT AND INNOVATION

Since ICT has played a transformational role in Scandinavian society, the delegation wanted to understand the role it has played in the nature and conduct of Scandinavian schools: Was ICT seen as complementary to the existing school program or was ICT seen as a catalyst for major school reform?

Based on what we heard and saw during our visit, we came away with a sense that ICT is perceived as being supportive to the existing programs, rather than as a driver of education innovation or transformation Though these counties are highly connected with over 98% of homes having computer and broadband connection, this connectively does not seem to translate into widespread sophisticated uses of ICT in schools. While technology is used in some creative ways, ICT has yet to be realized as a catalyst for overall innovation in learning. We did not hear expressions about the need to make deep level changes in the nature and structure of schooling in the three countries we visited, nor did we get the sense that ICT was provoking efforts to reconstruct the nature and role of schools in an “extensively wired” society.

ICT is viewed as important primarily to ensure student success in future careers. While some educators talked about the importance of integrating ICT into the school experience, technology tools, such as computers, were given to the teachers FIRST as a way of supporting highly qualified educators. We heard little about embracing a one– to- one model increasingly prevalent in the US.

“Office applications” are quite common in Scandinavian schools, but general infusion into teaching and learning are still not as widespread as one would expect given that technology has been a major focus at the political and economic level for the last decade. Our observations were confirmed by a recent study concluding that “the full potential of ICT as a tool to support better schools has not yet been realized.” http://www.skolutveckling.se/digitalAssets/106585_English_eLearning_Nordic_Print.pdf.

We did, however, learn about some creative and innovative uses of ICT. With the greater autonomy at the classroom level, teachers who are skilled in the instructional use of ICT are free to make best use of their capabilities with fewer imposed rules and restrictions. At the policy level, eTwinning , part of the European Commission's Lifelong Learning Program , is supporting online-based projects between at least two schools from at least two different European countries and providing opportunities that did not exist a decade ago. http://www.etwinning.net/ww/en/pub/etwinning/index2006.htm

III.LEADERSHIP THE ESSENTIAL ROLE OF VISION

A recurring theme from our Scandinavian visit was the critical importance for policymakers and education administrators to have a clear vision of how technology can improve teaching and learning. We heard this in nearly every meeting whether it was being identified as the reason for a successful strategy or its absence highlighted as a core reason for lack of progress.

In some ways, this finding reflects almost every report on education technology in the U.S. of the past two decades. Still, it both bears repeating and merits more in-depth understanding.

We were struck by the example of Sweden which, by all accounts, was an early adopter of ICT in schools. By 2002, the national government disbanded its ITiS program http://www.ilo.org/public/english/employment/skills/hrdr/init/swe_7.htm
because “ICT was ubiquitous throughout Swedish society”. The presumption was that with technology in virtually every home and school, it was unnecessary to have a policy specifically focused on getting teachers/students to use technology. Yet, there seemed to be a sense by the experts we met that without a specific focus on the pedagogical role of technology, ICT is not being used in profound ways in many classrooms. Technology was mostly being used by students outside of school or simply to do their work (Internet research, production of report or for communication.) Access to technology, even in a ubiquitous environment, does not inherently mean the technology will be used to transform learning. A clear coherent vision is required by leaders to change the way teaching and learning happen.

Policymakers and school leaders in all three of the countries we visited spoke about the importance of vision by the leadership. In Denmark, we saw strong national ICT education policies, including funding for priorities, such as learning management systems. In the Finish and Danish schools and media center that we visited, we saw the importance of the principal and building instruction leaders as they pursued effective use of ICT.

Interestingly, a number of members of our delegation observed that in countries that had scored highly on international comparisons, such as PISA rankings, there appeared to be less focus on the use of ICT for innovation. Perhaps “success” on traditional high stakes tests, encourages policymakers and educational administrators to view technology as a tool for “improvement” vs. “”transformation” as noted above. Does that inhibit the vision by their leaders to leverage the true power of technology to transform learning? Clearly it takes strong and visionary leadership to promote new uses of technology (or other strategies) when you have succeeded with traditional high stakes measures.

CONCLUDING THOUGHTS

In one week we did not become experts on education in Scandinavia. We had limited time, so our report is based upon personal experiences, influenced by those we met and those schools we visited. We do not present this report as the definitive commentary on Scandinavian education, nor do we summarize the large number of official resources we read to prepare for the delegation http://www.cosn.org/resources/international/2007_trip/materials.cfm
Rather we share the experiences and observations the delegation gained during one cold and snowy week in November.

We saw examples of impressive teaching, dedicated educators and committed policymakers. We discovered that our hosts are just as eager to learn from us as we are to learn from them as they grapple with some of the same questions encountered in the US – how to ensure good quality learning, how to use technology more effectively, how to gain digital maturity and how to reenergize on a continual basis the use of technology in schools.

The current debate and discussion in American education on providing students with the skills and knowledge to succeed as effective citizens, workers and learners in the 21st century did not explicitly surface during our visit. While Finland, Sweden and Denmark are not particularly focused on 21st century skills as an articulated goal, it appears that their philosophical approach to education matches the very skills identified as essential in the 21st century -- critical thinking, real life application of knowledge, and collaboration of learning all supported by technology as a strong enabler for that learning.

The exchange of ideas and the sharing of practices will continue beyond our actual visit as we work to improve the learning experiences for students here in the US , Finland, Sweden and Denmark.