National plans and local challenges: Preparing for lifelong learning in a digital society

Abstract

This paper presents a case study of a Norwegian primary school as an example of the approach used to introduce Information and Communication Technology (ICT) policy in Norway. After an overview of Norwegian school system and national goals for ICT in education, the paper describes the challenges teachers and schools face when implementing curricula designed to fulfill different national expectations, ranging from specific skills and pieces of knowledge to more general goals such as preparing students for the future society. National curriculum guidelines describe what should be taught and what skills should be mastered but local schools and teachers must do the actual implementation. The most important actor in the Norwegian classroom is the student while the teacher creates stimulating learning environments. Learning to learn and lifelong learning are considered the main tasks of schools. This paper presents a programme of a lower primary school (6 to 10 year-olds) which has taken up the challenge of focusing on learning to learn, including use of ICT. Skjong bameskule, where learning to learn and learning how to use ICT is combined with development of a richer learning environment and learning specific knowledge, exemplifies the Norwegian programme. © 2003 by Springer Science+Business Media New York.