Human-Computer Interaction: Communication, Cooperation, and Application Design

By Hans-Jörg Bullinger; Jürgen Ziegler | Go to book overview
information production. The user's overall view is a precondition for a rational use of the potential of the information technology. So, in the education it is necessary to develop professional as well as fundamental ICT qualifications. The latter is mainly acquinted through a long term of user experience.With this in mind the strategy of the Danish Ministry of Education was made. The education system shall be made so that the pupils and students get used to the ICT as a tool in the learning process.This shall be realised in practice when:
New pedagogical facilities are investigated, and when new methods of communication gain a footing among the students and educators.
A severe expansion of the virtual education course and education offers facilitate a course independent of time and location and furthermore, the physical present of the student is not compulsory.

2 Initiatives Up till Now

2.1 Ownership and Economy

In the following Folkeskolen and upper secondary school are commented exclusely in terms of integration of ICT.

The Danish Folkeskole (primary and lower secondary school) complies of pre- school classes, 9 compulsory school years and an optional 10th school year. Approx. 35 per cent of the children continue the 3 years of upper secondary school. In relation to this please notice that the Ministry of Education sets the frames and goals of the education by issuing laws and ministerial orders, but the responsibility of complying with these frames and targets lays upon other authorities both as regards to contents and finances.

The Danish Folkeskole is owned by the 275 Danish municipalities. Therefore it is the local education authority that is responsible for, how the ministerial demands of integrating ICT in all subjects of the education shall be implemented. Furthermore the municipal contributions determine the volume of the investments and operating costs related to the basic equipments required for the implemention. Consequently the conditions differ very much geografically and some have hardly met the goals of implementation set by the Ministry. If one solely focus on the equipment situation, it varies from municipalities, where all teachers and students are connected to a network with Internet access, to municipalities where there are only few IT class rooms with limited access and usually outdated equipments.

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