From Sputnik to PISA Shock -- New Technology and Educational Reform in Norway and Sweden

Autor/in	Haugsbakk, Geir
Titel	From Sputnik to PISA Shock -- New Technology and Educational Reform in Norway and Sweden
Quelle	In: Education Inquiry, 4 (2013) 4, S.607-628, Artikel 23222 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.3402/edui.v4i4.23222
Schlagwörter	Foreign Countries; Technological Advancement; Educational Change; Technology Uses in Education; Educational Policy; Educational Technology; Resistance to Change; Criticism; Knowledge Economy; Comparative Education; Influence of Technology; Achievement Tests; International Assessment; Secondary School Students; Norway; Sweden; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Technological development; Technologische Entwicklung; Bildungsreform; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Politics of education; Bildungspolitik; Unterrichtsmedien; Kritik; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Vergleichende Erziehungswissenschaft; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Norwegen; Schweden
Abstract	The article offers a comparative perspective on how educational policy is influenced by two key phenomena that sent something akin to shockwaves through the Western world, and that in both cases highlighted basic deficiencies within the school system. The case of Norway and Sweden in particular, as well as the role of new technology, is examined. One striking feature is that the patterns of reaction and the measures taken following these shock-generating experiences display a relative similarity. The focus on the pedagogical use of new technology is a key objective, although it forms part of a wider political intervention in education, in conjunction with an upgrading of basic knowledge and skills and a reaction against established pedagogical traditions. To a certain degree, ideals and approaches rooted in the industrial society are extended, a situation that seems problematic when the intention today is to create a school for a new age. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01