Research On Application With ICT In Teaching And Learning In Primary And Secondary Schools In Denmark

In the modern society, which is also called knowledge or information society, knowledge or information floats more frequently than before. The phenomenon is contributed to the development of modern technology, especially the development of ICT (Information and Community Technology). As an important part of human society, education is also deeply affected by ICT. ICT becomes an important element in education reform or teaching and learning innovation.As a well-developed country, Denmark leads the way in application of ICT allover the world. The government of Denmark attaches importance to the application of ICT in education, aims to achieve a modern education and educates high-quality citizens. The primary and secondary schools in Denmark have a long history of ICT-use in education and have a good environment and rich resources of ICT. This paper studies the application with ICT in primary and secondary schools in Denmark, focus on its influences upon teaching and learning and finds some inspiration for our primary and secondary schools in ICT-use.This paper is divided into four parts:1) Preface. Expatiate on the reason of choosing this topic, documents, the research purpose and significance, research method and ideas and a brief explanation of two key words.2) General situation of primary and secondary schools in Denmark. This part briefly introduces the education administration, finance and education system of Denmark basic education. The author also expatiates on the current situation and characters of primary and secondary schools in Denmark. The aims of school are broad and concrete, providing students with knowledge, skills and training. There are not national curriculums in Denmark and the school usually includes three subject areas: humanities, practical and creative subjects and science subjects. Every class has a class teacher and consists of small number of students. There are exams, tests, quizzes, programs and other forms of assessments for students. Based on the general situation of basic education in Denmark above, it finds the traits of it:free of charge, continuity, pluralism, democracy and flexibility.3) ICT policies and practices in primary and secondary schools in Denmark. This part reviews the ICT polices and practices in primary and secondary schools in Denmark in recent twenty years, analyzes the two trends in Denmark basic education: traditional focus on individual student and ever-increasing central-control of learning contents. Then it presents the application of ICT in teaching and learning as aims, contents, methods, resource and in the student assessments and teacher training. It finds the hardware and software in Denmark schools is with favorable condition, the ICT-use in education is highly valued by Denmark government, and there are continual policies, rich facilities, and various resources, comprehensive and creative application about ICT-use in Denmark.4) The implication and inspiration of ICT-use in primary and secondary schools in Denmark. This part elaborates the influences of ICT-use on the instruction aims, conditions, teachers and students under the background of two trends in basic education. Taking the SITES2006 as an example, this part analyzes the relationship between ICT and traditional learning and lifelong learning paradigms. The finding is:these two paradigms both use ICT, but there is no absolute corresponding relation between them. After discussing the reasons, this paper gives some inspiration for our primary and secondary schools using ICT in education.