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Project: Furutorp goes digital

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Project: Furutorp goes digital. Jenny Edvardsson, Headmaster/headteacher at Furutorpskolan F-6 Meta Larsson, Project leader for Furutorp goes digital Ann-Mari Ståhl, Special education teacher with a speciality in ICT. The five parts of this presentation:.

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project furutorp goes digital
Project: Furutorp goes digital
  • Jenny Edvardsson, Headmaster/headteacher at Furutorpskolan F-6
  • Meta Larsson, Project leader for Furutorp goes digital
  • Ann-Mari Ståhl, Special education teacher with a speciality in ICT
the five parts of this presentation
The five parts of this presentation:

1. A brief introduction to the Swedish school system – Jenny Edvardsson

2. About the school, Furutorpskolan – Jenny Edvardsson

3. Background and goals for the project – Ann-Mari Ståhl

4. The project on a day-to-day basis – Meta Larsson

5. SWOT-analysis (Strength, Weakness, Opportunities and Threats) – Jenny, Meta och Ann-Mari

1 a brief introduction to the swedish school system
1. A brief introduction to the Swedish school system
  • Preschool class year 6 (optional)
  • Compulsory school years 7-15 (mandatory)
  • Gymnasium years 16-19 (optional)
  • Leisure time centre (before school and after school)
  • Each school year is divided into two terms, one in the autumn and one in the spring.

In 2011 new curriculums were introduced for all

school forms

  • The new curriculum contains three parts:

1. Fundamental values and tasks of the school

2. Overall goals and guidelines for education

3. Syllabuses which are supplemented by knowledge requirements


Values and guidelines in the curriculum

  • democratic foundations
  • all childrens equal value
  • pupils' right to influence
  • solidarity and inclusion
  • lifelong desire to learn
  • equivalent, regardless of where in the country the school is provided

- One of four compulsory schools in a village

called Vinslöv in Sweden.

  • 150 pupils in the age span 6-12 years,

divided over 7 classes.

  • Each class has a class teacher, in addition

we have one special education teacher and a few

subject teachers.


The staff is organized in three teams.

  • The school day stretches from 08.15-12.55/13.55.
  • Leisure time centre is optional and not free of charge.
  • Leisure time centre is organized in three year divided groups with two staff members in each group.
3 background and goals for the project
3. Background and goals for the project

In February 2012 weapplied for a grant from the Marcus och Amalia Wallenbergs Memorial Fund.

The situation at thattimewas:

  • New headmaster, Jenny
  • The teacherswantedhelpwith digital assistiveteachingtools
  • Manypupilsdid not reach the subjectrequirements
  • The students with special needs did not have a learningenvironment that enhancedtheirlearning
our application and the theoretical considerations related to the plan
Our application and the theoretical considerations related to the plan

The applicationfocused on the threeperspectives

  • ICT
  • Learning
  • Special Education

ICT in schools

  • ICT for optimal learningoutcomes
  • ICT as a possibility for democracy and inclusion
  • ICT as a part ofequivalent teaching and equal terms for pupils

For development of ICT in learning we use the EVO model (Puenteduras 2006)

learning perspective
Learning perspective

Knut Illeris (2007) defines three dimensions of learning

  • Content
  • Interaction
  • Driving force

Illeris means that teaching at schools usually starts with the content, while good learning has to start with the driving force, followed by interaction and content.

Peter Gärdenfors (2010) takes us from learning to understanding and the lust of understanding. His arguments relates to Jerome Bruner: Humans have an innate desire to learn.

efficient use of ict in education
Efficient use of ICT in education
  • Visualization
  • Simulation
  • Tutoring systems

special education
Special education

From special educationtoinclusiveeducation

  • Curriculum about all pupils’ rights
  • Factors for inclusive processes:
    • Leadershipwith a vision
    • Plans withfollow-ups
    • Reflections
    • Skillsdevelopment
    • Flexible support and cooperation in teaching

(Nilholm 2006)

aims and objectives
Aims and objectives

Implement ICT in a way that the pupilswillachieve the learningoutcomes with teaching and learning by an inclusive approach where the needs of both boys and girls are considered.

The teachers becomefamiliarized with ICT in teaching and learning.

The teachers havestrategies and methods for teaching that stimulatesbothpupils and teachers.

The team havedeveloped an inclusiveteachingschool.

Pupils are recieving the learningoutcomes.

4 the project on a day to day basis
4. The project on a day-to-day basis
  • study circle
  • workshops
  • team development
  • study tour
  • lectures
  • classroom work
study circle
study circle


inspired of write to read
Inspired of “write to read”

based on Arne Tragetons research:

It is easier to learn to write than to read.

Children's fine motor skills are not developed enough to writing texts with a pencil in preschool class and grade 1.

We learn from each other.

inspired of entrepreneurial learning
Inspired of “entrepreneurial learning”

Promote general skills such as taking initiative, responsibility and turn ideas into action.

Developing curiosity, self-confidence, creativity and courage to take risks.


Jenny Edvardsson


Meta Larsson


Ann-Mari Ståhl


  • (The Swedish National Agency for Education)