Beyond Textbooks

Digital Learning Resources as Systemic Innovation in the Nordic Countries

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Technology is a key driver of educational innovation, and a variety of programmes focusing on investment in infrastructure, equipment, in-service training and digital learning resources have been established to promote its usage in primary and secondary schools. So far, little comparative analytical attention has been devoted to understanding how digital resources improve the quality of learning and to assessing the public policies that support their development and use, and the role played by other stakeholders like publishers, broadcasting companies and increasingly user communities. This publication aims to fill that gap by both reviewing and evaluating the process of systemic innovation. Drawing on case studies from five Nordic countries, the report assembles information on the knowledge bases and policy actors which impact each phase of this innovation process and the main factors which influence its success including governance, financing and user involvement.




Centre for Educational Research and Innovation

Until recently, policies designed to promote the use of information and communication technologies (ICT) in school education in oecd countries have mostly focused on investment in infrastructure, equipment and in.service teacher training. Today these policies place more emphasis on the added value that ICT can bring to teaching and learning, and as a result, pay more attention to the development and publication of digital learning resources (DLR), i.e. any digital or digitised resource actually used for learning by teachers or students. To this end, a number of government subsidised programmes, repositories and networks have been set up. in addition, private initiatives have been trying to address a potential market niche, either by supplementing existing printed materials or by generating new services intended to provide useful digital contents or applications to teachers. further, there is a noticeable trend towards teacher.generated digital learning materials, offered either as open or paying resources both to the teaching community and to parents and pupils themselves. however, until now little effort has been devoted to mapping the resulting landscape, even if governments show a growing interest in the actual level of use of such resources by teachers, how these resources contribute to the quality of learning, how they can improve learning outcomes and what the factors may encourage or prevent the dissemination of ICT-based educational innovations.


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