Area Guide

1. Administration and framework conditions
Introduction of ICT as a pedagogical tool in the education requires a unified understanding of school development. Ideally, such a development entails a shift towards more open organisations, ways of teaching and competence development.

The objective is to use the statements and questions within this area as a basis for reflections on how the school's framework conditions, vision and plans relate to the use of ICT. Visions and plans constitute important management tools for the administration, and may be utilised to improve the quality of the organisational development. The framework conditions for the school's organisation are established through the school owner's influence on the administrative terms and conditions, as well as the financial conditions.

2. School resources
This area addresses the scope of resources available to the school in terms of pedagogical use of ICT. Resources in this context include application software, hardware, learning platforms, support and operations, infrastructure, etc. The review of these issues will also require reflections on the school's physical environment and learning spaces in relation to pedagogical use of ICT.

3. Mapping and planning
This area addresses the need to gain an overview of the school's development needs, including the teachers' skill levels and need for expertise in terms of development of ways of learning that involve pedagogical use of ICT.

Within this area, the emphasis is on reflections on how the school plans its ICT development based on its knowledge of the skills of the teachers and students. Facilitation of the teachers' planning of how ICT is to be used in their teaching, also in terms of adapted education, is a sub-element of particular importance in this context.

4. Digital competence
This area addresses how the school facilitates, develops and assesses the digital competence of the students and teachers. It is important to also reflect on the relationship between the students' digital competence at the school and their digital competence in terms of use of ICT outside a school context. Being able to create new content and knowledge constitute important aspects of being a digitally competent person. Thus, reflections on the work covered in this area should also address creativity involving ICT at the school in relation to issues such as digital discernment and data security.

5. Pedagogical practice
This area addresses the school's actual use of ICT in a learning and teaching context. This area also focuses on how the school, in a student perspective, emphasises the students' motivation, learning outcomes and how the school facilitates opportunities for involvement. The reflections should also address these factors in relation to the school's guidelines for classroom management and use of ICT in the classroom.

6. Organisation
This area has statements that address the terms 'learning organisation' in general and the 'digitally competent school' in particular. An open school culture, systematic development and sharing of practice, competence development and communication are elements that characterise organisations where ICT plays an important role in its pedagogical practice. The school culture in this context refers to factors such as change, sharing, learning, development, support, cooperation and innovation.

The reflections should also address how values and attitudes generate a common practice, and how this practice contributes to development of the elements mentioned above. This area is also intended to facilitate reflections on how the school communicates internally and externally using ICT.

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