However, schools as a whole were totally unaware of the major developments in the field of computer technology.ĭue to this situation the educational system was put under pressure. Some schools offered programming courses. With few exceptions the efforts made toward enhancing the use of computers in schools were concentrated on skills training, especially vocational training. Computer technology gained a stronger presence in an increasing number of areas of industry, business and other areas of society. The period prior to the action program is often described as a time of intensive development in the field of computer technology. The intention was to investigate whether this tool could improve education. 39 with an action program was defined and accepted by the government at the beginning of 1984 and approved by Parliament in June 1984. The very first suggestion for a national plan to introduce computers into the education system in Norway was made in the early 1980s. The use of prototyping was central, as it is in agile development today. The courses were named Grimstad courses, and the Grimstad model/Market model was used as the development model. The implementation of special courses on developing software for education was one important action. Stimulate the build-up of national expertise and the development of software for use in education. Buy good software, especially for subjects in which computer software is currently lagging behind. Build up a national network of resource centers. Establish mutual cooperation between schools. Develop and test teaching programs or aids that provide pedagogical support for teaching in many subjects and are compatible with the school’s social and cultural aims. Conduct experimental activity at selected schools.
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