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DANISH INTERVIEW REPORT 1

Danish Interview Report

Brittany Slusarczyk Spatz

Professor Tamara Blesh

UMUC


Introduction

In order to improve education, critics have begun looking globally for

solutions and suggestions. In recent years, nations such as Sweden, Denmark and

Finland have been highlighted as educational success stories. However, in the case

of Denmark, these reports have presented a basic and incomplete depiction. In

order to truly learn from the Danish system, a comprehensive investigation, based

on a combination of research and interviews, is needed to reveal details and

nuances, as it is only by looking at the Danish system through this close lens that the

American system can truly learn from it.

To gain this insight, several key steps were taken. This paper will detail the

specific interview questions used and explain their selection, establish the protocol

used to schedule and conduct interviews, introduce the candidates selected for

participation, synthesize results, and suggest future steps for inquiry.

Our synthesis will first examine how in the Danish system, educational ideals

are not sustained throughout the educational experience. Two stark examples of

this are the abrupt shift from individualization to standardization, and the emphasis

on testing which undermines life-long learning. Next, it will detail issues with

professional development which reveal that the technology integration—while both

encouraged and present—has been slow, despite the available infrastructure, due to

cultural norms that reward homogeny at the expense of encouraging leadership.

Finally, it will commend the Danish educational system for its emphasis on social

citizenship. These topics will inform lessons that the American schools can learn

from their Danish counterparts.


Interview Questions

The initial interview questions were based upon research that was

conducted regarding the Danish education system. These questions, listed below,

used an academic approach, as researchers and academics can often highlight

trends that teachers working in individual classrooms may not see. Therefore, each

question series begins with a direct quote from a piece of research. It is then

followed by one or more relevant questions.

In his article, Mortimore (2009) explained that student achievement data,

“with the exception of national figures, are kept confidential and there is no

right of public access to the information” (p. 53).

Is this still the policy?

Are these figures kept digitally by the government?

Furthermore, how do schools use this data to help students achieve?

Rationale: One driving force advocating for the integration of

technology in American schools is the testing industry. Technology

has been used to track student data and achievement. Furthermore,

many states use this data to make decisions regarding teacher

retention. Therefore, these questions were included to provide a

comparison of the way in which technology is being used to test and

track students.


Knud Holch Andersen stated, “Denmark invests massively in education and

we pride ourselves on having a worldclass IT infrastructure. But at the same

time our educational system and the libraries fail to examine the connection

between information supply, learning and the new digital reality” (2013, p.

1).

Would you agree with this assessment?

If not, what moves has the Danish government taken to help weave

the IT and educational sectors?

Question Rationale: This line of questioning was included to

examine the relationship between private use of technology and its

integration into schools. This was especially important because of

Denmark’s strong IT infrastructure.

The Danish system, according to Mortimore’s 2009 article, includes

interdisciplinary.

Is this still a customary practice?

Have you striven to include technology as an element in this

interdisciplinary study?

Question Rationale: These questions were included because they

highlight an educational approach that is both different from the

American system and seems to easily lend itself to encourage the

incorporation of technology into other areas of the curriculum.


According to my personal friends, the Danish system prides itself on the use

of deep, challenging examinations to determine mastery of a subject.

Is there a technological component to any of these examinations--both

in the fields of technology and in traditional subjects?

If not, do you anticipate technology ever being incorporated into these

examinations?

Question Rationale: This line of questioning highlights a concept that

seems innately antithetical in comparison to other aspects of the

Danish system. These examinations seem to leave little room for

expressing understanding using multiple intelligences or modalities.

This seems inherently contradictory to the individualized approach to

education that is often highlighted when learning about Denmark.

Biographical Questions:

What grade(s) do you teach?

What subject?

Do you use technology in your classroom?

Question Rationale: These questions were used to gain more insight

into the background of each candidate and understand how

technology is used in his or her classroom.


Follow-Up Questions

During the Skype interview, several additional questions were added to the

interview to follow up on salient points and ensure the flow of the conversation.

These questions were based on the following examples; however, they were

modified to best fit into the interview conversation.

You mentioned that you have several experiences uses technology in your

classroom.

Have you found that there is a strong amount of support from the

administration or IT departments to sustain your efforts?

Are there any struggles that you have encountered while integrating

technology?

Question Rationale: These questions were used to clarify if

technology integration is mandatory and to ascertain if it is supported

both technically and professionally.

In our school, an on-going issue preventing true technology integration is the

lack of professional development. Our teachers are often given technology

without any training. This causes problems and animosity.

Have you experienced this in your school?

If not, how does your school train teachers regarding new technology?

Question Rationale: This set helps gain more insight into

professional development in Danish schools.


Mortimore (2009) cited an report by the Organisation for Economic Co-

operation and Development that claiming that Danish teachers have

traditionally taken an ambivalent attitude towards leadership (OECD, 2004).

Do you agree with this statement?

In Denmark, is there a more communal and less competitive mindset?

If so, do you think this has affected leadership?

Question Rationale: These questions aim to examine the cultural

norms in Denmark and how they could potentially affect the

integration of technology in schools.

In America, new teachers are often the ones who feel most comfortable with

technology usage.

Is that the same in your schools?

Do all Danish adults gain computer skills?

Question Rationale: These questions were included to determine if

the lack of technology integration is driven by a lack of understanding

of technology by Danish teachers. Furthermore, it looks to highlight

the general level of technology literacy by Danish adults.

Based on previous research, differentiation and individualization seem to be

essential components of the Danish education system.


Is technology being used to differentiate instruction (differentiation

means creating different levels of work/assessments for students

based on their needs)?

Would you agree that creating different types of educational

experiences are important in your school? Does technology help make

that happen?

Question Rationale: This line of questioning was included to help

rectify the conflicting ideas exhibited by previous research: the Danish

system is highly individualized yet testing is standardized.

In Danish education, citizenship is important.

Now that our world has shifted towards a global community, is global

citizenship important in Danish schools?

Question Rationale: The concept of embedding citizenship in the

responsibilities of schools is different. Therefore, this question was

used to see if this was a national or international trend.

In a previous interview and in the findings of Danish Youth Education en

route to Digital Literacy (Andersen, 2013), libraries seem to be places where

technology and education can easily be melded together.

Are libraries the epicenters of ICT integration? If so, why?


Question Rationale: This question was included after speaking with

Nielsen. His responses made it seem that libraries have an easier time

incorporating technology into their work.

Interview Volunteers

The Interview Synthesis is based on information from the following three

educators who represent a wide range of experiences in the Danish Educational

System.

Bodil Kristensen (Facebook Interview, Personal Introduction via Facebook)

Throughout the course of her career, Kristensen has taught math in grades 5

and 7. She has also taught music in grades 2, 3 and 4. Finally, she has taught

history for a number of years. This interdisciplinary experience allows her to

speak holistically and knowledgably about instructional trends in schools, as

distinguished from subject-based trends. While language issues prevented a

more extensive conversation, Kristensen offered insight into the use of

technology in her classes both for her teaching and for student learning.

Stefan Nielsen (Email Interview, Twitter Introduction)

Nielsen is a fourth grade library teacher who has made a web presence by

blogging and using social media. Accounts of a wide-range of classroom

experiences are detailed on his blog (vonsildskole11.blogspot.com/). While

written in Danish, these posts contain numerous pictures of both learning

environments and student work.


Nielsen’s incorporation of technology both in his classroom and in his

professional learning network made him an ideal candidate for our

interviews. Nielsen’s use of blogging, participation as a Lead Teacher in The

Global Classrooms Project and his understanding of pedagogy informed his

perspective and ability to contribute to our research.

Marie Sandvad (Skype Interview, Global Education Conference Introduction)

After working in Kenya with groups of Danish students who wanted to

volunteer, Sandvad began working for Globale Gymnasier or Global High

School. The Global High School is a network of 14 public high schools,

connected by the theme of global learning. There, Sandvad serves as the

project manager for professional training, coordinates student involvement

activities (which provide advanced opportunities for students interested in

making a global impact), and supports global teaching and learning

(Sandvad, personal communication, July 21, 2015).

Sandvad’s experiences working with teachers and classrooms across a wide-

range of schools has allowed her to gain a comprehensive and nuanced

understanding of the Danish education system. It has also allowed her to see

the application of technology and pedagogical approaches that are not yet

mainstream throughout Denmark. Due to these factors, Sandvad was able to

provide the most complete and detailed interview.


Interview Protocol:

The interview process began first by researching the Danish system. This

review of academic material formed the foundation to the cover letter that was

drafted (attached in Appendix A). In order to connect with educators in Denmark,

several modes of digital communication were used. First, emails were sent to a

wide-range of educators and researchers at the university level; emails were also

sent to the Ministry of Education (attached in Appendix B). These leaders were

contacted in hopes of attaining more insight into the country-wide trends of

education and technology integration.

Since many educators are currently on vacation, social media was the next

form of communication used to help access volunteers for the interview process.

The cover letter was posted on to the discussion board of the Global Education

Conference. Following its publishing, the discussion was tweeted with the hashtag,

#GlobalEd.

http://www.globaleducationconference.com/forum/topics/in-need-of-danish-teachers-as-part-of-a-danish-education-system

http://www.globaleducationconference.com/forum/topics/in-need-of-danish-teachers-as-part-of-a-danish-education-system


As seen above, this tweet was retweeted by the Global Education Conference

(@GlobalEdCon) and Lucy Gray (@elemenous), a technology leader and co-founder

of the Global Education Conference. Finally, it was included in The #GlobalEd Daily, a

web-based text highlighting articles and daily updates regarding global education.

In addition to posting the information and tweeting about it, Twitter was

used to help search for and contact teachers in Denmark who were interested in

technology. Stefan Neilsen (@SNskole) was contacted via this method.

Several personal, global contacts were also used to connect with additional

Danish educators. These contacts ranged from colleagues to personal friends.

Through this, three educators were contacted via Facebook (attached in Appendix

C).

Finally, Skype was used to conduct a face-to-face virtual interview. To ensure

that the interview was accurately quoted, this interview was also recorded. A copy

of that recording is attached in Assignment Folder in LEO due to size.

http://paper.li/ftherin/1309858073?edition_id=6bc4fca0-2710-11e5-88c5-0cc47a0d164b


Interview Synthesis

One theme that emerged over the course of the interviews was that

educational ideals are not sustained throughout the educational experience. This is

first seen through an examination of the drastic change in academic expectations

from the primary to secondary levels. While at the lower levels teachers are

expected to use results of evaluations “to prepare annual written student plans for

all students at all levels” (Mortimore, 2009, p, 54), these individualized plans are

customary for the primary schools only (Sandvad, personal communication, July 21,

2015). As students get older, “it becomes more academic” (Sandvad, personal

communication, July 21, 2015) and the expectations become more rigid.

This shift from a highly individualized educational experience to a standardized

classroom where learning is demonstrated according to rigid, non-differentiated,

examinations highlights the first inconsistent application of an instructional

philosophy throughout the educational system.

This change is echoed in the way students respond to learning. As they enter

the secondary level, “Exams are a big deal…the students are very concerned about

that. When the teacher introduces them to something new, they will ask, ‘How can

we use this for the exam?’” (Sandvad, personal communication, July 21, 2015). This

shift towards learning to pass a test not only encourages low levels of learning, but

also encourages students to “learn how to go to school instead of learning

something they could use in real life” (Sandvad, personal communication, July 21,

2015). It is also clear that students shape their learning strategies based upon these


exams, prioritizing information based on its level of use during the tests (Sandvad,

personal communication, July 21, 2015).

In addition to squelching the quest for learning, the shift away from the

principle of individualization toward standardization is also detrimental to the

learning of students with special needs or with differing abilities. The majority of

testing is comprised of two parts, a written and an oral exam (Sandvad, personal

communication, July 21, 2015). To complete the exams, students may use laptops

that have been blocked from the internet (Sandvad, personal communication, July

21, 2015). Unfortunately, students with disabilities face great difficulties displaying

their understanding on these types of tests (Nielsen, personal communication, July

12, 2015). And, while there is a small opening for alternative exam types (Sandvad,

personal communication, July 21, 2015), the lack of individualization at the

secondary level has caused it to be unlikely that technology will be used to provide

additional outlets for students to express their understandings on examinations.

This same shift can be seen when analyzing how data is used. In the early

years, data is used to help inform instructional decisions and customize learning to

the unique needs of each child. However, since school test scores are open to the

public, allowing people to compare schools, data can easily be manipulated, taking

away the school’s ability to think differently about teaching and learning (Nielsen,

personal communication, July 12, 2015). Since testing only values responses that are

oral and written, they create a hierarchy of intellectual expression to which schools

are expected to conform. Therefore, the use of data throughout the academic


experience highlights the varying application of individualization, a seemingly key

principle.

While the inconsistent approach regarding individualization is evident based

on the changing academic expectations and the use of data as students matriculate

through their education, other inconsistencies can be seen woven throughout the

whole educational experience. For example, the emphasis on examinations and the

subsequent assignment of value on tested material undermines another key

principle of the Danish system: interdisciplinary. While interdisciplinary courses

occur throughout the educational experience (Sandvad, personal communication,

July 21, 2015), including at the secondary level, the shift towards standardization

undervalues the inherent holistic and connected approach to learning espoused by

interdisciplinary.

This dilemma can also be seen on a smaller scale; Danish learning values

partner work even at the university level (Sandvad, personal communication, July

21, 2015). In many classrooms, including as Kristensen’s, it is normal to see two

students working together on the same laptop (Kristensen, personal

communication, July 18, 2015). However, despite the pedagogical use of pairs to

encourage learning, examinations must be taken alone, contradicting a valued

element of Danish education (Sandvad, personal communication, July 21, 2015).

Therefore, it is clear that the use of rigid examinations comprised of only one

acceptable way to display understanding undermines key principles of Danish

education, such as individualization and cross-curricular connections. Furthermore,

it is a detriment to all students, including those with special needs. This system


shapes how students learn, encouraging them to focus on the examination itself

instead of life-long learning. Additionally, it does not allow all students to be

successful, especially students with special needs or differing abilities. Finally, these

shifts are reflected in the use of data, changing it from a tool used to individualize

instruction to a way to reinforce a standardized approach to learning.

The next struggle for the Danish education system is the lack of professional

leadership to support technology integration. While technology integration is still

dependent on the specific teacher, it is the goal (Sandvad, personal communication,

July 21, 2015), and it has been at the heart of many reforms within the last few years

(Kristensen, 2015). This usage has been supported by the government, which has

provided funding for technology and infrastructure (Kristensen, personal

communication, July 18, 2015). Nielsen (personal communication, July 12, 2015)

listed computers, SMARTboards, Google Apps for Education and blogging as

examples of technology used in his school; Kristensen (personal communication,

July 18, 2015) included personal computers, projectors, screens, internet and

subject-specific software as additional tools.

However, despite these applications, “The school is actually behind the

society when it comes to technology…and there is a lot of support for it” (Sandvad,

personal communication, July 21, 2015). Nielsen echoed these sentiments stating,

“The greatest challenge is probably to get teachers to think differently and integrate

IT as a tool in everyday life” (personal communication, July 12, 2015). Yet, despite

Danish cultural norms that would seem to encourage sharing information, co-

constructing knowledge and professionally developing with peers, Danish educators


seem stymied by a lack of leadership. Building off ideas proposed in an OECD

Review claiming that “Danish teachers traditionally have an ambivalent attitude

towards leadership” (OECD, 2004), further investigation was conducted into Danish

social norms that may contribute to this.

A synthesis of Danish culture revealed that the lack of leadership might be

caused or highly affected by a Danish cultural norm that encourages homogeneity.

Sandvad explained, “There is actually a thing in Danish culture that you don’t want

to show off. You don’t want to seem like you are better than everyone else. We

actually kind of try to hide it. It is actually something that we have to try to work on.

But it is also something that does make us feel united” (personal communication,

July 21, 2015). While it there is no conclusive evidence linking the two, it seems

highly likely that this norm has lead to a smaller selection of technology integration

leaders. Therefore, while this non-competitive attitude could lead towards more

collaboration, there is also a distinct possibility that it is a leading factor in the lack

of development in this area.

However, despite these challenges, the Danish education system does have

one key principle that it has dedicated much of its educational approach to. While

there is no direct English translation for the idea, the closest word is “formation”

(Sandvad, personal communication, July 21, 2015). The idea refers to social

citizenship and uses the word formation “because [Danish teachers] also form the

students into citizens at school, instilling in them democratic values. To be formed is

part of education” (Sandvad, personal communication, July 21, 2015). When asked

to expound on this idea, Sandvad explained at as educators they are responsible for


the whole child, not just his or her academic success (Sandvad, personal

communication, July 21, 2015). This molding of citizens not only influences the

approach towards teaching, holistically educating a child, but also helps ensure that

students develop into informed, empowered and responsible citizens. This practice

is critical, and should be highly valued, especially as our world globalizes.

Further Investigations

This sampling of Danish educators provides a window into the educational

system in Denmark; however, further investigations are necessary to provide a

more nuanced understanding. First, it is necessary to continue to track Danish

reforms, as their system seems very transient. With a new government recently

elected, it is likely that the educational system will see more changes that could

easily alter the results of this interview. Additionally, more thorough research

regarding the social norms and their effects on leadership is required to determine

if that is a valid factor in the slow integration of technology. Finally, as technology

does begin to be more integrated into the Danish educational system, it will be

interesting to see if social citizenship becomes less national and more global.

ConclusionThis analysis of the Danish education system and the integration of

technology reveals several factors that can be used to better the American school

system. First, Danish schools highlight the need for consistency in differentiation

and individualization throughout a student’s educational experience. As the

American system deals with its own questions regarding standardization and state-


wide testing, it is important to consider the impact that examinations have had on

students in Denmark. Americans should be wary of testing culture, as it not only

stifles learning but also taints the learning strategies used by students, encouraging

learning to pass examinations opposed to lifelong-learning.

While the competitive nature of American school systems contains other

issues, it should be noted that leadership may be reliant upon a certain degree of

individualization. Therefore, while American schools seek to encourage community

and equity among their teachers, they should also highlight the unique strengths of

individuals in order to foster an environment of progress.

Finally, the American system should adopt a social citizenship program that

aligns more closely with the Danish program. Since all American students are

required to attend school, our systems should foster the formation not only of

citizens but also of responsible, engaged humans. The concept of formation, while

applied informally in many schools, is not a mainstreamed idea. However, as schools

become more responsible for the development of American children, it would

behoove schools to begin developing and fostering these types of programs.

Overall, this examination of Danish educational practices has been

surprising. While the system is often portrayed as a panacea for American issues, it

seems that this is not truly the case. The Danish system has its own struggles

regarding sustaining instructional philosophies and ensuring that all students

receive the best education possible. Furthermore, it is disappointing that themes

such as the forced compliance into a standardized approach to learning based upon

testing are not just American issues but are now becoming global trends. However,


it is only through investigations such as this one that these trends can be seen and

hopefully be changed.


References

Andersen, K. (2013). Danish youth education en route to digital literacy. Scandinavian

Library Quarterly. 46(1). Retrieved from http://slq.nu/?article=volume-46-no-1-

2013-12

Mortimore, P. (2009). Danish and English education systems: what lessons can we

learn. Education Review. 21(2).47-59.

Organisation for Economic Co-operation and Development. (2004). Denmark:

lessons from PISA 2000. Paris: OECD


Appendix ACover Letter

To Whom it May Concern: (each copy is addressed to the specific recipient)

Please allow me to take a moment to introduce myself. My name is Brittany

Spatz, and I am currently an educator in a diverse middle school located in New Jersey,

a north eastern state in America. Over the past five years, I have taught students from

age 11 to 18 in the subjects of Literature and Technology.

Currently I am a master’s degree candidate at the University of Maryland,

University College, studying Instructional Technology. As part of my program, I am

conducting research on the Danish educational system, and, more specifically, how the

country has used technology to further its educational goals. Already, I have been very

impressed with your system, which I have both read about and learned about through

close friends who live in Denmark.

I am intrigued by the holistic view of learning that is exhibited by the Danish

system. After reading more about folkeskole, I cannot believe that each teacher is

“required to prepare annual written student plans for all students at all levels”

(Mortimore, 2009). This highly individualized and differentiated curriculum seems to best

meet the needs of all learners. Our Danish friends had also explained that there are

different pathways that a student can take to attain the same degree, a practice foreign

to the American education system.

Similarly, while Denmark has adopted “new computer-based adaptive tests” you

have managed to customize them “to the needs of the individual student, leading to

easier or more difficult questions being presented” (Mortimore, 2009). This leads me to

believe that testing is used to facilitate individual learning, opposed to penalize schools

and teachers, as it is sometimes used in America. Finally, I was impressed to read that

the Danish system is touted for encouraging more life-long learning.


In order to gain a more nuanced understanding of the role of technology, I am

reaching out to set up an interview with you regarding your system. The interview, which

could be conducted via email or set up using a video conference system such as Skype,

would comprise the following questions:

-In his article, Mortimore (2009) explained that student achievement data, “with

the exception of national figures, are kept confidential and there is no right of

public access to the information” (p. 53). Is this still the policy? Are these figures

kept digitally by the government? Furthermore, how do schools use this data to

help students achieve?

-Knud Holch Andersen stated, “Denmark invests massively in education and we

pride ourselves on having a worldclass IT infrastructure. But at the same time our

educational system and the libraries fail to examine the connection between

information supply, learning and the new digital reality” (2013, p. 1). Would you

agree with this assessment? If not, what moves has the Danish government

taken to help weave the IT and educational sectors?

-The Danish system, according to Mortimore’s 2009 article, includes

interdisciplinary. Is this still a customary practice? Have you striven to include

technology as an element in this interdisciplinary study?

-According to my personal friends, the Danish system prides itself on the use

deep, challenging examinations to determine mastery of a subject. Is there a

technological component to any of these examinations--both in the fields of


technology and in traditional subjects? If not, do you anticipate technology ever

being incorporated into these examinations?

Thank you so much, in advance, for your time and consideration. If you are

willing to conduct an interview, please feel free to contact me using the mode that is

easiest for you. I believe that the American educational system has many lessons to

learn from Denmark. It is my hope to bring these lessons to light, as I continue on my

path to be an educational leader. I will be working on this project until July 28, 2015.

Therefore, if you are interested in working together, please let me know as soon as

possible so that we can get started.

Sincerely,

Brittany Slusarcyzk Spatz

References:

Andersen, K. (2013). Danish youth education en route to digital literacy. Scandinavian

Library Quarterly. 46(1). Retrieved from http://slq.nu/?article=volume-46-no-1-

2013-12

Mortimore, P. (2009). Danish and English education systems: what lessons can we

learn. Education Review. 21(2).47-59.


Appendix BEmails

Emails exchanged to arrange Skype Interview with Marie Sandvad.


Email Interview Responses and Follow-Up with Stefan Nielsen


Screenshot of my sent mail detailing 9 emails that were sent.

Sample email showing what was sent to the addresses above.

Appendix CFacebook


Unsuccessful Facebook Attempts


Appendix DGlobal Education Conference

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