Åmot Lower Secondary School - Main




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"Girls on the net" is a test supported by the Ministry of Education, Research. and Church Affairs (KUF) Our school has been a project-school since 1996 and have got 175000, -nok all together. Below we will give you a closer description of the project.

"Girls on the net" is the name we have chosen for the project on girls and IT. The word net symbolizes cobweb and by that also Internet.


Hedmark College, department Rena, is situated in the county Åmot. Information-technology is one of the most important studies at the college. It is natural to use their competence to support our project, and 5 of the female teachers will this year study ICT for teachers. In this way we will improve our own competence.

Åmot ungdomsskole is a secondary school with 6 classes, 135 pupils and 24 teachers.

In the project we want to look at the effect of ICT-education for all the classes at school, especially how girls will use the information-technology. We also wish to prevent the boys in getting too domineering in this field.

We think that girls have a different way of approaching the use of ICT, and this is important to consider when planning the introduction of ICT in school.

We are intent on obtaining knowledge on how ICT can be taken into use and which possibilities ICT gives to promote learning and development to the pupils

We are conscious of organising the teaching in such a way that boys don’t get advantages, more attention, better access to equipment and so on.

The main goal for the project is to make pupils and teachers personal ICT-users, and learn how to use ICT as a natural tool in the process of learning all subjects. The pupils are going to learn how to find information and how to evaluate information. We want them to think critically and work effectively in groups. They are going to present ideas and thoughts orally, in writing and by multimedia.

We will emphasize the pupils to feel as contributors when they make homesites, net-paper and so on for Internet, and that they have their own identity and their own local society as basis for communication with other schools and pupils on the net.


What we want to do:

  • Organise parts of the teaching in separate groups for girls
  • The classes will be taught: word processing, spreadsheets, presentation programs, graphic program and search on Internet
  • Emphasize communication, not technique,
  • Try "Net Meeting." Get in contact with other schools on the net.
  • Use e-mail. Get "pen pals".
  • Use Internet actively.
  • Examine what girls are interested in on the net..
  • Arrange girls-nights.
  • Arrange mothers-nights
  • Take part in Netdays99
  • The pupils are going to learn how to make web pages
  • The pupils will actively take part in editing and designing the school's home sites.
  • Build a local recourse environment at Åmot ungdomsskole.
  • Class 10A and 10B are making an extended essay in literature, using Internet actively to get information on Norwegian authors. The essay is being presented using word processing

What we want to find out
We want to find out how this will affect the working-and teaching-situation related to quality of teaching, learning and results.

  • We will examine the gender perspective; how girls' and boys' attitude to and use of PC changes
  • We will follow the development of independence and social interaction between pupils using this working-method.
  • We want to examine which possibility ICT gives to promote learning and development

Qualifications for the project

All classes at school

The school is connected to Internet, has its own server and 45 PCs in a net. The school has 2 digital cameras and 2 web cameras for videoconference.

All the teachers at school

ICT responsible persons at school are engaged in management and maintenance of the net. ICT responsible and resource teachers give every-day -guidance to the pupils. 12 teachers have ICT education from college.

Board of planning
This group consists of the headmaster and three teachers.

Contents and methods
The project is going to find out how boys and girls use their computer before the project begins, and how the usage develops and changes during the project. As a basis for the project is an idea that ICT will improve the pupils` learning situation, and that the following factors will be emphasised:

  • Individual adaptation instead of teaching from the teacher’s desk
  • An extended usage of information through the internet
  • Active learning instead of passive
  • More weight on independent work of information
  • Computers will be a natural tool for work and communication

The project has to be centred on the pupils, and will more or less be based upon the concept "learning by doing". You should not teach by supplying each pupil the same content at any time. We want to make use of the fact that children/youths are active in the process of learning. The computers are not meant to be teaching machines. We hope that the pupils will learn together with the computer, not from the computer. The pupils have to give as well as take. They are going to write and express themselves, but also search and find. Briefly said, what Per Dalin called "from teaching to learning".

The content of the project is inside of three categories: science of education, organisation and technology.

Science of education
We want to find out if technology can stimulate co-operative learning, contribute to better projects, critical and creative thinking and, not at least, more motivated and interested pupils. Our school is an ENIS school. ENIS is a network of European schools, which can carry out projects about usage and development of ICT. An international view is also important in our philosophy. The project "Girls on the web" has shown that girls have another approach to ICT than boys. This is important to bring further.

We want to examine if the use of technology makes it necessary to look at the organising of the school day, such as time tables, when the school is open, breaks etc.

ICT can never be the main topic in school, but nevertheless it will constantly bring us new challenges. We have to learn new technology to be qualified to use it in school. For instance, we have wireless network systems and portable computers as useful remedies in ICT. New Internet technology, such as use of multimedia, is changing fast, and constantly we have to value if we can make use of this. By co-operating with private enterprises, we will be open to testing of new technology and new Internet usage at secondary school.



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