IoT-Hubb Skola - the Internet of Things is coming to school

IoT-hubb Skola is a three-year project that is half funded by Vinnova as a part of its strategic Innovation program for the Internet of Things. It is a so-called Triple Helix collaboration, i.e. a project where actors from academia, business and the public sector work together. In this project, RISE collaborates with its school partners - the Cities of Eskilstuna, Falköping, Kungsbacka, Lidingö, Skellefteå and Västervik and the independent school organisers NTI Gymnasiet, Rytmus and Stadsmissionens skolstiftelse - with support from Stockholm University, Atea and Microsoft.

IoT is an abbreviation of Internet of Things, which is about connecting everyday objects and physical spaces to the Internet with the help of sensors, microphones, cameras and other electronics. This technology makes it possible to measure, control and regulate administrative and other activities. The collected data can also be analysed and used to give a better understanding of how working processes look like and how they might be improved.

Research, use, needs and ethics

The overall goal is to create long-term opportunities for the use of IoT in both administration and teaching. During the project period, we will gradually build knowledge and make it available to everyone, says Lars Lingman, project manager for IoT-hubb Skola at RISE.

- We will be as transparent as possible, and we will continuously share our experiences. The school must be well prepared when suppliers offer different IoT solutions. Otherwise, it will be impossible for them to discern which solutions that might contribute to the development and improvement of school conditions.

IoT-hubb Skola has just published three reports. One report presents current international research on the use of IoT in schools. The second report describes the results of the needs inventory that RISE has carried out among its partners, and the third one highlights issues related to integrity, security and ethics.

There is yet not much research on the practical use of IoT in schools. There are also no obvious examples of how to use this type of technology to provide support for pedagogical development. Several studies discuss potential and hypothetical possibilities, but no pedagogical evaluation has been made.

The needs inventory clearly shows that reasonably large parts of the school’s administrative work could be facilitated and made more efficient with the help of various IoT solutions. It involves everything from scheduling and booking and unlocking rooms to registering students’ attendance. Here it is important to highlight issues related to security, integrity and ethics, as it sometimes involves handling of sensitive personal data. It includes the use of biometric data, such as face recognition, which can register students’ attendance automatically. It is necessary to follow the laws and rules that apply and to start from what is best for the students.

Better conditions for teaching and learning

There are several areas where it is useful for students to collect, store and process data that is not controversial at all. One of the best examples is probably data about the physical environment in the classroom. Several studies show that this can benefit students’ learning by giving them better learning conditions, says Lars Lingman.

- Measuring air quality in the classrooms is the first pilot test in IoT-hubb Skola. It is relatively easy-to-use sensors to check that carbon dioxide content, temperature, light and sound are at adequate levels. If a teacher gets indications that the carbon dioxide content is getting too high, it is crucial to open the windows and let in some fresh air.

There are plenty of applications of IoT that might be very useful in school, says Åsa Blide Larsson, unit manager at the Pre-school and primary school Administration in the City of Kungsbacka. 

- We need to learn more about what we can do and which processes this technology supports. The shortage of teachers is already noticeable in schools, and it is likely to worsen in the coming years. Therefore, we must start working smarter and use technology when it can replace or complement a human being. 

Per Kassman, head of digitisation at Stadsmissionens skolstiftelse, agrees that it is essential to understand the possibilities of technology and to make use of them. 

- Above all, I think it is essential to de-dramatise IoT and to show how we might use it in everyday life in school. It will make it easier to motivate school leaders and teachers to use the technology. It will probably also speed up the development and change in school. 

Leif Sköldberg is the principal of the Industrial Engineering program and the Engineering program at Rinmangymnasiet in Eskilstuna. He believes that the biggest challenge is probably to make IoT a part of ordinary activities.

- The best is if IoT both can be an element in teaching and permeate everyday life in school. Right when we started measuring the air quality in the classrooms, I heard teachers say that there are websites that show what it looks like in other parts of the world. We can use the comparison in teaching, but it can also be fun to monitor what it is like outside the classroom.  

Streamlining and reducing workloads

Björn Broberg is a quality strategist at the City of Falköping. He hopes that participation in IoT-hubb Skola will make it possible to use the technology to get a better basis for governance and management and to reduce the workload in many areas in school. Some challenges need to be handled.

- On the one hand, there are technical challenges, but we must also deal with issues related to integrity and data security. And we must not forget the need for skills development among the staff. Everyone must be able to use and benefit from new opportunities.

Karina Bronell, who is head of school in the City of Falköping adds IoT needs to be included in teaching, both as part of the development of students’ digital literacy and as part of the work to achieve other teaching goals.

- We must be able to incorporate technology into teaching naturally. Now teachers have worked with air measurement in science teaching, and I am looking forward to see what happens to it. We have already noticed that the students are curious. It is, of course, a good start!

The school is not really in the game yet

NTI Gymnasiet was eager to take part in IoT-hub Skola, says school manager Elin Lindqvist. The technology and IT programs are available in schools, and IoT is a hot topic in teaching there. A lot is happening, but the school is not really in the game yet, she adds.

- Traditional teaching is still dominating in school, and it generates much data we do not use adequately. By taking part in this project, our schools will accelerate the digitalisation process.

According to Lars Lingman, the revise of the curriculums in 2018, which highlight digitalisation and digital literacy, provides adequate support for the use of IoT in school.

- The challenge with IoT is that technology is mostly invisible. A sensor or a small camera in the ceiling is usually not noticed. But if students work with different applications of IoT in the classroom, they will see how the technology looks like and how it works. Getting to know the pros and cons of this technology is an integral part of becoming a conscious citizen in an increasingly digital society.