ICTs in School’s Everyday Life Project 2008—2010 Sanna Vahtivuori-Hänninen Helsinki University
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ICTs in School’s Everyday Life Project 2008—2010
Sanna Vahtivuori-Hänninen Helsinki University
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21st Century Skills?
1. Ways of thinkingLearning to learn, creativity, innovation, creating new knowledge, critical thinking, problem solving, decision making
2. Ways of working Learning to collaborate and communicate
3. Tools for working Learning to use ICT, media literacy skills
4. Living in the world Active citizenship, both local and global, personal and social responsibility, including cultural awareness
[KSAVE Model, ATCS 2009; University of Melbourne, www.act21s.orgICTs at Schools Everyday Life, Interim report 2010, http://tiny.cc./valiraportti]
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Some megatrends
1. From closed to open systems - learning environments, learning materials, open application interfaces
2. ”Soft values” – slow life - ICTs to support sustainable development, collaboration and co-creation
3. New wave of mobile learning
4. Ubiquitous learning - Educational use lacks behind everyday use?
5. Serious games as learning environments [Mäyrä 2010; Gee 2008]
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Use of ICTs at home vs. at school (OECD, 2009)
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Information and Communication Technologies at School’s Everyday Life Project
Vision •2011 Finnish schools will have innovative and creative ICT models and practices for wide dissemination to all schools in the country
Goals•to produce new knowledge and know-how for schools and educational administration about the latest developments in ICT•to develop the educational use of ICT in a multidimensional way
Infrastuctureand
ICT innovations
Team workCommunity
Pedagogicalstructures
and practices
Future School
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Information and Communication Technologies at School’s Everyday Life Project 2008—2010The project is included in• the Finnish government programme • National ubiquitous information society policy of Finland
The project is carried out by • Ministry of Transport and Communications (co-ordinator) • Ministry of Education• National Board of Education • in co-operation with industry and commerce
The operational work is carried out by CICERO Learning, Helsinki University
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Schools in the Project • 20 schools and 12 school projects from all around Finland
1. Espoo, Koulumestarin koulu2. Helsinki, Kuninkaantien molemmin puolin Project 3. Kauniainen, suomenkielinen perusopetus4. Lappeenranta, Joutsenon yläkoulu5. Larsmo, Holm skola6. Oulu, Oulujoen koulu7. Punkalaidun, Punkalaitumen yhteiskoulu8. Riihimäki, Pohjolanrinteen koulu9. Rovaniemi, Saaren koulu 10. Ruovesi, Kirkonkylän koulu11. Tampere, Epun mediareppu Project12. Turku, Puropellon koulu http://tinyurl.com/oulujoki
http://tinyurl.com/saarenkoulu
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Bulimic learning?
- How this model helps students to cope with hypercomplex environment?
- Learning as jazz improvisation!
- ”Happy failing”
(Lonka 2010)
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Knowledge Creation Lab for Teacher Education (Lonka 2010)
• Motivation
• Interaction
• Use of ICTs
• Authentic learning situations
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Media Education and Educational use of ICTs in Finland
(Kupiainen, Sintonen & Suoranta (2008), Decades of Finnish Media Education. [http://www.mediakasvatus.fi/publications/])
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[http://www.mediakasvatus.fi/publications/]
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Media Education in Finnish Schools
(Kupiainen, 2009) [http://www.mediakasvatus.fi/publications/])
• Art teaching• Finnish language• Media and ICT
projectswith local media
• Newspaper week• National Magazine
Day• School Cinema• Diploma in media
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Media education includes
(Kupiainen, R. (2009 [http://www.mediakasvatus.fi/publications/])
• development of information management and ICT skills, recognizing how media texts convey meaning
• learning to product media messages (UCC, LCC)
• learning critical understanding of media• learning how to participate and impact in the
media (active citizenship)
“Media education is the process of teaching and learning about media. While media literacy is the outcome – the knowledge and skills learners acquire.” (David Buckingham: Media Education: Literacy, Learning and Contemporary Culture, 2003)
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Objectives of Media Education
(Kupiainen, R. (2009) [http://www.mediakasvatus.fi/publications/])
• Media proficiency and media skills• Active citizenship• Democratic society, cultural diversity and
respect for human rights• Encourage production, creativity and
interactivity
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“Tribes” of Finnish media education
(Kotilainen & Suoranta 2005, Mediakasvatuksen kaipuu. In: Mediakasvatus 2005. Kansalliset kehittämistarpeet. Oikeusministeriön julkaisuja 5/2005)
• The technology tribe ICTs, educational use of information and communication technologies
• The protection tribeHarmful content
• The culture research tribeParticipation and empowerment
• The critical tribeCultural meaning-making
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16
TVT TVT
Teaching
Studying
Learning
Education Media Profiency
Net Environments
Collaboration
Life Long Learning
MediatedCommunication
(Tella, Vahtivuori ym. 2001)
Towards Media Profiency
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Media Education 2.0: Participatory culture
(Kupiainen, R.(2009), [http://www.mediakasvatus.fi/publications/])
• Being open
• Peering
• Sharing
• Acting Globally
Tapscott & Williams 2008, Wikinomics.
• Contribution
• Connection
• Collaboration
• Creation Leadbeater 2008, We-think. Mass innovation,
not mass procuction.
• Affiliations
• Expressions
• Collaborate problem solving
• CirculationsJenkins et. al. 2006, Confronting the
Challenges of Participatory Culture: Media
Education for 21th Century.
Social media..http://www.youtube.com/watch?v=sIFYPQjYhv8
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OPTEK – Educational Technology in School’s Everyday Life Research Project
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OPTEK in short• OPTEK is a research project which is funded by Tekes (Finnish
Funding Agency for Technology and Innovation), private companies and participating universities.
• The research consortium consists of 12 multidisciplinary research units, 28 enterprises and 20 pilot schools, Ministry of Transport and Communications, Ministry of Education and National Board of Education.
• The project includes four research packages (seven sub projects)
• Leader of the research consortium: Professor Marja Kankaanranta, Agora Center, University of Jyväskylä
• Co-ordinator of the project : Maarit Viik-Kajander, CICERO Learning, University of Helsinki
• The project is closely linked to and collaborates with ICTs at School’s Everyday Life Project, Sanna Vahtivuori-Hänninen
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The purpose of the project
is to produce:• Innovations linked to educational use of ICTs, new research
data and linkages between previous research
• Processes and contents for the educational use of ICT in schools’ learning environments
• Operations models and service concepts, which will help to implement the use of ICT in Finnish schools
• Functional co-operation models for research departments, schools and businesses
• New business activities.
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Research areas
1. ICT infrastructure, hardware and software
2. Learning environments and pedagogical models and best practices
3. Content creation and learning materials
4. Development of school communities, support of professional development and cooperation
5. Development of public-private partnership models
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Research packages1. Pedagogical models and technological innovations2. ICT and different school subjects
2a Improvement of teaching mathematics using Open Source programs
2b ICT innovations in Finnish language teaching and science education
3. Mobile learning and content creation4. Business practices, infrastructure and impact
4a Public Private Partnership and business practices4b Open Source programs in the school context4c Evaluation of the impact of schools ICT services
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The Results of the ICT in Schools Project • The results of the project will include an
educational technology plan for the Finnish government’s next term of office.
• This plan will include models, recommendations and practices related to:
1. ICT tools, infrastructure and usability2. Learning environments (eg. using social media
and mobile learning in school’s everyday life)3. Content creation and learning materials4. Development of school communities, support
of professional development and cooperation5. Development of public-private partnership
models
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Advisory Board• The Advisory Board of the ICTs at School’s Everyday Life project has 23
members from the public sector and from industry and commerce.• Director General Timo Lankinen of the Finnish National Board of Education
acts as the Chair of the Advisory Board
Helsinki University Advisory Board Professor Hannele Niemi, Cicero Learning Professor Kirsti Lonka, Helsinki UniversityProfessor Seppo Tella, Helsinki University
Adjunct professor Heikki Kynäslahti, Dept. of Teacher Education
For more information• Project Manager Ms Sanna Vahtivuori-Hänninen
tel. + 358 50 568 8467 or + 358 40 571 2442, sanna.vahtivuori()helsinki.fi
• Ms Aleksandra Partanen, Ministry of Transport and Communicationstel. + 358 9 160 28671, aleksandra.partanen()mintc.fi
www.arjentietoyhteiskunta.fi/inenglishblogs.helsinki.fi/oppiailoakouluun/in-english
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Thank You!
For more information:Sanna Vahtivuori-Hä[email protected]
Media Education Research GroupCICERO LearningHelsinki University
www.cicero.fi
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The Results of the ICT in SProject • The results of the project will include an
educational technology plan for the Finnish government’s next term of office.
• This plan will include models, recommendations and practices related to:
1. ICT tools, infrastructure and usability2. Learning environments (eg. using social media
and mobile learning in school’s everyday life)3. Content creation and learning materials (user-4. Development of school communities, support
of professional development and cooperation5. Development of public-private partnership
models
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What is PISA?What is PISA?
Seppo Tella, University of Helsinki and Waseda University, Japan
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2000 >
Seppo Tella, University of Helsinki and Waseda University, Japan
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PISA 2003, 2006http://data.desmoinesregister.com/education/worldclassschools.php
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PISA 2003
Seppo Tella, University of Helsinki and Waseda University, Japan
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PISA 2006
Seppo Tella, University of Helsinki and Waseda University, Japan
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PISA 2006
Seppo Tella, University of Helsinki and Waseda University, Japan
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PISA 2006
Seppo Tella, University of Helsinki and Waseda University, Japan
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Reasons for Finnish PISA SuccessFinnish “literary” culture: trust for educationEducation policy
– Widely accepted vision of a knowledge-based society– Educational equality– Delegating decision power and responsibility from
central administration to the local levelsComprehensive school (= basic education)
– Core curriculum– Headteachers as pedagogical directors– School practices: several subjects, free warm lunches,
small groups, high quality equipmentTeacher education
– Teaching seen as an academic profession– Highly-qualified teachers– Excellent students Seppo Tella, University of Helsinki and Waseda University, Japan 3
4
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What is written about school?
Out of 35 countries, Finnish pupils spend
the least timedoing their homework.
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Criticism
• 17 researchers from 7 countries (a book)• “more politics than science”• main problem: does it measure what it is
expected to measure? (Stefan Hopmann, Vienna University)
• “questions very Anglo-Saxon” > culturally-bound; results should not be used when planning school systems
• some kids (Dutch, American, British) bribed to take part (Spiegel)
• “hidden curriculum” (Michael Uljens, Åbo Akademi)
36
Seppo Tella, University of Helsinki and Waseda University, Japan
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ReferencesFinnish 2006 PISA pageshttp://www.pisa2006.helsinki.fi/
OECD 2006 PISA pages
http://www.oecd.org/document/2/0,3343,en_32252351_32236191_39718850_1_1_1_1,00.html
Seppo Tella, 37
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The Results of the ICT in SProject • The results of the project will include an
educational technology plan for the Finnish government’s next term of office.
• This plan will include models, recommendations and practices related to:
1. ICT tools, infrastructure and usability2. Learning environments (eg. using social media
and mobile learning in school’s everyday life)3. Content creation and learning materials (user-4. Development of school communities, support
of professional development and cooperation5. Development of public-private partnership
models