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ICTs in School’s Everyday Life Project 2008—2010 Sanna Vahtivuori-Hänninen Helsinki University.

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Presentation on theme: "ICTs in School’s Everyday Life Project 2008—2010 Sanna Vahtivuori-Hänninen Helsinki University."— Presentation transcript:

1 ICTs in School’s Everyday Life Project 2008—2010 Sanna Vahtivuori-Hänninen Helsinki University

2 21 st Century Skills? 1.Ways of thinking Learning 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, ICTs at Schools Everyday Life, Interim report 2010,

3 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]

4 Use of ICTs at home vs. at school (OECD, 2009)

5 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 Infrastucture and ICT innovations Team work Community Pedagogical structures and practices Future School

6 Information and Communication Technologies at School’s Everyday Life Project 2008—2010 The 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

7 Schools in the Project 20 schools and 12 school projects from all around Finland 1.Espoo, Koulumestarin koulu 2.Helsinki, Kuninkaantien molemmin puolin Project 3.Kauniainen, suomenkielinen perusopetus 4.Lappeenranta, Joutsenon yläkoulu 5.Larsmo, Holm skola 6.Oulu, Oulujoen koulu 7.Punkalaidun, Punkalaitumen yhteiskoulu 8.Riihimäki, Pohjolanrinteen koulu 9.Rovaniemi, Saaren koulu 10.Ruovesi, Kirkonkylän koulu 11.Tampere, Epun mediareppu Project 12.Turku, Puropellon koulu

8 Knowledge Creation Lab for Teacher Education (Lonka 2010) Motivation Interaction Use of ICTs Authentic learning situations

9 Recommendations  Improvement of the technical and pedagogical support  Collaborative and activating learner-centred working methods and communal models of studying  E-learning materials which are accessible for all and inspire experiential and reflective learning  Encourage a communal working culture in all schools  Updating the ICT skills and knowledge about media education of educational administration and school leaders  Updating teacher education to meet the needs of future schools

10 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 usability 2.Learning environments (eg. using social media and mobile learning in school’s everyday life) 3.Content creation and learning materials 4.Development of school communities, support of professional development and cooperation 5.Development of public-private partnership models

11 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 University Professor Seppo Tella, Helsinki University Adjunct professor Heikki Kynäslahti, Dept. of Teacher Education For more information Project Manager Ms Sanna Vahtivuori-Hänninen tel or , sanna.vahtivuori()helsinki.fisanna.vahtivuori()helsinki.fi Ms Aleksandra Partanen, Ministry of Transport and Communications tel , aleksandra.partanen()mintc.fialeksandra.partanen()mintc.fi blogs.helsinki.fi/oppiailoakouluun/in-english

12 Bulimic learning? -How this model helps students to cope with hypercomplex environment? -Learning as jazz improvisation! -”Happy failing” (Lonka 2010)

13 Media Education and Educational use of ICTs in Finland (Kupiainen, Sintonen & Suoranta (2008), Decades of Finnish Media Education. [http://www.mediakasvatus.fi/publications/])

14 [http://www.mediakasvatus.fi/publications/]

15 Media Education in Finnish Schools (Kupiainen, 2009) [http://www.mediakasvatus.fi/publications/]) Art teaching Finnish language Media and ICT projects with local media Newspaper week National Magazine Day School Cinema Diploma in media

16 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)

17 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

18 “Tribes” of Finnish media education (Kotilainen & Suoranta 2005, Mediakasvatuksen kaipuu. In: Mediakasvatus Kansalliset kehittämistarpeet. Oikeusministeriön julkaisuja 5/2005) The technology tribe ICTs, educational use of information and communication technologies The protection tribe Harmful content The culture research tribe Participation and empowerment The critical tribe Cultural meaning-making

19 19 TVT Teaching Studying Learning EducationMedia Profiency Net Environments Collaboration Life Long Learning Mediated Communication (Tella, Vahtivuori ym. 2001) Towards Media Profiency

20 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 Circulations Jenkins et. al. 2006, Confronting the Challenges of Participatory Culture: Media Education for 21th Century. Social media..

21 OPTEK – Educational Technology in School’s Everyday Life Research Project

22 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

23 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.

24 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

25 Research packages 1.Pedagogical models and technological innovations 2.ICT and different school subjects 2aImprovement of teaching mathematics using Open Source programs 2bICT innovations in Finnish language teaching and science education 3.Mobile learning and content creation 4.Business practices, infrastructure and impact 4aPublic Private Partnership and business practices 4bOpen Source programs in the school context 4cEvaluation of the impact of schools ICT services

26 Thank You! For more information: Sanna Vahtivuori-Hänninen Media Education Research Group CICERO Learning Helsinki University

27 What is PISA? Seppo Tella, University of Helsinki and Waseda University, Japan

28 2000 > Seppo Tella, University of Helsinki and Waseda University, Japan

29 PISA 2003, 2006

30 PISA 2003 Seppo Tella, University of Helsinki and Waseda University, Japan

31 PISA 2006 Seppo Tella, University of Helsinki and Waseda University, Japan

32 PISA 2006 Seppo Tella, University of Helsinki and Waseda University, Japan

33 PISA 2006 Seppo Tella, University of Helsinki and Waseda University, Japan

34 Reasons for Finnish PISA Success Finnish “literary” culture: trust for education Education policy –Widely accepted vision of a knowledge-based society –Educational equality –Delegating decision power and responsibility from central administration to the local levels Comprehensive school (= basic education) –Core curriculum –Headteachers as pedagogical directors –School practices: several subjects, free warm lunches, small groups, high quality equipment Teacher education –Teaching seen as an academic profession –Highly-qualified teachers –Excellent students Seppo Tella, University of Helsinki and Waseda University, Japan34

35 What is written about school? Out of 35 countries, Finnish pupils spend the least time doing their homework. Seppo Tella, University of Helsinki and Waseda University, Japan

36 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

37 References Finnish 2006 PISA pageshttp://www.pisa2006.helsinki.fi/http://www.pisa2006.helsinki.fi/ OECD 2006 PISA pages _1_1_1_1,00.html Seppo Tella,37


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