1. Educational use of ICTs and Media Education in Finland – Towards the Roadmap of the Future School
Sanna Vahtivuori-Hänninen Helsinki University CICERO Learning Network
Association on Media Education
EDEN Annual Conference 2010, Valencia 12/6/2010

2. ”The future is already here— It is just unevenly distributed.”
William Gibson

3. Contents 21st Century skills - Some megatrends
Wanted! Culture of collaboration and collectivity
Use of ICTs and media education in Finland
Towards the roadmap of the future school
Lessons learned?
blogs.helsinki.fi/oppiailoakouluun

4. 21st Century Skills?
Ways of thinking Learning to learn, creativity, synthesis, innovation, creating new knowledge, critical thinking, problem solving, decision making
Ways of working Learning to collaborate and communicate
Tools for working Learning to use ICT, media literacy skills (creative, critical, social)
Living in the world Active citizenship, both local and global, personal and social responsibility, including cultural sensibility and awareness
[KSAVE Model, ATCS 2009; University of Melbourne, ICTs at Schools Everyday Life Project, Interim report 2010,

5. Some megatrends
From closed to open systems - Open learning environments, open courseware, open application interfaces
Soft values – towards slow life - ICTs to support sustainable development, sharing, collaboration and co-creation, and ”good life”
New wave of mobile learning - Key elements of mobile learning in education, new concepts and solutions
Ubiquitous learning - Informal and formal learning – Educational use lacks behind everyday use?
Serious games as learning environments - Problem solving skills, critical thinking (e.g. Mäyrä 2010; Gee 2008)

6. Towards Culture of Collaboration
pelot
Dream
Creativity
Enriching Community
Trust and Commitment
Vision
Questions
Resources
Challenges
Fears
See e.g. Himanen, P

7. PISA 2006
Seppo Tella, University of Helsinki and Waseda University, Japan

8. PISA 2006
Seppo Tella, University of Helsinki and Waseda University, Japan

9. 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, Japan

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

11. Everyday’s technological innovations How about schools?

12. Educational use of ICTs at Schools (2010)
Web interview in Kasavuori Secondary School, Kauniainen, Spring 2010

13. Media Education and Educational use of ICTs in Finland
(Kupiainen, Sintonen & Suoranta (2008), Decades of Finnish Media Education. [
Finnish Approach to Media education

14. Different Approaches of Finnish Media Education
The technology ”tribe”
ICTs, educational use of information and communication technologies, media skills and proficiency, distance education
The protection ”tribe”
Harmful content and children protection
The culture research ”tribe”
Participation and empowerment
The critical ”tribe”
Cultural meaning-making
(Kotilainen & Suoranta 2005, Longing for the Media Education. In: Media Education National Development. Ministry oi Justice 5/2005)

15. Media Education in Finnish Schools
Art teaching
Finnish language
Media and ICT projects with local media
Newspaper week
National Magazine Day
School Cinema
Diploma in media
(Kupiainen, 2009) [

16. Objectives of Media Education
Media proficiency and media skills
Active citizenship
Democratic society, cultural diversity and respect for human rights
Encourage production, creativity and interactivity
(Kupiainen, R. (2009) [

17. Media education includes
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)
(Kupiainen, R. (2009 [

18. Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto 2008
Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto 2008

19. structures and practices
Developing Educational Use of ICTs in Finland – Towards National Educational Technology Roadmap
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 and pedagogical methods in ICT
To develop the educational use of ICT in a multidimensional and equal way
Infrastucture
and
ICT innovations
Team work
Community
Pedagogical
structures and practices
Future School

20. Information and Communication Technologies in School’s Everyday Life Project 2008—2010
The project is included in
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 and Culture
Finnish Board of Education
in co-operation with industry and commerce
The operational work is carried out by CICERO Learning, Helsinki University [ and Faculty of Behavioural Sciences, Department of Teacher Education

21. Schools in the Project
20 schools and 12 school projects from all around Finland
Espoo, Koulumestari School (Technology Education, Creative learning)
Helsinki, Both sides of the Kingsroad Project (Playful learning, SmartUs)
Kauniainen, suomenkielinen perusopetus (Mobile learning, Open source, web 2.0)
Lappeenranta, Joutseno secodary (Media and technolody homeareas)
Larsmo, Holm skola (Media education, videomaking, digital portfolios)
Oulu, Oulujoki primary (teaching together model,
Punkalaidun, Punkalaitumen yhteiskoulu (Social media, web 2.0 apps)
Riihimäki, Pohjolanrinne school
Rovaniemi, Saari primary (Distance education)
Ruovesi, Kirkonkylä school (Open source)
Tampere, Eppu’s mediabackpack Project
Turku, Puropelto school

22. Knowledge Creation Lab for Teacher Education (Lonka 2010)
Motivation
Interaction, support for sharing
Multimodal use of ICTs
Authentic learning situations
Blended learning, F2F and web applications

23. Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto 22.4.2008
Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto

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

25. 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 Finnish 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, Project manager Sanna Vahtivuori-Hänninen, University of Helsinki
Tekes (Finnish Funding Agency for Technology and Innovation) is preparing a wide research programme for Innovative Learning Enviroments

26. Research packages Pedagogical models and technological innovations
ICT and different school subjects
2a Improvement of teaching mathematics using Open Source programs
2b ICT innovations in Finnish language teaching and science education
Mobile learning and user created content
Business practices, infrastructure and impact
4a Public Private Partnership and business practices
4b Open Source programs in the school context
4c Evaluation of the impact of schools ICT services

27. Four Key Elements of Mobility in Education
1 Convenience/ rationality
1 Rational time management
2 Intentional moving in a certain environment  Context part of the TSL process
3 Perfoming educational act immediately
4 Suitable time and place for educational activities
2 Expediency
3 Immediacy
4 Quality of Life
Vahtivuori-Hänninen, Kynäslahti, Vesterinen, Tella, Mylläri & Lipponen

28. Some key elements of the future school
Teachers’ pedagogical knowledge and teamwork and
collectivism
Infrastructure and ICT innovations
Structures and pedagogical practices
(CICERO Learning report 2008;
SITES 2006)

29. Roadmap Towards Future SchoolXX XX XX
Reliable infrastructure and support services
(Oksanen 2001; Tella, Vahtivuori, Wager, Passi & Oksanen 2001; vrt. Parsons 1987; Aarseth 1999)

30. What makes the impact? Evidence-based decision making
Willingness - ability to break the barriers and work together
Passion and action 30

31. Roadmap for the Future School of Finland
Roadmap for the Future School of Finland? Special emphasis is on users perspective
Improvement of flexible technical and pedagogical support
Collaborative and activating learner-centred working methods and communal modes of studying
E-learning materials accessible for all and inspire experiential, game- based and reflective learning
Encourage a communal and collaborative working culture in all schools (pedagogical models)
Informal and formal learning and working life learning come close to each other, learning happens everywhere, on-the-go
Updating the ICT skills and knowledge about media education of educational administration and school leaders and principles
Updating teacher education to meet the needs of future schools
New assessment methods, peer assessment

32. 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:
ICT tools, infrastructure and usability
Learning environments (eg. using social media and mobile learning in school’s everyday life)
Content creation and learning materials
Development of school communities, support of professional development and cooperation
Development of public-private partnership models

33. 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.fi
Ms Aleksandra Partanen, Ministry of Transport and Communications
tel , aleksandra.partanen()mintc.fi
blogs.helsinki.fi/oppiailoakouluun/in-english

34. 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.

35. From Media Literacy Towards Media Profiency
Teaching
Learning
Mediated
communication
and activities
”Learning happens everywhere!”
Life-long and life-wide learning
Web environments and communities
Education
TVT
Media Profiency
TVT
Collaboration
Studying
(Tella, Vahtivuori, Wager, et al. 2001)

36. Media Education 2.0: Participatory culture
Being open
• Peering
• Sharing
• Acting Globally
Tapscott & Williams 2008, Wikinomics
• Contribution
• Connection
• Collaboration
• Creation
Leadbeater 2008, We-think. Mass innovation, not mass production
• Affiliations
• Expressions
• Collaborative problem solving
• Circulations
Jenkins et. al. 2006, Confronting the
Challenges of Participatory Culture: Media
Education for 21th Century
Social media..
Kupiainen, R.(2009), [

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

38. 2000 >
Seppo Tella, University of Helsinki and Waseda University, Japan

39. 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

40. References
Finnish 2006 PISA pageshttp://
OECD 2006 PISA pages
Seppo Tella,