UNIVERSITY OF JYVÄSKYLÄ The Perceived Role of Technology and Social Media in Career Guidance among practitioners who are experienced Internet users – Chances and Challenges ESRC Seminar Raimo Vuorinen & Jaana Kettunen The Finnish Institute for Educational Research University of Jyväskylä, Finland

UNIVERSITY OF JYVÄSKYLÄ Introduction During the last years there has been increasing attention across the globe towards more diverse delivery modes in lifelong guidance services. The current wider paradigm of guidance is recognized as a crucial dimension of lifelong learning, promoting both social and economic goals The move from “education and training” to learning changes the focus from structures and institutions to development of individual lifelong career management skills (Watts, Sultana, & McCarthy 2010). Practitioner perceptions of role of technology will have an impact on how their practice will evolve.

UNIVERSITY OF JYVÄSKYLÄ Introduction Increased use of Information and Communication Technology (ICT) highlighted as an essential component for widening access to lifelong guidance services The increasing use of technology by key user groups of career services – especially young people – is placing new demans on individual career practitioners and on the organisations (Bimrose & Barnes, 2010; Sampson, J. P., Shy, J. D., Offer, M., & Dozier, V. C. ) A consensus has emerged that both the counsellor and ICT have an important role to play in the delivery of enhanced career guidance services within the Internet. (Vuorinen 2006). Practitioner perceptions of role of technology will have an impact on how their practice will evolve.

UNIVERSITY OF JYVÄSKYLÄ Contextual changes in the use of ICT in Finland In 2002, counsellors indentified use of ICT as one of the weakest competence areas in their practice (Kasurinen & Numminen 2003). Actions taken: –Integration of ICT in the national core curricula as a compulsory element in career education 2003 –National in-service training program for guidance practitioner –60 % of the career practitioners in general education completed a 40 hour training module in the use of ICT in guidance A national study focused on whether or not there are differences in the perceptions in the use of ICT among practitioners in and in 2010.

UNIVERSITY OF JYVÄSKYLÄ Summary of the similarities in the perceptions of practitioners in the use of ICT and 2010 Practitioners were motivated in their use of Internet in guidance ICT was used in delivering career information rather than promoting career management skills from a lifelong guidance perspective Lack of coherent strategies for the use of ICT Need for peer support and on-going in-service training Concern of equal access and ethical issues Existing career information is fragmented in Internet

UNIVERSITY OF JYVÄSKYLÄ Summary of the differences in the perceptions of practitioners in the use of ICT and 2010 Today students have better access to the Internet and better ICT literacy. Increased ICT resources and services Internet has replaced printed materials as information source Perceived external pressure to increase the use of Internet and social media Practitioners use Internet more extensively More advanced administration software Gap among students between low readiness and high readiness has increased Need for differentiated service delivery mode is observed and acknowledged Chanced nature of Internet due the social media and web 2.0

UNIVERSITY OF JYVÄSKYLÄ Defining the social media ContentCommunity Social media Web 2.0 “Social media is a process, where individuals and groups build up a common understanding and meanings with contents, communities and web 2.0 techology.” Sources: Erkkola (2008) Kangas et al. (2007) Ahlqvist et al (2010

UNIVERSITY OF JYVÄSKYLÄ Defining the social media “form of communication which makes use of information networks and information technology and deals with content created by users in an interactive way and in which interpersonal relationships are created and maintained” Source: Finnish Terminology Center (2010)

UNIVERSITY OF JYVÄSKYLÄ What is social media/ social web? It is Participation (encourages contributions and feedback from everyone who is interested) Openness (Most social media services are open to feedback and participation. They encourage voting, comments and the sharing of information.) Conversation (social media is better seen as a two-way conversation) Community (communities can form quickly and communicate effectively. Communities usually share common interests.) Connectedness Source: Antony Mayfield, 2008: What is Social Media? E-book, iCrossing (v1.4 Updated ); ooks/What_is_social_media_Nov_2007.pdf

UNIVERSITY OF JYVÄSKYLÄ Experienced Internet users and social media

UNIVERSITY OF JYVÄSKYLÄ General “We were and we still kind of are visitors on Internet. We read the materials and do not interactive with it too much. But now things are chancing… we are becoming a producers and active actors on Internet. We can create material and be part of that interactions which is going on there all the time”

UNIVERSITY OF JYVÄSKYLÄ Social media in IAG -Summary of the percveived chances and challenges Medium/ chanel for communication better chance for more accessible service/ more outreach –Interacting, motivating, More media-rich materia Games & virtual worlds Peer support among students Professional network (locally, nationally, globally) 24/7 – nine to five Which tool –for whom –for what Screening?

UNIVERSITY OF JYVÄSKYLÄ Social media in IAG -Summary of the percveived chances and challenges Opportunity to create and co- product material/information Easy to use, not depending on organizational beaurucrary Realtime communication (chat) More transparent – voice of users Brings practitioners closer Enables informal student activity Lack of time to adapt the new applications and pedagogical model

UNIVERSITY OF JYVÄSKYLÄ Barriers and restrictions Lack of time to adapt the new applications and pedagogical model Quality assurance Social Media acts as an effective tool to promote inclusion but also exclusion (bullying) New web-based environments need new kind of skills –Once written will stay on Internet New need for time management Need to prioritase tasks Questions of privacy and security of information Copyright issues

UNIVERSITY OF JYVÄSKYLÄ , Intranet, extranet Professional blogs at organisations webpages or et, professional networkprofiles, Twitter, FB, LinkedIn Private communication in net, health, bank services, sharing media among family, peer support groups Personal interest blogs, hobbies, music, media, sports Personal Not public Public Professional A) Activities related to one’s professional role, not necessarily to one’s employer B) Activities related to one’s employer and one’s professional role Source: Aalto, T & Uusisaari, M.Y (2010) Löydy – brändää itsesi verkossa

UNIVERSITY OF JYVÄSKYLÄ Discussion Students use the Internet more than previously and this forces practitioners to change their communication channels Gap between low and high readiness among the students has increased and the practitioners are seeing more clearly the need for differentiated service delivery modes (Sampson 2008).

UNIVERSITY OF JYVÄSKYLÄ Discussion Despite the fact of national training programmes the on-going evolution of Internet necessitates the continuing in-service training of practitioners. Within initial practitioner training, the use of modern technology should be integrated in the methodology of training and not used only as a separate entity. The crucial role of ICT in creating a common conceptual framework for guidance provision.

UNIVERSITY OF JYVÄSKYLÄ Discussion Need to distinguish the one’s personal role in work and private lives IAG in written format/mode is perceived as a new necessary competence area Need for additional time and support in applying ICT in guidance Practitioners are worried about the quality assurance Shift from information to the development of individual Career Management Skills

UNIVERSITY OF JYVÄSKYLÄ Thank you! For further information, please contact: Dr. Raimo Vuorinen Finnish Institute for Educational Research University of Jyväskylä Ms. Jaana Kettunen Finnish Institute for Educational Research University of Jyväskylä,