Educational use of ICTs and Media Education in Finland Towards
the Roadmap of the Future School Sanna Vahtivuori-Hnninen Helsinki
University CICERO Learning Network www.cicero.fi Association on
Media Education EDEN Annual Conference 2010, Valencia
12/6/2010
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The future is already here It is just unevenly distributed. It
is just unevenly distributed. William Gibson
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Contents 1.21st Century skills - Some megatrends 2.Wanted!
Culture of collaboration and collectivity 3.Use of ICTs and media
education in Finland 4.Towards the roadmap of the future school
5.Lessons learned? [email protected]
blogs.helsinki.fi/oppiailoakouluun
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21 st Century Skills? 1.Ways of thinking Learning to learn,
creativity, synthesis, 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 (creative, critical,
social) 4.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, www.act21s.org ICTs at Schools Everyday Life Project,
Interim report 2010, www.cicero.fi, http://tiny.cc./valiraportti;
www.arjentietoyhteiskunta.fi]www.cicero.fi
http://tiny.cc./valiraportti
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Some megatrends 1.From closed to open systems - Open learning
environments, open courseware, open application interfaces 2.Soft
values towards slow life - ICTs to support sustainable development,
sharing, collaboration and co-creation, and good life 3.New wave of
mobile learning - Key elements of mobile learning in education, new
concepts and solutions 4.Ubiquitous learning - Informal and formal
learning Educational use lacks behind everyday use? 5.Serious games
as learning environments - Problem solving skills, critical
thinking (e.g. Myr 2010; Gee 2008)
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pelot Creativity Enriching Community Trust and Commitment
Towards Culture of Collaboration Vision Challenges Resources
Questions See e.g. Himanen, P. 2008. Dream Fears
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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 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 9
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Use of ICTs at home vs. at school (OECD, 2009)
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Everydays technological innovations How about schools?
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Educational use of ICTs at Schools (2010) Web interview in
Kasavuori Secondary School, Kauniainen, Spring 2010
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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/])
Finnish Approach to Media education
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Different Approaches of Finnish Media Education (Kotilainen
& Suoranta 2005, Longing for the Media Education. In: Media
Education 2005. National Development. Ministry oi Justice 5/2005)
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
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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
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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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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 outcomethe knowledge and skills
learners acquire. (David Buckingham: Media Education: Literacy,
Learning and Contemporary Culture, 2003)
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18 www.helsinki.fi/sokla/media/ Vahtivuori-Hnninen, Suomalainen
& Karaharju-Suvanto 2008
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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
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Information and Communication Technologies in Schools Everyday
Life Project 20082010 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 [www.cicero.fi] and Faculty of Behavioural
Sciences, Department of Teacher Educationwww.cicero.fi
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Schools in the Project 20 schools and 12 school projects from
all around Finland 1.Espoo, Koulumestari School (Technology
Education, Creative learning) 2.Helsinki, Both sides of the
Kingsroad Project (Playful learning, SmartUs) 3.Kauniainen,
suomenkielinen perusopetus (Mobile learning, Open source, web 2.0)
www.youtube.com/watch?v=_nqK3qjWMY8www.youtube.com/watch?v=_nqK3qjWMY8
4.Lappeenranta, Joutseno secodary (Media and technolody homeareas)
5.Larsmo, Holm skola (Media education, videomaking, digital
portfolios) 6.Oulu, Oulujoki primary (teaching together model,
7.Punkalaidun, Punkalaitumen yhteiskoulu (Social media, web 2.0
apps) 8.Riihimki, Pohjolanrinne school 9.Rovaniemi, Saari primary
(Distance education) 10.Ruovesi, Kirkonkyl school (Open source)
11.Tampere, Eppus mediabackpack Project 12.Turku, Puropelto school
http://tinyurl.com/oulujoki http://tinyurl.com/saarenkoulu
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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 2.0
applications
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22.4.20 08 Vahtivuori-Hnninen, Suomalainen &
Karaharju-Suvanto23 www.helsinki.fi/sokla/media/
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OPTEK Educational Technology in Schools 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 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 Jyvskyl Co-ordinator of
the project: Maarit Viik-Kajander, CICERO Learning, University of
Helsinki The project is closely linked to and collaborates with
ICTs at Schools Everyday Life Project, Project manager Sanna
Vahtivuori-Hnninen, University of Helsinki Tekes (Finnish Funding
Agency for Technology and Innovation) is preparing a wide research
programme for Innovative Learning Enviroments
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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 user created content 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
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1.8.200 8 Vahtivuori-Hnninen, Kynslahti, Vesterinen, Tella,
Myllri & Lipponen27 Four Key Elements of Mobility in Education
1 Convenience/ rationality 3 Immediacy 4 Quality of Life 2
Expediency 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
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Some key elements of the future school Teachers pedagogical
knowledge and teamwork and collectivism Structures and pedagogical
practices Infrastructure and ICT innovations (CICERO Learning
report 2008; SITES 2006)
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Roadmap Towards Future School Reliable infrastructure and
support services XX XX XX ( Oksanen 2001; Tella, Vahtivuori, Wager,
Passi & Oksanen 2001; vrt. Parsons 1987; Aarseth 1999)
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What makes the impact? 1.Evidence-based decision making
2.Willingness - ability to break the barriers and work together
3.Passion and action
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Roadmap for the Future School of Finland? Special emphasis is
on users perspective 1. Improvement of flexible technical and
pedagogical support 2. Collaborative and activating learner-centred
working methods and communal modes of studying 3. E-learning
materials accessible for all and inspire experiential, game- based
and reflective learning 4. Encourage a communal and collaborative
working culture in all schools (pedagogical models) 5. Informal and
formal learning and working life learning come close to each other,
learning happens everywhere, on-the-go 6. Updating the ICT skills
and knowledge about media education of educational administration
and school leaders and principles 7. Updating teacher education to
meet the needs of future schools 8. New assessment methods, peer
assessment
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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
governments 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 schools 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
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Advisory Board The Advisory Board of the ICTs at Schools
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
Kynslahti, Dept. of Teacher Education For more information Project
Manager Ms Sanna Vahtivuori-Hnninen tel. + 358 50 568 8467 or + 358
40 571 2442,
sanna.vahtivuori()helsinki.fisanna.vahtivuori()helsinki.fi Ms
Aleksandra Partanen, Ministry of Transport and Communications tel.
+ 358 9 160 28671,
aleksandra.partanen()mintc.fialeksandra.partanen()mintc.fi
www.arjentietoyhteiskunta.fi/inenglish
blogs.helsinki.fi/oppiailoakouluun/in-english
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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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TVT Teaching Studying Learning EducationMedia Profiency Web
environments and communities Collaboration Life-long and life-wide
learning Mediated communication and activities (Tella, Vahtivuori,
Wager, et al. 2001) From Media Literacy Towards Media Profiency
Learning happens everywhere!
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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 production Affiliations
Expressions Collaborative problem solving Circulations Jenkins 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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Thank You! For more information: Sanna Vahtivuori-Hnninen
[email protected] Media Education Research Group CICERO
Learning Helsinki University www.cicero.fi
Slide 38
2000 > Seppo Tella, University of Helsinki and Waseda
University, Japan
Slide 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