Browsing by Subject "keksintöpedagogiikka"
Now showing items 1-5 of 5
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(2019)The purpose of this thesis was to describe use of the digital equipments in education. Making of the products, is understood as new curriculum (POPS 2014) is suggesting, coaching student to pervasive knowledge, multimaterial use, fenomena based and 21st century skills learning abilities. Theory of this work is based on invention pedagogy where students are making inventions from their own life. Inventionpedagogy is supporting pervasive knowledge skills as kritical thinking and selfregulated learning abilities. Student based learning is changing the way how teaching is implemented. There are no models you can use, product goals are driven in real life. That is problem based learning, fenomena based or challenge based learning. Use of technology and integrating it to learning is spreading slowly. Equipments are expensive and sofware unfamiliar. Teachers education is aming to advance technology based invention pedagogy and need of knowledge. In InnoKomps training teachers are designing project using these methods. Innokomp is nation wide research, whitch is pointed to teachers and teacher education. InnoKomp training is still going on. Material of this thesis was given 2018 and it contains starting point inquiry (N35) and ending poin inquiry (N14). Permission to use this material was given from participating universities. Teachers answers were analysed by Atlas.ti program and content analyse. Research method is qualitative. Teachers feelings and experiences toward digitality and future aims were collected from material. Results are reflected to changing of craft teaching and reform of curriculum. Research outcomes turn out that 21 teacher have previous experience on digital modeling. On the other hand 11 teacher have few or none. From these teachers, 8 got benefit of the training and they learned something new. Teachers feelings toward digitality were vast, dislike to enthustiasm. InnoKomp training was conceived good. Teachers own objectives to the training were to understand and learn new things. To complete professional skills to meet up OPS 2014 goals. To bring new equipments to craft teaching and new ways of teaching future skills.
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(2019)The purpose of this study is to describe, analyze and interpret the descriptions of tutor’s work, expertise and agency that appeared in digital peer-tutors’ interviews. I have also analyzed the tutors’ social networks from the perspectives of sharing resources and help. The theoretical perspective is socio-cultural, and expertise is examined from the perspectives of student expertise and networked expertise. Learning is seen as a wide phenomenon that transcends the formal learning in school context and is connected to interests and networks. This thesis can provide a basis for future empirical research and pedagogical experiments that consist of or combine peer-tutoring, technology education and design research that targets to create innovative learning environments. This study is part of a design, science and technology education research project Co4Lab, funded by Academy of Finland, which consists of several co-inquiry, co-design and co-teaching experiments in comprehensive school context in years 2016-2019. The data has been collected in spring 2017 from the first iteration in an upper secondary school in Helsinki. The data consists of the tutors’ (N=15) semi-structured interviews and maps that describe their social networks. Interviews were analyzed by using content analysis method. Network maps were analyzed by using CytoScape analysis program and they were used to describe both tutor group’s cooperation and the egocentric networks of three tutors. The tutors needed versatile technological, social, pedagogical and reflective know-how in the project. Tutor group’s social network revealed 3 students, who acted as cognitively central keyactors. These “expert tutors” acted as companions for teachers, they had deeper knowledge than others and they also organized the work of the tutor group. Analyze of the expert tutors’ egocentric networks showed that these students had interest-based network relationships and other resources outside the school context, which were critical for learning technology skills. Furthermore, they had been recognized as active and tech-savvy students in the school context earlier, and had gotten responsibilities and network connections in previous technology projects at school.
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(2019)The purpose of this study is to describe, analyze and interpret the descriptions of tutor’s work, expertise and agency that appeared in digital peer-tutors’ interviews. I have also analyzed the tutors’ social networks from the perspectives of sharing resources and help. The theoretical perspective is socio-cultural, and expertise is examined from the perspectives of student expertise and networked expertise. Learning is seen as a wide phenomenon that transcends the formal learning in school context and is connected to interests and networks. This thesis can provide a basis for future empirical research and pedagogical experiments that consist of or combine peer-tutoring, technology education and design research that targets to create innovative learning environments. This study is part of a design, science and technology education research project Co4Lab, funded by Academy of Finland, which consists of several co-inquiry, co-design and co-teaching experiments in comprehensive school context in years 2016-2019. The data has been collected in spring 2017 from the first iteration in an upper secondary school in Helsinki. The data consists of the tutors’ (N=15) semi-structured interviews and maps that describe their social networks. Interviews were analyzed by using content analysis method. Network maps were analyzed by using CytoScape analysis program and they were used to describe both tutor group’s cooperation and the egocentric networks of three tutors. The tutors needed versatile technological, social, pedagogical and reflective know-how in the project. Tutor group’s social network revealed 3 students, who acted as cognitively central keyactors. These “expert tutors” acted as companions for teachers, they had deeper knowledge than others and they also organized the work of the tutor group. Analyze of the expert tutors’ egocentric networks showed that these students had interest-based network relationships and other resources outside the school context, which were critical for learning technology skills. Furthermore, they had been recognized as active and tech-savvy students in the school context earlier, and had gotten responsibilities and network connections in previous technology projects at school.
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(2022)The study analyzed the actors, contexts and technology used in the Innokas Network, which focuses on school development at the grassroots level, in the light of the blog posts pro-duced by the network in 2011–2019. Teachers and their expertise play an important role in the transformation of education, and networked development communities provide an oppor-tunity for the co-development of innovations and their widespread dissemination. The Innokas Network is such a school development network whose members are school, private and third sector actors as well as researchers. The Innokas Network maintains a thematic community blog where members of the network write about the network's activities. More information is needed on networked development activities, as research has found it to be an effective way to increase people’s knowledge and skills. The research questions were: 1) which technologies do the authors of the Innokas Network blog refer to in the blog posts written in 2011–2019, 2) what kind of social and pedagogical frameworks and actors are described in the blog posts and 3) how are the different actors, pedagogical frameworks and technologies present in different social frameworks? The research data consisted of a total of 401 blog posts from 2011–2019 on the Innokas network's public blog. Blog posts were analyzed using qualitative content analysis as well as cross-tabulation. The blog post mentioned a total of 275 different technologies. The technologies most featured in blog posts were programmable robotics, programmable microcontrollers, and programming platforms. Activities were described in five different social frameworks: micro-community, school community, local community, national level and international level. The most typical pedagogical frameworks were a lesson, training, and club activities. The most typical actors were the student, the teacher and the tutor. For each social frameworks, the typical pedagogical frameworks and actors involved in the activity were outlined. Networked development activities reaches a large number of different actors and networking activities take place on several different levels and in a wide variety of frameworks. A broad range of technologies are involved in the network's activities, but there is a clear emphasis on innovative technologies such as robotics and other technologies that require programming.
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(2022)The study analyzed the actors, contexts and technology used in the Innokas Network, which focuses on school development at the grassroots level, in the light of the blog posts pro-duced by the network in 2011–2019. Teachers and their expertise play an important role in the transformation of education, and networked development communities provide an oppor-tunity for the co-development of innovations and their widespread dissemination. The Innokas Network is such a school development network whose members are school, private and third sector actors as well as researchers. The Innokas Network maintains a thematic community blog where members of the network write about the network's activities. More information is needed on networked development activities, as research has found it to be an effective way to increase people’s knowledge and skills. The research questions were: 1) which technologies do the authors of the Innokas Network blog refer to in the blog posts written in 2011–2019, 2) what kind of social and pedagogical frameworks and actors are described in the blog posts and 3) how are the different actors, pedagogical frameworks and technologies present in different social frameworks? The research data consisted of a total of 401 blog posts from 2011–2019 on the Innokas network's public blog. Blog posts were analyzed using qualitative content analysis as well as cross-tabulation. The blog post mentioned a total of 275 different technologies. The technologies most featured in blog posts were programmable robotics, programmable microcontrollers, and programming platforms. Activities were described in five different social frameworks: micro-community, school community, local community, national level and international level. The most typical pedagogical frameworks were a lesson, training, and club activities. The most typical actors were the student, the teacher and the tutor. For each social frameworks, the typical pedagogical frameworks and actors involved in the activity were outlined. Networked development activities reaches a large number of different actors and networking activities take place on several different levels and in a wide variety of frameworks. A broad range of technologies are involved in the network's activities, but there is a clear emphasis on innovative technologies such as robotics and other technologies that require programming.
Now showing items 1-5 of 5