Browsing by Author "Fonsell-Lehto, Kaisa"

Objectives The purpose of the study is to identify and describe schools’ digitalisation as one of the areas of school change. The research problem looks at the practice of projectisation educational policy has contributed to, and at the stakeholders and structures of this projectisation. There was no comprehensive study on the impact of digitalisation in schools, but there was plenty of material on various projects and justifications for digitalisation to be found. Research questions and the previous theoretical framework follow a coherent two-part approach: who are involved in digitalisation and which areas of activity do digitalisation projects seek to change? Methods The research material used was research related to digitalisation: dissertations, master's theses and scientific articles, lists of project funding from the National Board of Education and electronically available public records on digitalisation projects. The analysis examined projects and participants at universities, regions and content areas. The perspective and position of the researcher in the thesis is of a family-oriented class teacher student's one, with experience of digitalisation and service quality from the business sector. The position was a strongly directional factor in the analysis. Results and Conclusions Stakeholders are public sector, academic, private business, and school level executing and participatory actors. The content of the projects is guided by the National Board of Education and other funding providers. The time span of educational policy has shortened and the demand for development has accelerated. The lack of an impact study is widely recognized. By contributing to the impact study, also other students represented by the author of this thesis could improve their understanding of the change in the education industry and ultimately promote pupils' well-being through appropriate digitalisation.