Browsing by Subject "http://www.yso.fi/onto/yso/p20743"
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(2015)Previous studies have confirmed that educational practices have not changed with the digitalization of society. The use of ICT in teaching is mainly low and there is an ongoing public debate regarding the Finnish students well-being. This study tried to find out is there a hypothesized gap between the technology-mediated practices of adolescents and school. The aim of this study was to investigate how and how much ICT is used for learning and what kind of technological attitudes and school well-being experiences students have. It was also examined how the use of technology, attitudes and well-being are interrelated and which factors of these phenomena can explain academic achievement, schoolwork engagement, school value, happiness and school burnout. Finally it was investigated what kind of profiles of ICT use and attitudes could be found among the participants. The study was part of the Mind the Gap -project. The data was collected by questionnaire in the 2013. The participants (n = 735) were sixth graders from Helsinki. The use of digital technology, technology attitudes and school well-being were examined by mean values and gender differences by t-test. Correlational analysis and stepwise regression analysis were carried out to find out the factors that were related to academic achievement, schoolwork engagement, school value, happiness and school burnout. Students were grouped into profiles that represented their technological attitudes and use of ICT using SPSS two-step cluster analysis. One-way ANOVA and cross-tabulations were used to examine group and gender differences. The results indicated that the technology is not used on a regular basis to support learning, even though the students felt quite high ICT enthusiasm (the use of technology was seen as a positive contribution to the schoolwork engagement). Information-orientated use was reported most common. Mechanical technology use (eg. writing) was the next most common, producing technology use (eg. projects, multimedia) came in the third. Communicative technology use (online discussion about schoolwork) was the least common. The majority of the sixth graders felt relatively high schoolwork engagement, happiness and school value. Further, students reacted positively towards the teacher's activity and the conditions of the school. ICT enthusiasm was associated with lower experience of school value, schoolwork engagement as well as negative experiences of teacher's activities. Technology-related problem-solving predicted schoolwork engagement positively. Information-orientated use, and fear of failure using technology were repeatedly negative predictors for school well-being and positive predictors for school burnout. Four different groups (actives, slackers, passives, enthusiastics) showed clear differences in the use of technology, attitudes, school well-being and the associations between these phenomena. To conclude, teacher's role and how the technology is used in schools appears essential. It's important to understand students' predispositions towards using digital technologies and support adolescents' natural ways of utilizing ICT. Students need guidance to understand the possibilities of digital technologies as collaborative and creative learning tools. This, however, does not happen by chance. Therefore, I argue, that there is a need in basic education to build new support systems for national, municipal, school and grade levels to minimize the gap between the technology-mediated practices of adolescents and school.
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(2023)Continuing improvement of information and communication technology has an effect on all aspects of society and people’s everyday life. As a consequence of the corona pandemic and its effects, the role of technology as an enabler of operations became more emphasized. Therefore, we had to find new ways of giving home economic education and sharing home economic information. Information and communication technology was used in the operation. Some of the communication methods have already been replaced but some of them are still in use. This thesis studies how information and communication technology can be used in home economic information. It also studies how these methods can be used when creating virtual and informal learning environments for home economics education in the future. This thesis is written as a part of research project of University of Helsinki. The project focuses on distant and hybrid teaching methods of home economics. The research was conducted as a qualitative study. The research material was collected with half-structured interviews. There were seven participants in this study. The interviewees worked for companies or organizations, or as knowledge specialists. They all do home economic communication as a part of their jobs. Information and communication technology is utilized in a various ways in home economic information. Agents have different ways to use technology and multimedia tools and applications to produce content for various social media channels. The process from planning to filming is completed either alone or with colleagues or a team. The best experiences are from interactive, nonformal teaching sessions which were also humorous and instructive. Some of the methods that were studied in this research have already been used in home economic teaching. Instead, filming with a multi-camera system or co-working with a technology specialist are methods that are used among interviewees but not yet utilized in home economic teaching at schools. The use of these methods require further research before they can be extensively utilized in education.
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