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Browsing by Subject "2000-luvun taidot"

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  • Naskali, Tuomo (2014)
    In the past few decades, Western countries have evolved from industrial societies to information societies. Skills that are useful in life and work are not the same as before. Schools as an institution have been criticized for lagging behind in change. For this reason,21st Century Skills have been developed to work as a model of skills useful in the future. The aim of this study is to observe the ICT projects of some first-graders in one school through the lens of 21st Century Skills. My goal is to study which 21st Century Skills were learned in the projects and how. iPads were used in the projects; two classes made multimedia books of themselves and one made video interviews about different professions. The pupils also used Edmodo, which is a social media and learning environment aimed at schools. Their activity in Edmodo is also studied from the viewpoint of 21st Century Skills. Social media has changed the way people live and work in a global level, but it has not been used or studied much in elementary schools. My study is a case study whose subjects were pupils from three 1st grade classes (age ~7) in an elementary school in Helsinki metropolitan area. The school has a pedagogical ICT support person who planned and carried out the projects together with the class teachers. The projects took place in April-May 2013 and I was present at the school to observe the lessons. The data of my study comprises of my own observation notes, the video material I filmed and the content the pupils produced in Edmodo. The data is analyzed with theorybased themes as per a model of 21st Century Skills. All three classes were analyzed together. The data reflects the future challenges of teaching. Many contents of 21st Century Skills were learned in the projects. Especially, skills related to social interaction, technology, creativity and problem solving were learned. The pupils shared ideas and solved problems together. Their actions were creative and target-oriented. By using iPads the pupils worked on their ICT skills and learned to use new apps and services quickly. Edmodo supported social and technological learning goals. Some pupils uploaded a lot of content to Edmodo, some only a little. Although social media was used only briefly by the students, they learned vital skills for upcoming years in school.
  • Ikonen, Merita (2012)
    The subject of this study was primary and secondary school pupils' use of information and communication technologies (ICT). The aim was to study pupils' technology attitudes, experiences and their mastery of ICT. These factors were then cross-referenced with each other as well as differences in pupils' gender, class and the amount of daily computer use. Attitudes towards ICT were defined as perceived self-efficacy, perceived enjoyment and perceived usefulness. The mastery orientation in ICT was defined as mastery of ICT use and mastery of critical web research skills. These skills are often regarded as an important part of pupils' 21st century skills. The data was collected by web-based survey from two schools in the city of Vantaa. The participants (n=201) were a mix of fourth, seventh, eighth and ninth grade pupils. These schools are part of the "Finnable 2020" research project. The data from a web-based survey was analyzed by statistical methods. The differences in ICT attitudes, experiences and mastery were analyzed by using T-test and One-way analysis of variance. The relationships between ICT experiences and mastery were analyzed by correlations and linear regression analysis. The quantitative results from the survey were later supplemented by interviewing pupils. The interview data was analyzed by thematic analysis. According to the results, pupils use computer and internet on a daily basis. Boys play games more often than girls while girls search for information and communicate through web based applications. Majority of pupils like when computers are used at school. Pupils reflected in the interviews that using computers makes learning easier and more fun. Perceived usefulness increased with the amount of daily use. Also mastery of computer use increased with the amount of daily use, but only to a point. The mastery of computer use was best among pupils who used computers 2 3 hours a day. Boys' perceived self-efficacy was higher than girls , but there was no difference in ICT mastery, enjoyment or usefulness between genders. The results show that both ICT experience and mastery explain ICT attitudes, with higher experience and mastery reflecting in a more positive attitude towards ICT.
  • Lipponen, Sofia (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.