Browsing by Subject "Digitaalinen teknologia"
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(2019)Aims. This thesis aims to study how digital technology can overcome disabled student’s learning obstacles or restrict their learning opportunities in vocational special education context. In addition, the thesis addresses to what degree digital equality is achieved with the available aiding digital technology. Previous studies have shown that digital technology can support learning and overcome challenges set by physical disabilities. However, it is not yet clear what kinds of challenges and restrictions digitalization and digital technology can set for the disabled in studying and for the realization of their equal opportunities. Deepening our knowledge of the possibilities, limitations and questions of equality regarding digital technology helps us to understand the conditions for achieving educational equality for disabled youth. Methods. I used ethnography as my research method and collected the data in upper secondary vocational education. I observed three business and administration students needing intensive special education at their lessons or practical training environment. I also interviewed the students, their teachers and school specialists. As a basis for my ethnographic analysis was meanings found behind the data and the critical point of view offered by the chosen paradigm. Results and conclusion. According to the results, digital technology helped overcome physical challenges and enabled the student’s participation in their studies, but only to some extent. Individual unsuitability, limited functionality, lack of developmental sophistication and slow of use of aiding digital technology restricted studying and achieving digital equality. The results showed that digital technology enables much but can also create inequality if the aiding digital technology does not support individual challenges. The digitalization of education and the development of aiding digital technology should take account of the individual needs of the disabled to achieve educational equality and advance their employment opportunities.
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(2021)The purpose of this study is to investigate how craft teachers in Finnish basic education perceive their digital technology competence, how they integrate digital technology in their teaching and which factors influence the teachers’ experiences of their own competence to integrate digital technology in crafts . The aim is to map the current state of digital technology competence of craft teachers, so that it is possible to become more aware of the factors that promote and prevent it. The research data was collected with a structured questionnaire and interview. 17 craft teachers responded to the research questionnaire, and four craft teachers participated in the interview. The Likert-scale survey was part of a larger Growing Mind research project. The two datasets were analyzed separately. In the questionnaire analysis, the frequencies, medians and standard deviations of the answers were examined. The interview material was analyzed qualitatively combining data-driven and theory-based analysis. The results indicated that craft teachers' experiences of their own digital technology competence varied. However, teachers felt that their technological competence was sufficient, and instead of static competence, they emphasized the importance of maintenance and continuous development of the competence. Digital technology was perceived as supportive to teaching, but its use in teaching remained rather one-sided. Teachers viewed digital technology as a teaching tool. There were numerous factors influencing teachers' technological competence, and in addition to the teacher's own technological know-how, it is also important to consider the context where teachers work. The teachers identified the lack of technological equipment, programs and applications as the biggest obstacle of developing their own technological competence.
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