Browsing by Subject "teknologia"
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(2021)The purpose of this thesis is to review the quality of intervention studies training numeracy skills using technology in primary schools. To find the best methods to support children’s numeracy skills, it is worth paying attention to the quality of empirical intervention studies that examine the effectiveness of interventions by learning results. In this thesis the quality of intervention studies is reviewed by using categories that were made based on the EPHPP tool (e.g. Thomas et al., 2004): generalizability of results, research design, exposure to intervention, assessment tools, realization of intervention and effectiveness. The intervention studies were collected from psycINFO and Eric (ProQuest) databases. The PRISMA directions (Moher et al., 2009) were utilized in making the systematic literature review. All intervention studies had to be published five years before the final search day (1.12.2020) and they were written in English, peer reviewed, contained an abstract and the sample consisted of children aged from 6 to 12. In addition, the criteria included the following: 1) the article is an empirical intervention study containing practicing of numeracy skills; 2) the intervention is implemented for the most part using technology and it is based on either computer-assisted instruction, intelligent tutoring systems or gamification; 3) the effectiveness of a certain program is reviewed in the study; 4) the results of the intervention are reviewed by learning results; and 5) the article doesn’t consist of several separate sub-studies. There was a great deal of variation in the quality of the intervention studies, especially concerning the generalizability of results, research design, exposure to intervention and effectiveness. For instance, sample sizes, principles of forming groups, exposure times and measurement of effectiveness varied widely. In many studies there was a lack of information about the reliability and validity of assessment tools, implementers of the intervention and the methods to gather the sample. In addition, there was missing information about the relations between the intervention and other learning. In future studies it is recommended to make those kinds of choices that potentially influence the quality of interventions positively. It is also recommended to report all aspects clearly and comprehensively.
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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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(2021)In the most recent national core curriculum for basic education, which came into effect in 2016, the concept of programming is mentioned for first time – for instance, as a part of the objectives of crafts. The goal of this research is to find out which factors influence the way craft teachers in basic education use the tools and softwares of programming and robotics in their teaching. The goal of this research is also to find out how the teachers view their own competence in teaching the aforementioned devices and tools. Previous studies have shown that for instance the teacher’s age and gender have influenced teachers’ competence regarding technology. This multi-method research was conducted as a part of the Growing Mind project. The data consisted of the responses from two semi-structured surveys that were developed in the project. Considering the focus of this research, only the responses of teachers teaching crafts (n=27) were chosen for the present study. The qualitative data was acquired through focused theme interviews (n=4), three of which were conducted via remote video connection and one with email. The data was analyzed and categorizedinto themes in accordance with the research questions. Pearson’s correlation analysis was conducted for the quantitative data to detect possible correlations. The analyses of the data indicated that the teachers have various kinds of experiences of the tools of programming and robotics in their teaching because some of them used those tools all the time and some had never even tested them. However, the teachers who used these tools and programs used them in a versatile way. The craft teachers’ own competence to use these devices varied: some of the teachers thought they were very competent, while some thought they did not have any competence. This also influenced in how often the teacher taught these things for others. In addition to teacher’s competence, other factors such as the work community of the school, resources and the perceived lack of time could have effects on the teaching of programming. The correlation analysis showed that male craft teachers had more competence in programming and building robots and smart products than female craft teachers, and therefore male teachers guided pupils in these things more often.
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(2018)Objectives Shared action, interaction, spare time, technology and video games have been the subject of many researches and studies. Combination of these subjects in studies, especially regarding video games, in the field of home economics are sparse. In this study the focus of interest was technology distributed communality and interaction within families. The object of this study was to research the communality and interaction in families that play Pokémon Go-video game together and the significance of this to the family members. Methods The nature of this study was ethnographical. Two different families were studied through observation and interviewing. Both of these families consisted of two parents and two children. In the observation phase a Pokémon Go-video game session of each family was recorded and the material was later analysed and points of interest were brought up. The interviews were implemented as a group interview one family at a time. After this, the interviews were transcribed and analysed and the significances of playing Pokémon Go were brought up. Results and discussion When playing Pokémon Go, the parents and the children were able to share equally a specialist domain, which interested all members of the family. The communality of gaming appeared strong, but scattered. Pokémon Go was played with different, personal gaming accounts, but the members of the family rejoiced achievements within the game together. Other players were encountered when playing, but the interaction appeared to be incidental. The joint gaming was inserted dynamically within everyday events. It was possible, for example, to make a routine trip to a grocery store more compelling. The parents of this study had a positive relation in gaming, which differs from studies that were conducted in earlier decades.
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(2014)In today's society, children are living in homes surrounded by technology. After graduating from school, they will enter a working life where information is being processed predominantly using technology. There is an ongoing public debate regarding the usage of technology in schools. Previous research indicates that there are significant differences between individual schools and teachers alike. Modern day tools provide opportunities to reform teaching methods and shift the focus from knowledge acquisition to learning through participation and knowledge creation. Although technology is often being used solely with knowledge acquisition practices, some schools and teachers are more versatile with their methods. The purpose of this research is to discover the knowledge practices used by those more advanced teachers and study the technology used to support these practices. Eight teachers were interviewed for this research, ranging from elementary to high school. The knowledge practices they discussed in the interviews were included in the analysis using inductive coding. These practices were first categorized according to the concept of learning they represent and then by the timeliness of the technology utilized. An example of each category was provided and quantitative analysis was conducted. Among the diverse knowledge practices discussed by the teachers, the three metaphors of learning (acquisition, participation and knowledge creation) were almost equally represented. The results of this study also suggest that teachers who utilize new tools in teaching are more open to knowledge creation rather than repeating existing information.
Now showing items 1-5 of 5