Molecole report: ICT in Finnish education

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Molecole reportICT in Finnish education

• Päivi Siltanen

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1. Situation in Finnish schools

• The importance of the use of ICT in education is
  widely recognized, but their application hasnt
  advanced as expected.
• The gap between the public rhetoric and school
  reality is criticized by the teachers.
• Realistic stand on ICT in education is needed,
  because excessive expectations will only hinder
  the implementation.
• Sufficient equipment and technical support are
  crucial, but do not alone guarantee meaningful
  pedagogical exploitation of ICT.
• There are two viewpoints on the slow propagation
  of ICT
• individuals and organizations need time for
  learning how to use it
• actual change would require adjustments in school
  structures and present teacher-based practices

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Teachers perceptions

• Teachers negative attitudes and lack of know how
  are the most common explanation for the low
  implementation of ICT
• pupils often have better computing skills than
  their teacher
• teachers needs to develop their skills do not
  get enough attention, and there are various
  problems with the training
• While admitting the possibilities of ICT in
  education, teachers attitudes are realistic or
  even critical
• did not see ICT applicable on their subject or
  educational aims
• emphasized the balance between methods and
  equipment
• Lack of skills often makes teachers feel
  incapable
• demand too much from themselves, are discouraged
  even by small obstacles
• many fear, that their inadequate skills will
  damage pupils learning process
• A positive atmosphere in the school, an
  encouraging headmaster and interested pupils have
  a positive effect on teachers attitudes

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2. Learning scenarios
Coomey and Stephenson (2002)
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L ? a new equation of learning
In the future, we expect to have a new equation
of learning, which can be expressed as
follows L f ( V, H, M, W) where L
Learning V Virtual H Hypermediatic M
Mobile W Wireless This means that Learning
will be more and more Virtual, Hypermediatic,
Mobile and Wireless, as well as more diversified
and adapted to very different social situations.
(EU 2003)
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3. Definition of key concepts

• Distance learning
• interaction between the parties of a learning
  process through one or more medias - electronic
  media is not required
• E-learning
• the delivery of educational material through the
  Internet by using the tools given online
• Mobile learning
• one can study wherever he wants
• a mobile phone is used as a tool to communicate

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4. Moments meta model

• A multidisciplinary conceptual frame and a
  planning and evaluating model for network
  learning
• Developed as a part of Life as learning research
  project funded by the Academy of Finland
• Aimed to increase the best practices of network
  learning and mobile solutions in teaching by
  combining aspects from several disciplines

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5. Using ICT in teaching

• Computer can be used as a mean or a tool in class
  room learning.
• Basic types of computer-based learning are
  process learning, simulation learning, hypermedia
  learning and tool learning.
• Virtual school an institute that can be reached
  via networks
• Genuine interaction requires that learning
  situation is two-way and based on dialog .
• Interactive multimedia content
• should be used to obtain higher learning results
• should be developed in a content orientated way
  using hardware, programming language and Internet
  tools suitable for the purpose
• In addition to professional competence a good
  e-teacher has to meet certain personal
  attributes, e.g. be able to meet emotions.
• Both synchronous and asynchronous interaction can
  be used.
• There are several common platforms, e.g. WebCT
  and PEDA.NET.

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6. Challenges and possibilities

• Team organized schools and open learning
  environments require adjustments in school
  premises as well
• functional room solutions, adequate equipment
  etc.
• Networking in key position Internet, intranet,
  social networks etc.
• unforeseen opportunities to utilize different
  persons expertise
• independence on time and place
• Bidirectional evaluation helps to improve the
  quality of teaching.
• As independent studying increases, teachers as
  well as co-learners acquire a complex role of an
  e-tutor
• Using WAP in mLearning gives many possibilities,
  but has also limitations (esp. related to
  devices) and challenges in eg. usability.
• Both teachers and learners roles are changing
  with the implementation of new technologies.

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Mobile learning is a new way for co-operative
learning.
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