Download - Ed media 2014 kangasniemi_viteli
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You just missed this…
In case you missed the mid-summer bonfire
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… through the eyes of
Jouni Kangasniemi and Jarmo Viteli
Looking Beyond the Horizon:Education in the Digital World- Challenges and opportunities
Tampere 24.6.2014
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Education Policy
Perspective
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Compulsory education
17 years of age
Education system
16 years of age
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Age, Gender and Education: Finland
No degrees
2ndary level degree
Tertiary degree
Population: 5 462 095(23.6.2014)
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Finland: 2015 – 2030…
> 65 yr
<15 yr
Per 100 employed
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We are not making any progress.Instead…!
20
04
20
10
Learning 2004 and 2010:
Case City of Vantaa
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HEI Reform
University reform
Univ. of AppliedSciences reform
Structural reform
R&D
Reform
Research Center reform
Finnish Academy, new tasks
StrengtheningInfrastructure for
Science
Education, Training
Reform of Funding, budget cuts
Secondary Education
and Liberal AE reform
Structural reforms
Reforms in Education, Training and
Research in Finland
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ResearchPerspective
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Introduction
According to Survey of Schools:
Finland has a high level of computers
and other infrastructure but the
frequency of use lags behind - the EU
mean in usage by teachers and
especially the students.
(European Commission, 2012)
• The Survey of Schools: ICT in Education – Country profile: Finland, European Commission, 2012. Retrieved 12th of December 2013 from https://ec.europa.eu/digital-agenda/sites/digital-agenda/files/Finland%20country%20profile.pdf
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Use of school’s computer or laptops for learning (2011-12)
11
8th grade
11th grade
Lähde: European Commission. Survey of Schools: ICT in Education
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Aleksis Kivi: 7 Brothers (1870)
Education in Finland, 150 years ago…
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Evidence-baseddevelopment
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ICT skills of new teachers in Finnish Schools
Heikki Sairanen, Mikko Vuorinen
& Jarmo Viteli
University of Tampere
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• A custom build web-based survey
about the ICT use of teachers
• Automatic reports for respondents,
schools and municipalities and other
levels
• Available at www.opeka.fi. In Finnish,
Swedish and English.
Opeka in a Nutshell
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The Opeka Model
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Over 10 000 respondents
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Data from first half of 2014
Example of Data Gathered
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We have picked questions that are common Likert-type questions (strongly agree, somewhat agree…). We have also included questions that are survey specific “know-how questions” where the answer choices are:
• I can’t do
• I can do myself
• I can show to students
• I can utilize with students in various ways
In the following analysis positive answer is defined as either strongly agree or somewhat agree for Likert-questions. For know-how questions the positive answers are defined as any of I can do myself, I can show to students or I can utilize with students in various ways in affect excluding only I can’t do.
Questions analyzed
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• 1-2 grade teachers (7 and 8 year olds)
• Mathematics teachers
• History teachers
• Language teachers
Groups analyzed
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0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
I know the possibilities of Creative Commons licensedmaterials.
I know how to use digital learning environments as atool for two-way communication.
I understand the daily security risks of the internetand how to prepare for them.
I can guide students to choose and compare differentsources of information.
I can guide students on possibilities for politicalinfluencing online.
I can use the advanced features of a spreadsheetsoftware (e.g. formulas and charts).
I can use interactive whiteboard or similar interactivepresentation equipment proficiently.
I know, from technical perspective, how to organizevideo assisted teaching (e.g. distance learning,
webinars).
I know how to utilize students' own mobile devices asa part of learning.
I know the basics of video processing (e.g. cutting,combining videos from multiple sources).
All teachers in general education
All - Number of positive answers (%)
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0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%
I know the possibilities of Creative Commonslicensed materials.
I know how to use digital learningenvironments as a tool for two-way
communication.
I understand the daily security risks of theinternet and how to prepare for them.
I can guide students to choose and comparedifferent sources of information.
I can guide students on possibilities forpolitical influencing online.
I can use the advanced features of aspreadsheet software (e.g. formulas and
charts).
I can use interactive whiteboard or similarinteractive presentation equipment
proficiently.
I know, from technical perspective, how toorganize video assisted teaching (e.g.
distance learning, webinars).
I know how to utilize students' own mobiledevices as a part of learning.
I know the basics of video processing (e.g.cutting, combining videos from multiple
sources).
grades 1 and 2, (5 or less years of work experience)
All teachers in general education
Grades 1 and 2 Number of positive answers (%)
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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
I know the possibilities of Creative Commonslicensed materials.
I know how to use digital learningenvironments as a tool for two-way
communication.
I understand the daily security risks of theinternet and how to prepare for them.
I can guide students to choose and comparedifferent sources of information.
I can guide students on possibilities forpolitical influencing online.
I can use the advanced features of aspreadsheet software (e.g. formulas and
charts).
I can use interactive whiteboard or similarinteractive presentation equipment
proficiently.
I know, from technical perspective, how toorganize video assisted teaching (e.g. distance
learning, webinars).
I know how to utilize students' own mobiledevices as a part of learning.
I know the basics of video processing (e.g.cutting, combining videos from multiple
sources).
mathematics, (5 or less years of work experience)
All teachers in general education
Mathematics Number of positive answers (%)
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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
I know the possibilities of Creative Commonslicensed materials.
I know how to use digital learning environmentsas a tool for two-way communication.
I understand the daily security risks of theinternet and how to prepare for them.
I can guide students to choose and comparedifferent sources of information.
I can guide students on possibilities for politicalinfluencing online.
I can use the advanced features of a spreadsheetsoftware (e.g. formulas and charts).
I can use interactive whiteboard or similarinteractive presentation equipment proficiently.
I know, from technical perspective, how toorganize video assisted teaching (e.g. distance
learning, webinars).
I know how to utilize students' own mobiledevices as a part of learning.
I know the basics of video processing (e.g.cutting, combining videos from multiple
sources).
history, (5 or less years of work experience)
All teachers in general education
HistoryNumber of positive answers (%)
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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
I know the possibilities of Creative Commonslicensed materials.
I know how to use digital learning environments as atool for two-way communication.
I understand the daily security risks of the internetand how to prepare for them.
I can guide students to choose and comparedifferent sources of information.
I can guide students on possibilities for politicalinfluencing online.
I can use the advanced features of a spreadsheetsoftware (e.g. formulas and charts).
I can use interactive whiteboard or similarinteractive presentation equipment proficiently.
I know, from technical perspective, how to organizevideo assisted teaching (e.g. distance learning,
webinars).
I know how to utilize students' own mobile devicesas a part of learning.
I know the basics of video processing (e.g. cutting,combining videos from multiple sources).
All teachers in general education
languages, (5 or less years of work experience)
Languages Number of positive answers (%)
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• In general we find that new teachers have higher level of skills than more experienced teachers.
• However teachers of first and second grade have abilities much more in level with teachers in general.
• New teachers of mathematics have more positive rates in every single question than teachers in general.
• New teachers of history do also very well and also report higher levels of skills than teachers in general.
• Language teachers (in our grouping Swedish, English or German) likewise perform rather similarly to teachers of mathematics and history.
Findings
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• It is clear, that the ICT skills of first and second grade teachers are not what they could be.
• Are the skills of first and second grade teachers so called “low-hanging fruits”?
• Is being better than the average enough?
Discussion
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PIAAC: Problem Solving and
Use of ICT (case Finland)
Litteracy
Numeracy
Problem Solving
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”Teachers are highly trusted professionals whoplay key role in promoting lifelong learning and preparing citizens/learners for the future.”
Research-based TeacherEducation in Finland. - Reflections by Finnish Teacher Educators, (2006)
”A good teacher is able to see beyond the learners’ (and often, also parents’) horizon.”
Finnish Teacher 2014
- Jouni Kangasniemi (2014)
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How to survive in a Digital
Society
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Digital Europe(Video 3 min)
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Men on a fact-finding mission
Stanford Uni., March 2014
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”We know more than what we say”
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C. B
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sborn
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utu
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How
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Are
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013.
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”We need to use more ICT in Education!”
”Let’s see how Coding fits in to the new National Core
Curriculum, due 2016…”
Minister of Education and Communication Krista Kiuru
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The Core of Reforming the Finnish
National Core Curriculum (Irmeli Halinen, 2014)
How does the School function as a
Community, that supports Education,
Growing-up and Meaningful learning? • Strengthen personality and ability to work with others
• Improve learning skills, broad set of knowledge and skills,
and education that is of good quality and high-level
• Create potential for sustainable (self)development
What?How?
WHY?
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-Electronic matriculatin examination
Starting 2016 onwards, across the system 2020-
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EduCloud Finland
• Cloud computing is a style of computing where scalable and elastic IT-related capabilities are provided as a service to customers, using Internet technologies.
= ’Mid-layer’ to link different cloud-based services
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• English
• Chinese
• Hindi, Russian, French, German, Swedish …
• Native language
• Coding/Programming
Is language Learning 2020?
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Coding & Math
Finnish National Core Curriculum 2016 – and
Coding: (L5) Math/ICT Litteracy (TBC)
Grades 1-2
(T12)
Grades 3-6
(T26)
Grades 7-9
(T45)
Inspire pupils to code simple tasks with a computer by Using a graphic coding language
Prepare pupils to make instructions/guidelines and to perform an action(s) accordingly
Teach basic algoritmic thinking skills and practisebasic skills needed for programming/coding
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Academics are also interested in
Coding/Computational Thinking,Understanding the ”DNA of” digital society
Åbo Akademi
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• Ms. Linda Liukas & Mr. Juhani Mykkänen
’First Aid’ for Teachers
Juhani Mykkänen and Linda Liukas (10.6.2014)
”To teach coding, means teaching active thinking skills”
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”Let’s make a ’Coding Teachers’ study-circle, already this summer.
We could invite two sponsoring coders to help us out,
if it gets tough. In exchange, we’ll offer them some cups of coffee…”
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http://koodikoulu.fi/
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Tapiola Library (Espoo, Finland)
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https://helloworldopen.com/
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Coding vs. Thinking skills
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Seeing the invisible
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Education and Innovation
Who creates educational innovations?
• Policy makers?
• Government and local officials ?
• Teachers and Principals ?
• Researchers ?
• Start-up’s and other companies ?
• You?
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What’s Got VCs Excited About Education?
• Alex Lykken / April 16, 2014
• It’s good to be an education startup these days.
• PitchBook data show steep increases in deal activity and capital invested in U.S.-based education startups. 2013 was a watershed year in terms of VC capital raised, totaling $739 million. That mountain of money was almost 38% higher than 2012 levels ($538 million), which was a strong year itself. In fact, since 2006, when $69 million was invested across 20 financings, capital invested in the education industry has increased every single year.
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Innovations, universities and start-up’s
• Marriage between brainpower and money
• Education seems to be very promising area of new innovations and business
• New market or replacing excisting market players (publishers, educational institutions, teachers, administration etc.)
• Case altschool - https://www.altschool.com/
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• Education Policy framework:
– All contries reform their education systems at the moment
– High quality teachers are the key!
– In Finland, the approach is evidence-based and co-creative
• Research and it’s role:
– Evidence-based development
– Research based teacher education
• Digitalization and the working life:
– Development of knowledge-based economy
– Future of Employment. Which jobs will survive?
• Innovation:
– How do you contribute to the innovation processes?
• Keeping the Learner in the Centre:
– Equal access to education (Lifelong learning)
– Potential of each learner should be maximized
Key Messages