ed media 2014 kangasniemi_viteli

You just missed this…

In case you missed the mid-summer bonfire

https://www.youtube.com/watch?v=9JLsRyCWQWQ

… 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

Education Policy

Perspective

Compulsory education

17 years of age

Education system

16 years of age

Age, Gender and Education: Finland

No degrees

2ndary level degree

Tertiary degree

Population: 5 462 095(23.6.2014)

Finland: 2015 – 2030…

> 65 yr

<15 yr

Per 100 employed

We are not making any progress.Instead…!

20

04

20

10

Learning 2004 and 2010:

Case City of Vantaa

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

ResearchPerspective

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

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

Aleksis Kivi: 7 Brothers (1870)

Education in Finland, 150 years ago…

http://www.youtube.com/watch?v=gcOr_qQ4Fo8

Evidence-baseddevelopment

ICT skills of new teachers in Finnish Schools

Heikki Sairanen, Mikko Vuorinen

& Jarmo Viteli

University of Tampere

• 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

http://www.opeka.fi/

The Opeka Model

Over 10 000 respondents

Data from first half of 2014

Example of Data Gathered

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

• 1-2 grade teachers (7 and 8 year olds)

• Mathematics teachers

• History teachers

• Language teachers

Groups analyzed

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 (%)

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)


Grades 1 and 2 Number of positive answers (%)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


I know how to use digital learningenvironments as a tool for two-way

communication.



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).



sources).

mathematics, (5 or less years of work experience)


Mathematics Number of positive answers (%)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


I know how to use digital learning environmentsas a tool for two-way communication.





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).



sources).

history, (5 or less years of work experience)


HistoryNumber of positive answers (%)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


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 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).


languages, (5 or less years of work experience)

Languages Number of positive answers (%)

• 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

• 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

PIAAC: Problem Solving and

Use of ICT (case Finland)

Litteracy

Numeracy

Problem Solving

”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)

How to survive in a Digital

Society

Digital Europe(Video 3 min)

https://ec.europa.eu/digital-agenda/en/news/digital-agenda-scoreboard-2014-video

Men on a fact-finding mission

Stanford Uni., March 2014

”We know more than what we say”

C. B

. F

rey a

nd M

. A

. O

sborn

e, T

he F

utu

re o

f E

mplo

ym

ent:

How

Susceptible

Are

Jo

bs t

o C

om

pute

risation? 2

013.

”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

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?

-Electronic matriculatin examination

Starting 2016 onwards, across the system 2020-

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

• English

• Chinese

• Hindi, Russian, French, German, Swedish …

• Native language

• Coding/Programming

Is language Learning 2020?

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

Academics are also interested in

Coding/Computational Thinking,Understanding the ”DNA of” digital society

Åbo Akademi

• 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”

”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…”

http://areena.yle.fi/tv/2160078

http://areena.yle.fi/tv/2160078

http://koodikoulu.fi/

Tapiola Library (Espoo, Finland)

https://helloworldopen.com/

Coding vs. Thinking skills

Seeing the invisible

Education and Innovation

Who creates educational innovations?

• Policy makers?

• Government and local officials ?

• Teachers and Principals ?

• Researchers ?

• Start-up’s and other companies ?

• You?

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.

http://blog.pitchbook.com/author/alex-lykken/

http://blog.pitchbook.com/whats-got-vcs-excited-about-education/

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/

https://www.altschool.com/

• 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