21 st Century Skills?

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Educational use of ICTs and Media Education in Finland – Towards the Roadmap of the Future School Sanna Vahtivuori-Hänninen Helsinki University CICERO Learning Association of Media Education EDEN Conference 2010, Valencia 12.6.2010

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Educational use of ICTs and Media Education in Finland – Towards the Roadmap of the Future School Sanna Vahtivuori-Hänninen Helsinki University CICERO Learning Association of Media Education EDEN Conference 2010, Valencia 12.6.2010. 21 st Century Skills?. - PowerPoint PPT Presentation

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Page 1: 21 st  Century Skills?

Educational use of ICTs and Media Education in Finland –Towards the Roadmap of the

Future SchoolSanna Vahtivuori-Hänninen

Helsinki UniversityCICERO Learning

Association of Media Education

EDEN Conference 2010, Valencia 12.6.2010

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21st Century Skills?

1. Ways of thinkingLearning to learn, creativity, innovation, creating new knowledge, critical thinking, problem solving, decision making

2. Ways of working Learning to collaborate and communicate

3. Tools for working Learning to use ICT, media literacy skills

4. Living in the world Active citizenship, both local and global, personal and social responsibility, including cultural awareness

[KSAVE Model, ATCS 2009; University of Melbourne, www.act21s.orgICTs at Schools Everyday Life, Interim report 2010, http://tiny.cc./valiraportti]

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Some megatrends

1. From closed to open systems - Learning environments, open learning materials, open application interfaces

2. ”Soft values” – slow life - ICTs to support sustainable development, collaboration and co-creation

3. New wave of mobile learning - Key elements of mobile learning in education

4. Ubiquitous learning - Educational use lacks behind everyday use?

5. Serious games as learning environments- Problem solving skills (e.g. Mäyrä 2010; Gee 2008)

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Use of ICTs at home vs. at school (OECD, 2009)

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PISA 2006

Seppo Tella, University of Helsinki and Waseda University, Japan

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PISA 2006

Seppo Tella, University of Helsinki and Waseda University, Japan

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PISA 2003

Seppo Tella, University of Helsinki and Waseda University, Japan

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Reasons for Finnish PISA SuccessFinnish “literary” culture: trust for educationEducation policy

– Widely accepted vision of a knowledge-based society– Educational equality– Delegating decision power and responsibility from

central administration to the local levelsComprehensive school (= basic education)

– Core curriculum– Headteachers as pedagogical directors– School practices: several subjects, free warm lunches,

small groups, high quality equipmentTeacher education

– Teaching seen as an academic profession– Highly-qualified teachers– Excellent students

Seppo Tella, University of Helsinki and Waseda University, Japan 8

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Criticism• 17 researchers from 7 countries (a book)• “more politics than science”• main problem: does it measure what it is

expected to measure? (Stefan Hopmann, Vienna University)

• “questions very Anglo-Saxon” > culturally-bound; results should not be used when planning school systems

• some kids (Dutch, American, British) bribed to take part (Spiegel)

• “hidden curriculum” (Michael Uljens, Åbo Akademi)

9Seppo Tella, University of Helsinki and Waseda University, Japan

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Two Parallel Project Aiming at develop Educational Use of ICTs and Media Education in Finland

Vision 2011 Finnish schools will have innovative and creative ICT models and practices for wide dissemination to all schools in the country

GoalsTo produce new knowledge and know-how for schools and educational administration about the latest developments in ICT

To develop the educational use of ICT in a multidimensional way

Infrastuctureand

ICT innovations

Team workCommunity

Pedagogicalstructures

and practices

Future School

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Information and Communication Technologies in School’s Everyday Life Project 2008—2010The project is included in• the Finnish government programme • National ubiquitous information society policy of Finland

The project is carried out by • Ministry of Transport and Communications (co-ordinator) • Ministry of Education and Culture• National Board of Education • in co-operation with industry and commerce

The operational work is carried out by CICERO Learning, Helsinki University www.cicero.fi

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Schools in the Project • 20 schools and 12 school projects from all around Finland

1. Espoo, Koulumestari School (Technology Education,

2. Helsinki, Both sides of the Kingsroad Project 3. Kauniainen, suomenkielinen perusopetus (Mobile learning,

Open source apps)4. Lappeenranta, Joutseno secodary5. Larsmo, Holm skola (Media education, portfolios)

6. Oulu, Oulujoki primary 7. Punkalaidun, Punkalaitumen yhteiskoulu8. Riihimäki, Pohjolanrinne school9. Rovaniemi, Saari primary (Distance education)

10. Ruovesi, Kirkonkylä school11. Tampere, Eppu’s mediabackpack Project12. Turku, Puropelto school

http://tinyurl.com/oulujokihttp://tinyurl.com/saarenkoulu

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Knowledge Creation Lab for Teacher Education (Lonka 2010)

• Motivation• Interaction• Use of ICTs• Authentic

learning situations

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Some recommendations of the Interrim Report-- What we are developing now?

Improvement of the technical and pedagogical support Collaborative and activating learner-centred working methods and

communal models of studying E-learning materials which are accessible for all and inspire

experiential and reflective learning Encourage a communal working culture in all schools Updating the ICT skills and knowledge about media education of

educational administration and school leaders Updating teacher education to meet the needs of future schools

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The Results of the ICT in Schools Project • The results of the project will include an

educational technology plan for the Finnish government’s next term of office.

• This plan will include models, recommendations and practices related to:

1. ICT tools, infrastructure and usability2. Learning environments (eg. using social media

and mobile learning in school’s everyday life)3. Content creation and learning materials4. Development of school communities, support

of professional development and cooperation5. Development of public-private partnership

models

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Advisory Board• The Advisory Board of the ICTs at School’s Everyday Life project

has 23 members from the public sector and from industry and commerce.

• Director General Timo Lankinen of the Finnish National Board of Education acts as the Chair of the Advisory Board

Helsinki University Advisory Board Professor Hannele Niemi, Cicero Learning Professor Kirsti Lonka, Helsinki UniversityProfessor Seppo Tella, Helsinki University

Adjunct professor Heikki Kynäslahti, Dept. of Teacher Education

For more information• Project Manager Ms Sanna Vahtivuori-Hänninen

tel. + 358 50 568 8467 or + 358 40 571 2442, sanna.vahtivuori()helsinki.fi

• Ms Aleksandra Partanen, Ministry of Transport and Communicationstel. + 358 9 160 28671, aleksandra.partanen()mintc.fiwww.arjentietoyhteiskunta.fi/inenglishblogs.helsinki.fi/oppiailoakouluun/in-english

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Media Education and Educational use of ICTs in Finland

(Kupiainen, Sintonen & Suoranta (2008), Decades of Finnish Media Education. [http://www.mediakasvatus.fi/publications/])Finnish Approach to Media education

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[http://www.mediakasvatus.fi/publications/]

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Media Education in Finnish Schools

(Kupiainen, 2009) [http://www.mediakasvatus.fi/publications/])

• Art teaching

• Finnish language

• Media and ICT projectswith local media

• Newspaper week

• National Magazine Day

• School Cinema

• Diploma in media

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Media education includes

(Kupiainen, R. (2009 [http://www.mediakasvatus.fi/publications/])

• Development of information management and ICT skills, recognizing how media texts convey meaning

• Learning to product media messages (UCC, LCC)

• Learning critical understanding of media• Learning how to participate and impact in

the media (active citizenship)

“Media education is the process of teaching and learning about media. While media literacy is the outcome—the knowledge and skills learners acquire.” (David Buckingham: Media Education: Literacy, Learning and Contemporary Culture, 2003)

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Objectives of Media Education

(Kupiainen, R. (2009) [http://www.mediakasvatus.fi/publications/])

• Media proficiency and media skills• Active citizenship• Democratic society, cultural diversity and

respect for human rights• Encourage production, creativity and

interactivity

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Different Approaches of Finnish Media Education

(Kotilainen & Suoranta 2005, Mediakasvatuksen kaipuu. In: Mediakasvatus 2005. Kansalliset kehittämistarpeet. Oikeusministeriön julkaisuja 5/2005)

• The technology ”tribe” ICTs, educational use of information and communication technologies, media proficiency, distance education

• The protection ”tribe”Harmful content and children protection

• The culture research ”tribe”Participation and empowerment

• The critical ”tribe”Cultural meaning-making

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OPTEK – Educational Technology in School’s Everyday Life Research Project

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OPTEK in short• OPTEK is a research project which is funded by Tekes (Finnish Funding

Agency for Technology and Innovation), private companies and participating universities.

• The research consortium consists of 12 multidisciplinary research units, 28 enterprises and 20 pilot schools, Ministry of Transport and Communications, Ministry of Education and National Board of Education.

• The project includes four research packages (seven sub projects)

• Leader of the research consortium: Professor Marja Kankaanranta, Agora Center, University of Jyväskylä

• Co-ordinator of the project: Maarit Viik-Kajander, CICERO Learning, University of Helsinki• The project is closely linked to and collaborates with ICTs at School’s Everyday Life Project,

Project manager Sanna Vahtivuori-Hänninen, University of Helsinki

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The purpose of the projectIs to produce:• Innovations linked to educational use of ICTs, new research

data and linkages between previous research• Processes and contents for the educational use of ICT in

schools’ learning environments• Operations models and service concepts, which will help to

implement the use of ICT in Finnish schools• Functional co-operation models for research departments,

schools and businesses• New business activities.

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Research packages1. Pedagogical models and technological innovations2. ICT and different school subjects

2a Improvement of teaching mathematics using Open Source programs

2b ICT innovations in Finnish language teaching and science education

3. Mobile learning and content creation4. Business practices, infrastructure and impact

4a Public Private Partnership and business practices4b Open Source programs in the school context4c Evaluation of the impact of schools ICT services

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TVT TVT

Teaching

Studying

Learning

Education Media Profiency

Web environmentsand communities

Collaboration

Life-long and life-wide learning

Mediatedcommunicationand activities

(Tella, Vahtivuori, Wager, et al. 2001)

From Media Literacy Towards Media Profiency

”Learninghappens

everywhere!”

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Media Education 2.0: Participatory culture

(Kupiainen, R.(2009), [http://www.mediakasvatus.fi/publications/])

• Being open• Peering• Sharing• Acting Globally Tapscott & Williams 2008, Wikinomics

• Contribution• Connection• Collaboration• Creation Leadbeater 2008, We-think. Mass innovation,

not mass production

• Affiliations• Expressions• Collaborate problem solving• CirculationsJenkins et. al. 2006, Confronting theChallenges of Participatory Culture: MediaEducation for 21th Century

Social media..http://www.youtube.com/watch?v=sIFYPQjYhv8

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Research areas

1. ICT infrastructure, hardware and software2. Learning environments and pedagogical models

and best practices3. Content creation and learning materials4. Development of school communities, support of

professional development and cooperation5. Development of public-private partnership models

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Thank You!For more information:

Sanna Vahtivuori-Hä[email protected]

Media Education Research GroupCICERO LearningHelsinki University

www.cicero.fi

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What is PISA?What is PISA?

Seppo Tella, University of Helsinki and Waseda University, Japan

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2000 >

Seppo Tella, University of Helsinki and Waseda University, Japan

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PISA 2003, 2006http://data.desmoinesregister.com/education/worldclassschools.php

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PISA 2006

Seppo Tella, University of Helsinki and Waseda University, Japan

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What is written about school?

Out of 35 countries, Finnish pupils spend

the least timedoing their homework.

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ReferencesFinnish 2006 PISA pageshttp://www.pisa2006.helsinki.fi/

OECD 2006 PISA pageshttp://www.oecd.org/document/2/0,3343,en_32252351_32236191_39718850_1_1_1_1,00.html

Seppo Tella, 36