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Educational use of ICTs and Media Education in Finland Towards the Roadmap of the Future School Sanna Vahtivuori-Hnninen Helsinki University CICERO Learning Network www.cicero.fi Association on Media Education EDEN Annual Conference 2010, Valencia 12/6/2010

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The future is already here It is just unevenly distributed. It is just unevenly distributed. William Gibson

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Contents 1.21st Century skills - Some megatrends 2.Wanted! Culture of collaboration and collectivity 3.Use of ICTs and media education in Finland 4.Towards the roadmap of the future school 5.Lessons learned? sanna.vahtivuori@helsinki.fi blogs.helsinki.fi/oppiailoakouluun

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21 st Century Skills? 1.Ways of thinking Learning to learn, creativity, synthesis, 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 (creative, critical, social) 4.Living in the world Active citizenship, both local and global, personal and social responsibility, including cultural sensibility and awareness [KSAVE Model, ATCS 2009; University of Melbourne, www.act21s.org ICTs at Schools Everyday Life Project, Interim report 2010, www.cicero.fi, http://tiny.cc./valiraportti; www.arjentietoyhteiskunta.fi]www.cicero.fi http://tiny.cc./valiraportti

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Some megatrends 1.From closed to open systems - Open learning environments, open courseware, open application interfaces 2.Soft values towards slow life - ICTs to support sustainable development, sharing, collaboration and co-creation, and good life 3.New wave of mobile learning - Key elements of mobile learning in education, new concepts and solutions 4.Ubiquitous learning - Informal and formal learning Educational use lacks behind everyday use? 5.Serious games as learning environments - Problem solving skills, critical thinking (e.g. Myr 2010; Gee 2008)

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pelot Creativity Enriching Community Trust and Commitment Towards Culture of Collaboration Vision Challenges Resources Questions See e.g. Himanen, P. 2008. Dream Fears

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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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Reasons for Finnish PISA Success Finnish literary culture: trust for education Education policy Widely accepted vision of a knowledge-based society Educational equality Delegating decision power and responsibility from central administration to the local levels Comprehensive school (= basic education) Core curriculum Headteachers as pedagogical directors School practices: several subjects, free warm lunches, small groups, high quality equipment Teacher education Teaching seen as an academic profession Highly-qualified teachers Excellent students Seppo Tella, University of Helsinki and Waseda University, Japan 9

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

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Everydays technological innovations How about schools?

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Educational use of ICTs at Schools (2010) Web interview in Kasavuori Secondary School, Kauniainen, Spring 2010

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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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Different Approaches of Finnish Media Education (Kotilainen & Suoranta 2005, Longing for the Media Education. In: Media Education 2005. National Development. Ministry oi Justice 5/2005) The technology tribe ICTs, educational use of information and communication technologies, media skills and 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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Media Education in Finnish Schools (Kupiainen, 2009) [http://www.mediakasvatus.fi/publications/]) Art teaching Finnish language Media and ICT projects with local media Newspaper week National Magazine Day School Cinema Diploma in media

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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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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 outcomethe knowledge and skills learners acquire. (David Buckingham: Media Education: Literacy, Learning and Contemporary Culture, 2003)

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18 www.helsinki.fi/sokla/media/ Vahtivuori-Hnninen, Suomalainen & Karaharju-Suvanto 2008

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Developing Educational Use of ICTs in Finland Towards National Educational Technology Roadmap Vision 2011 Finnish schools will have innovative and creative ICT models and practices for wide dissemination to all schools in the country Goals To produce new knowledge and know-how for schools and educational administration about the latest developments and pedagogical methods in ICT To develop the educational use of ICT in a multidimensional and equal way Infrastucture and ICT innovations Team work Community Pedagogical structures and practices Future School

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Information and Communication Technologies in Schools Everyday Life Project 20082010 The project is included in 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 Finnish Board of Education in co-operation with industry and commerce The operational work is carried out by CICERO Learning, Helsinki University [www.cicero.fi] and Faculty of Behavioural Sciences, Department of Teacher Educationwww.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, Creative learning) 2.Helsinki, Both sides of the Kingsroad Project (Playful learning, SmartUs) 3.Kauniainen, suomenkielinen perusopetus (Mobile learning, Open source, web 2.0) www.youtube.com/watch?v=_nqK3qjWMY8www.youtube.com/watch?v=_nqK3qjWMY8 4.Lappeenranta, Joutseno secodary (Media and technolody homeareas) 5.Larsmo, Holm skola (Media education, videomaking, digital portfolios) 6.Oulu, Oulujoki primary (teaching together model, 7.Punkalaidun, Punkalaitumen yhteiskoulu (Social media, web 2.0 apps) 8.Riihimki, Pohjolanrinne school 9.Rovaniemi, Saari primary (Distance education) 10.Ruovesi, Kirkonkyl school (Open source) 11.Tampere, Eppus mediabackpack Project 12.Turku, Puropelto school http://tinyurl.com/oulujoki http://tinyurl.com/saarenkoulu

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Knowledge Creation Lab for Teacher Education (Lonka 2010) Motivation Interaction, support for sharing Multimodal use of ICTs Authentic learning situations Blended learning, F2F and web 2.0 applications

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22.4.20 08 Vahtivuori-Hnninen, Suomalainen & Karaharju-Suvanto23 www.helsinki.fi/sokla/media/

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OPTEK Educational Technology in Schools 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 Finnish Board of Education. The project includes four research packages (seven sub projects) Leader of the research consortium: Professor Marja Kankaanranta, Agora Center, University of Jyvskyl Co-ordinator of the project: Maarit Viik-Kajander, CICERO Learning, University of Helsinki The project is closely linked to and collaborates with ICTs at Schools Everyday Life Project, Project manager Sanna Vahtivuori-Hnninen, University of Helsinki Tekes (Finnish Funding Agency for Technology and Innovation) is preparing a wide research programme for Innovative Learning Enviroments

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Research packages 1.Pedagogical models and technological innovations 2.ICT and different school subjects 2aImprovement of teaching mathematics using Open Source programs 2bICT innovations in Finnish language teaching and science education 3.Mobile learning and user created content 4.Business practices, infrastructure and impact 4aPublic Private Partnership and business practices 4bOpen Source programs in the school context 4cEvaluation of the impact of schools ICT services

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1.8.200 8 Vahtivuori-Hnninen, Kynslahti, Vesterinen, Tella, Myllri & Lipponen27 Four Key Elements of Mobility in Education 1 Convenience/ rationality 3 Immediacy 4 Quality of Life 2 Expediency 1 Rational time management 2 Intentional moving in a certain environment Context part of the TSL process 3 Perfoming educational act immediately 4 Suitable time and place for educational activities

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Some key elements of the future school Teachers pedagogical knowledge and teamwork and collectivism Structures and pedagogical practices Infrastructure and ICT innovations (CICERO Learning report 2008; SITES 2006)

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Roadmap Towards Future School Reliable infrastructure and support services XX XX XX ( Oksanen 2001; Tella, Vahtivuori, Wager, Passi & Oksanen 2001; vrt. Parsons 1987; Aarseth 1999)

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What makes the impact? 1.Evidence-based decision making 2.Willingness - ability to break the barriers and work together 3.Passion and action

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Roadmap for the Future School of Finland? Special emphasis is on users perspective 1. Improvement of flexible technical and pedagogical support 2. Collaborative and activating learner-centred working methods and communal modes of studying 3. E-learning materials accessible for all and inspire experiential, game- based and reflective learning 4. Encourage a communal and collaborative working culture in all schools (pedagogical models) 5. Informal and formal learning and working life learning come close to each other, learning happens everywhere, on-the-go 6. Updating the ICT skills and knowledge about media education of educational administration and school leaders and principles 7. Updating teacher education to meet the needs of future schools 8. New assessment methods, peer assessment

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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 governments next term of office. This plan will include models, recommendations and practices related to: 1.ICT tools, infrastructure and usability 2.Learning environments (eg. using social media and mobile learning in schools everyday life) 3.Content creation and learning materials 4.Development of school communities, support of professional development and cooperation 5.Development of public-private partnership models

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Advisory Board The Advisory Board of the ICTs at Schools 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 University Professor Seppo Tella, Helsinki University Adjunct professor Heikki Kynslahti, Dept. of Teacher Education For more information Project Manager Ms Sanna Vahtivuori-Hnninen tel. + 358 50 568 8467 or + 358 40 571 2442, sanna.vahtivuori()helsinki.fisanna.vahtivuori()helsinki.fi Ms Aleksandra Partanen, Ministry of Transport and Communications tel. + 358 9 160 28671, aleksandra.partanen()mintc.fialeksandra.partanen()mintc.fi www.arjentietoyhteiskunta.fi/inenglish blogs.helsinki.fi/oppiailoakouluun/in-english

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The purpose of the project Is 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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TVT Teaching Studying Learning EducationMedia Profiency Web environments and communities Collaboration Life-long and life-wide learning Mediated communication and activities (Tella, Vahtivuori, Wager, et al. 2001) From Media Literacy Towards Media Profiency Learning happens 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 Collaborative problem solving Circulations Jenkins et. al. 2006, Confronting the Challenges of Participatory Culture: Media Education for 21th Century Social media.. http://www.youtube.com/watch?v=sIFYPQjYhv8

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Thank You! For more information: Sanna Vahtivuori-Hnninen sanna.vahtivuori@helsinki.fi Media Education Research Group CICERO Learning Helsinki University www.cicero.fi

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2000 > 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 time doing their homework. Seppo Tella, University of Helsinki and Waseda University, Japan

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References Finnish 2006 PISA pageshttp://www.pisa2006.helsinki.fi/http://www.pisa2006.helsinki.fi/ OECD 2006 PISA pages http://www.oecd.org/document/2/0,3343,en_32252351_32236191_397 18850_1_1_1_1,00.html Seppo Tella,40