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21 st Century Skills?

21 st Century Skills?

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21 st Century Skills?

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  1. Educationaluse of ICTs and Media Education in Finland –Towards the Roadmap of the FutureSchoolSanna Vahtivuori-Hänninen Helsinki UniversityCICERO LearningAssociation of Media EducationEDEN Conference2010, Valencia 12.6.2010

  2. 21st Century Skills? • Ways of thinkingLearning to learn, creativity, innovation, creating new knowledge, critical thinking, problem solving, decision making • Ways of working Learning to collaborate and communicate • Tools for working Learning to use ICT, media literacy skills • 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 SchoolsEveryday Life, Interimreport 2010,]

  3. Some megatrends • Fromclosed to opensystems- Learningenvironments, openlearning materials, open application interfaces • ”Soft values” – slow life - ICTs to supportsustainabledevelopment, collaboration and co-creation • New wave of mobile learning - Key elements of mobile learning in education • Ubiquitous learning - Educational use lacks behind everyday use? • Serious games as learning environments- Problem solving skills (e.g. Mäyrä 2010;Gee 2008)

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

  5. PISA 2006 Seppo Tella, University of Helsinki and Waseda University, Japan

  6. PISA 2006 Seppo Tella, University of Helsinki and Waseda University, Japan

  7. PISA 2003 Seppo Tella, University of Helsinki and Waseda University, Japan

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

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

  10. Future School Team work Community Infrastucture and ICT innovations Pedagogical structuresand practices TwoParallel Project Aiming at developEducationalUse 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 • Goals • To 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

  11. Information and Communication Technologies in School’sEveryday Life Project 2008—2010 • The project is included in • the Finnishgovernmentprogramme • National ubiquitousinformationsocietypolicy 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-operationwithindustry and commerce • The operational work is carried out by CICERO Learning, Helsinki University

  12. Schools in the Project • 20 schools and 12 schoolprojectsfromallaround Finland • Espoo, Koulumestari School(TechnologyEducation, • Helsinki, Bothsides of the Kingsroad Project • Kauniainen, suomenkielinen perusopetus (Mobile learning, Opensourceapps) • Lappeenranta, Joutseno secodary • Larsmo, Holm skola(Media education, portfolios) • Oulu, Oulujoki primary • Punkalaidun, Punkalaitumen yhteiskoulu • Riihimäki, Pohjolanrinne school • Rovaniemi, Saari primary(Distanceeducation) • Ruovesi, Kirkonkylä school • Tampere, Eppu’smediabackpack Project • Turku, Puropelto school

  13. Knowledge Creation Lab for Teacher Education (Lonka 2010) • Motivation • Interaction • Useof ICTs • Authenticlearningsituations

  14. Somerecommendations of the InterrimReport-- Whatwearedevelopingnow? • 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

  15. 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: • ICT tools, infrastructure and usability • Learning environments (eg. using social media and mobile learning in school’s everyday life) • Content creation and learning materials • Development of school communities, support of professional development and cooperation • Development of public-private partnership models

  16. 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-Hänninentel. + 358 50 568 8467 or + 358 40 571 2442, sanna.vahtivuori() • Ms Aleksandra Partanen, Ministry of Transport and Communications • tel. + 358 9 160 28671, aleksandra.partanen() • •

  17. Media Education and Educationaluse of ICTs in Finland (Kupiainen, Sintonen & Suoranta (2008), Decades of Finnish Media Education. []) Finnish Approach to Media education

  18. []

  19. Media Education in Finnish Schools • Artteaching • Finnishlanguage • Media and ICT projectswithlocal media • Newspaperweek • National Magazine Day • School Cinema • Diploma in media (Kupiainen, 2009) [])

  20. Media education includes • Developmentof 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 (activecitizenship) • “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) (Kupiainen, R. (2009 [])

  21. Objectives of Media Education • Media proficiency and media skills • Activecitizenship • Democratic society, cultural diversity and respect for humanrights • Encourageproduction, creativity and interactivity (Kupiainen, R. (2009) [])

  22. Different Approaches of Finnish Media Education • The technology”tribe” • ICTs, educational use of information and communication technologies, media proficiency, distance education • The protection”tribe” • Harmfulcontent and childrenprotection • The culture research”tribe” • Participation and empowerment • The critical”tribe” • Culturalmeaning-making (Kotilainen & Suoranta 2005, Mediakasvatuksen kaipuu. In: Mediakasvatus 2005. Kansalliset kehittämistarpeet. Oikeusministeriön julkaisuja 5/2005)

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

  24. 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 MarjaKankaanranta, Agora Center, University of Jyväskylä Co-ordinator of the project: MaaritViik-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

  25. 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.

  26. Research packages • Pedagogical models and technological innovations • ICT and different school subjects 2a Improvement of teaching mathematics using Open Source programs 2b ICT innovations in Finnish language teaching and science education • Mobile learning and content creation • Business practices, infrastructure and impact 4a Public Private Partnership and business practices 4b Open Source programs in the school context 4c Evaluation of the impact of schools ICT services

  27. From Media LiteracyTowardsMedia Profiency Teaching Learning Mediated communication and activities ”Learninghappenseverywhere!” Webenvironmentsand communities Life-long and life-widelearning Education TVT Media Profiency TVT Collaboration Studying (Tella, Vahtivuori, Wager, et al. 2001)

  28. Media Education 2.0: Participatory culture • Beingopen • • Peering • • Sharing • • ActingGlobally • Tapscott & Williams 2008, Wikinomics • • Contribution • • Connection • • Collaboration • • Creation • Leadbeater 2008, We-think. Mass innovation, not mass production • • Affiliations • • Expressions • • Collaborateproblemsolving • • Circulations • Jenkins et. al. 2006, Confronting the • Challenges of Participatory Culture: Media • Education for 21th Century • Social media.. • (Kupiainen, R.(2009), [])

  29. Research areas ICT infrastructure, hardware and software Learning environments and pedagogical models and best practices Content creation and learning materials Development of school communities, support of professional development and cooperation Development of public-private partnership models

  30. Thank You! For more information: Sanna Vahtivuori-Hänninen Media Education Research Group CICERO Learning Helsinki University

  31. What is PISA? What is PISA? Seppo Tella, University of Helsinki and Waseda University, Japan

  32. 2000 > Seppo Tella, University of Helsinki and Waseda University, Japan

  33. PISA 2003, 2006

  34. PISA 2006 Seppo Tella, University of Helsinki and Waseda University, Japan

  35. 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

  36. Seppo Tella, References • Finnish 2006 PISA pages OECD 2006 PISA pages,3343,en_32252351_32236191_39718850_1_1_1_1,00.html