Since we have enrolled this course, most of us will probably respond the question positively. However when we read and join the discussion, we should think about the question once again... and decide how to use technology to worth the cost.
My students from last semester shared with me recently. This exhibition at CerModen gives some demonstrations and information about Finnish schools and the learning and teaching environments created within those schools. Finnish educational system has been quite popular around the world because of the students' success in international PISA scores. Please consider visiting this exhibit. Perhaps we can initiate a conversation here and I think Matti's insights would be valuable.
I think visiting the exhibition will be useful to understand Finnish perspective on education and how and why they are successful. Also there is a seminar about this topic, I wish I could attend the seminar but I have to attend my serious games and simulation course.
I think Finnish education system, which ranks in top 5 in PISA 2009, deserves to be examined in more detail. In that sense, Matti, would you mind if I asked you a couple of questions about Finish Educational System? :) As far as I understood, the core curriculum in Finland is determined by the government (please correct if I am wrong). Are there any institutions or schools that design their own curricula, or do all educational institutions have to follow the core curriculum developed by the government? In addition, who are responsible for the books that are used in schools? Are they also provided by the government or does the government buy them from private companies? And lastly, what about technology? How technology is used in Finnish schools? Who provides resources? Do teachers go through any educational process for technology integration in classrooms?
If it is more convenient to answer, I would be glad if you provided me links or resources that I can find answers, thank you in advance,
PISA 2009 Scores: http://www.oecd.org/pisa/46643496.pdf
I "ll willingly answer your questions: "The national core curriculum is determined by the Finnish National Board of Education. It includes the objectives and core contents of different subjects, as well as the principles of pupil assessment, special-needs education, pupil welfare and educational guidance. The principles of a good learning environment, working approaches as well as the concept of learning are also addressed in the core curriculum. The present national core curriculum for basic education was confirmed in January 2004 and it was introduced in schools in August 2006. The education providers, usually the local education authorities and the schools themselves draw up their own curricula for pre-primary and basic education within the framework of the national core curriculum. These curricula may be prepared for individual municipalities or institutions or include both sections." That means, that every municipalities and public schools, as well as private schools have to make their own curricula. In these curricula they can more detailed to determine´the aims and contents of their own. Local characteristics and emphasis are so possible, but any contradictions with the national core curriculum are possible. Still, the level of the national core curriculum is partly quite common, and the requirements can be fullfilled in many alternative ways. You'll find this information in briefly in: http://www.oph.fi/english/sources_of_information/core_curricula_and_qualification_requirements
The books used in our schools are published by the private companies, for example WSOY, OTAVA and SANOMA PRO.
http://www.wsoy.fi/etusivuhttp://www.otava.fi/oppimateriaalit/http://ratkaisut.sanomapro.fi/web/guest/briefly-in-english
For example, SANOMA PRO "offers one of the largest Virtual Learning Environments for K-12 learning to schools and students. This service is called OPIT, and it was launched in 2002. At the moment there are over 170.000 active users. The success of
Thank you for those valuable information. In Turkey, our curricula and books have been being revised by Turkish Ministry of Education in line with constructivist perpectives. Additionally, the government has decided to produce "enriched books" which are electronic versions of traditional books including multimedia materials to introduce educational technology to the new education system. Still, who will produce the books are under discussion. That's why I decided to examine different education systems in the world to have an idea about successful decisions and implementations. As far as I understand, books are prepared by private companies in Finland. I will check the links that you provided about book companies for having more detailed insight. Still, would you please tell me what happens if the curricula prepared by local authorities contradict the principles and objectives of national core curriculum? Do local authorities still have right to implement them?
I think the situation you presented is not possible becouse of the process of planning and executing the local curriculum. The teachers, school principals and local authorities in Finland are very engaged in the national core curriculum. Further, there exists space for adjustments, emphases and interpretation inside the national guidelines.
"twiducate is the perfect solution for elementary and secondary students. Rather than having your students sign up and enter an email address, you sign up and create a class code."
This site seems nice to use as well.
Using this code, your students log in to your class network.
Here, they can answer questions, collaborate on problems, and even embed pictures and videos. As a teacher you have full control over the network. You can even add other teachers!"
This is very good article, which well describes the state of taking into account the reliability in the research and analysis. We all should take this seriously. On the other hand, which are the ways good enough to consider reliability of the measures? I think this is not a simple question indeed. There is an interesting conversation chain in the Methodspace about these things. There are many viewpoints about the topic: http://www.methodspace.com/group/qualitativeinquiry/forum/topics/reliability-measures
A survey instrument designed to measure K-12 online teachers' knowledge with respect to three key domains as described by the TPACK framework: technology, pedagogy, content, and the combination of each of these areas.
It is a self-assessment survey. The respondents were asked to rate their own knowledge of a set of tasks related to technology, pedagogy, content, and blending of these areas with a question of "How would you rate your own knowledge in doing the following tasks associated with teaching in a distance education setting?".
when I first read the name of writing, I expect that there will be an extensive criticise about the role of technology in the field of education. However, after reading all the article I come up with the conclusion that this article just say what I think of before and now. "The state of being significance or not is totally depend on the purpose in your question"
By the way, do you really think our two smart classes (EF-01, EF-22) in faculty of education leads to significant difference on both teaching and learning?
This is a research study carried out in Turkey. To assess pre-service English as a foreign language teachers' technological pedagogical content knowledge, Technological Pedagogical Content Knowledge Scale was used and students were asked to answer some open-ended questions. The results of the study revealed a highly developed knowledge of TPACK among undergraduate students of an ELT program at a public university in Turkey. On the basis of the results, it is suggested that the integration of content, pedagogy and technological knowledge into the existing teacher education paradigm and fostering technologically-rich environment for language learners will contribute to quality learning and teaching.
The 2015 Mobile Learning Trends Infographic explores what role mobiles are playing in shaping up the workplace learning scenario. These trends with mobile learning are evidence to the fact that we are on the brink of a new era of learning - through the mobile device.
Dear Mine,
For example if you create a quiz using Quizizz for your class, once they finish it, you will see the analytics of your students; such as their rankings, which questions they got right and wrong etc. You can also download them as a pdf or xls file later on to focus on the students' specific needs :)
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