Search results for "teknologiakasvatus"
showing 10 items of 44 documents
Preservice teachers’ beliefs about young children’s technology use at home
2021
Teachers’ beliefs about young children’s technology use at home are intertwined with their beliefs about parents and their parenting practices. This paper reports a qualitative study of eight purposefully selected Chinese preservice early childhood (EC) teachers’ beliefs about children’s home technology use and associated representations of parents and teachers. The participants possessed inflated positive beliefs about young children’s natural technology competence but were worried that parents would expose children to content for prolonged periods. Teachers’ role was seen as responsible guides for children and educational authorities over parents. Implications for research and teacher edu…
The Fourth Industrial Revolution and Changes to Working Life : What Supports Adult Employees in Adapting to New Technology at Work?
2020
AbstractThis chapter aims to increase current understanding of adults’ individual learning pathways and needs when adapting to new technology. We review adults’ overall technology skills and depict, through chosen examples, how adults have adapted to technological change in their working lives. We present prior research on the challenges that the Fourth Industrial Revolution poses to adults’ further education, and based on the Programme for the International Assessment of Adult Competencies (PIAAC), we review adults’ problem-solving skills in technology-rich environments. Overall, the findings emphasize the importance of design-based education and the need for companies to flexibly address …
Teacher beliefs regarding learning, pedagogy, and the use of technology in higher education
2017
This study examines university teachers’ beliefs about the role of technology in achieving the pedagogical aims of learning within teaching development initiatives at a Finnish university. The initiatives targeted technology adoption in teaching and learning and were enhanced within teacher groups, with support from a university level network program. Thematic interviews were conducted with the members of 11 initiative groups, covering 18 teachers from various disciplines. The qualitative content analysis revealed diverse belief groups. Technology was perceived as a tool for: the promotion of self-paced studying without explicit learning aims; active and interactive learning; integrative le…
Internet of Things for Sustainable Smart Education: An Overview
2022
In the realm of fourth-generation industrialization, there will be great demand for a skilled workforceTo produce a skilled workforce, we need sustainable education with quality and equity. Conventional ways of delivering and managing education would not fulfil the demands of the fourth industrial revolution (4IR). Disruptive technologies, such as Internet of Things (IoT), have great potential in revolutionizing the current educational setup. Therefore, this research work aims to present an overview of the capabilities of IoT applications in educational settings. Our research article digs into recent research carried out referring to IoT applications in education and provides a detailed ins…
Technology Comprehension
2018
We account for the first research results from a government initiatedexperiment that scales Making to a national discipline.The Ministry of Education, in Denmark, has introducedTechnology Comprehension as a new discipline for lowersecondary education. Technology Comprehension is first experimentedas an elective subject in 13 schools. The disciplinecombines elements from computing, design, and the societalaspect of technology and, thus, resonates with the existingFabLearn and Making initiatives in Scandinavia. We reportthe identified opportunities and challenges based on interviews,surveys, and a theme discussion with experiencedteachers from the 13 schools. The main takeaways are: First,the…
Challenges of the Information Society to Entrepreneurial and Technology Education in the Finnish Comprehensive School
2004
Even if the concept Information Society has versatile menings for its details, there is an approximate agreement about its general essence. There is an understanding e.g. about its emphasis on utilizing the computers, software and networks diversified and about the participatory, self originated activity culture of the citizens. As a result of these the central essence of Work has been changed from reproduction to thinking, understanding and planning. This is seen e.g. in many industries as transfer of the route works to the countries of cheap labour as increasing focus for research and development of new products in the home country. Today emphasized are teamwork, spontaneous, self-directe…
Development of teacher education students’ pedagogical content knowledge (PCK) through reflection and a learning-by-doing approach in craft and techn…
2020
The approaches of learning by doing and making have always been inherent components of Finnish craft and technology education. Craft is a practical subject that involves many hands-on activities during which students actively practice experimentation, investigation, invention, problem-solving and designing skills. The same ideology is utilised in craft and technology teacher education courses at the University of Jyväskylä. The overall purpose of this study was to increase our understanding of the development of teacher education students’ pedagogical content knowledge (PCK) in craft and technology education through reflection and the learning- by-doing approach. To achieve this goal, stude…
Learning by Doing and Creating Things with Hands : Supporting Students in Craft and Technology Education
2017
TPACK and Educational Interactions : Pillars of Successful Technology Integration
2019
It is important to understand what drives the success of technology integration in educational settings, because learning in schools with technology develops the students' capacities to participate fully in the digital age. Educated students, in turn, can transform our societies through innovative scientific discoveries. Recently, the Technological Pedagogical Content Knowledge (TPACK) framework has emerged as a theoretical framework needed for understanding the teacher’s integration of digital technologies into teaching. Educational interactions, in turn, have been emphasized as a critical component of the educational practices, processes and contexts. However, these two concepts have been…
Promoting Technological Thinking: The Objective and the Means
2021
Technological thinking is not a discrete form of thinking. Whether we talk about the use or the development of technology, technological thinking intersects with logic, creativity and many other human qualities. The bare definition of technological thinking is an ambiguous task, not to speak of the wide variety of attempts to promote it in education. In this paper, we do not aim at saying the final word about the appropriate means of promoting technological thinking. In the contrary, our aim is to analyse some ideas which are commonly proposed as such means but which can be argued to conflict with contemporary understanding of human thought. Our approach draws on the phenomenology of the bo…