Skip to end of metadata
Go to start of metadata

Promoting teacher students’ 21th century learning and interaction skills with collaborative ICT tools  

Background

The latest developments in information and communication technologies (ICTs) are changing the ways in which people communicate, collaborate and learn. “Digital competence” (European Union, 2006), and practices such as_ collaboration_ are today seen as central skills that citizens of the 21st century should have (Lucas & Moreira, 2009). In addition, people need skills to be adaptive in complex settings that they face in everyday interaction situations (Hyvönen, Impiö, & Järvelä, 2010). 

In such situation, teacher education and master's programmes in particular are challenged as they are confronted with questions such as: What kinds of strategies and skills are learners developing? What are they learning in their interaction with ICT tools? Which opportunities for learning and work do ICT tools afford in and across different knowledge domains? How are schools aligned to the conditions for learning and teaching that the use of digital tools promotes today?

These questions among others, ask about the types of learning skills teacher educators and schools should be promoting in order to prepare people to the 21st century learning society (Saywer, 2006). Today, knowing how to learn and improving one’s learning skills are the key to the well-being of individuals and society (McLaughlin, 2008). In sum, one of the major challenges of today’s education is no longer about finding the best ways for knowledge delivery, but rather designing, developing and delivering environments, ICT tools and activities for learners to construct knowledge by engaging and inspiring them to learn

Aim

The project covers following main aims:

  1. How can teachers or teacher students be supported for effective 21st century learning and interaction skills with use of collaborative ICT tools?
  2. How can teachers or teacher students take advantage of the current introduction of mobile devices and social media into teaching and learning practices?
  3. How to advance research methods for exploring learning and interaction in the context of teacher education?

Research context

  • LEAForum
  • Master's programmes (Edutool and LET) 
  • Teacher education

Research Team

Essi Vuopala (PhD, University Lecturer)

Niina Impiö ( PhD student, Educational Coordinator)

Jenni Kaisto (PhD student)

  • Group strategies in collaborative problem-solving in teacher's professional development

Mia Kemppaala

Pirkko Hyvönen (Adjunct Professor, Post-doc researcher in learning and educational technology)

  • Creative collaboration: theoretical construction and practical implications
  • Adaptive expertise in higher education 
Networks

Nordic LEAF network

Contact information

Pirkko Hyvönen

Post-doctoral research fellow, PhD (Education)

Learning & Educational Technology Research Unit

Department of Educational Sciences and Teacher Education

Faculty of Education

pirkko.hyvonen@oulu.fi

tel. 0400 194138

  • No labels