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Hannele Niemi 《Technology, Pedagogy and Education》2013,22(1):85-103
Abstract This article describes the recent development of Finland as a learning and information society. Education, training and research have been seen as core factors to accelerate development towards a society where all citizens have a high level of competence in using information and communications technology (ICT) in their lives. A short review is given of the present situation in schools and teacher education and of how governmental strategies have guided the development and use of ICT for a learning society in Finland. The strategies of teacher education departments in universities are then analysed with the main focus on how teachers learn to use ICT as a tool which opens up high-quality learning opportunities for pupils and challenges teachers' growth as professionals. Cases have been selected to describe good examples of teachers' pre-service and in-service education. These draw a picture of how ICT is applied in different fields of teacher education. At the end of the article some trends from the late 1990s to early 2002 will be summarised. These trends are: using ICT more as a mindtool, moving towards more collaboration, interactivity and active learning, more integration of ICT in curricula and a better technical and pedagogical infrastructure. 相似文献
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Maria Clavert Erika Löfström Hannele Niemi Anne Nevgi 《Teaching in Higher Education》2013,18(8):945-962
ABSTRACTIn the face of organizational transformations, academics are given a role as informal ‘change agents’ in their discipline-specific communities of practice (DCoP). Simultaneous participation in pedagogically oriented communities of practice (PCoP) enables them to promote pedagogical development through brokering at community interfaces. This empirical study explores academics’ experiences of acting as informal change agents at the interfaces of DCoP and PCoP during an organizational transition phase of three years. The longitudinal data were collected with interviews of 13 academics from the fields of science and technology. The findings reveal a variety of pedagogical development activities related to shared meanings, practices, identities, and ways of belonging. The activities are aligned with the organizational transition process and enabled by collegial support. The findings indicate that lack of supportive formal leadership may terminate the informal development activities. The resulting model of change agency provides a novel approach to pedagogical development in higher education. 相似文献
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Anneli Silventoinen Andrea Denger Hannele Lampela Jorma Papinniemi 《International Journal of Information Management》2014
Project-based engineering companies are striving for innovation acceleration, and lean supply and product processes throughout the product lifecycle. The business orientation of engineer-to-order companies is customer-centric due to the nature of engineer-to-order products, which are tailored and customized according to the specific requirements of each customer. However, this customer orientation may lead to inefficient performance, due to a lack of mechanisms to reuse proven concepts, designs and production facilities, as well as an absence of feedback mechanisms from products in use and service. These challenges have been recognized in earlier empirical research projects conducted in companies providing engineer-to-order products. Based on an exploratory study of the existing literature, this paper aims to identify factors hindering product-related information reuse in an engineering business environment that comprises several networks of actors during the lifecycle of engineer-to-order products. The main challenges of information reuse in an engineer-to-order context are related to reuse situations, which require combining existing information with experience-based knowledge. A typology of factors and challenges of information reuse is built, and organizational development needs at different organizational levels as well as further research needs are identified. 相似文献
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Hannele Cantell Sakari Tolppanen Essi Aarnio-Linnanvuori Anna Lehtonen 《Environmental Education Research》2019,25(5):717-731
AbstractThis article presents and evaluates a model made for climate change education – the bicycle model. The model was created based on an extensive literature review, from which, essential aspects of climate change education were drawn out. The bicycle model is a representation of holistic climate change education and emphasizes the importance of the following aspects: knowledge, thinking skills, values, identity, worldview, action, motivation, participation, future orientation, hope and other emotions, and operational barriers. In this study, the model is also evaluated by climate education researchers and educators. The evaluation was done through documented group discussions and an electronic questionnaire. The findings suggest that the model is useful in developing climate change education policy, research and practice. The findings also give insight into expert's perceptions on climate education. Finally, the article discusses how this model could be developed further. 相似文献
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Motor correlates of ADHD: contribution of reading disability and oppositional defiant disorder 总被引：4，自引：0，他引：4
Kooistra L Crawford S Dewey D Cantell M Kaplan BJ 《Journal of learning disabilities》2005,38(3):195-206
This study investigated whether the likelihood of motor impairment in children with attention-deficit/hyperactivity disorder (ADHD) increases with the presence of other disorders, and whether the co-occurring diagnoses of reading disability (RD) and oppositional defiant disorder (ODD) account for the motor deficits seen in ADHD. A total of 291 children (218 boys, 73 girls) participated. Six groups of children were compared: ADHD only (n = 29); RD only (n = 63); ADHD and RD (n = 47); ADHD and ODD (n = 19); ADHD, RD, and ODD (n = 21); and typically developing control children (n = 112). Motor skills were assessed with the Bruininks-Oseretsky Test of Motor Proficiency and the Beery Test of Visual-Motor Integration. We found that the motor skills of the ADHD-only group did not differ from the typical control group. Furthermore, motor impairment in ADHD increased as a function of co-occurring disorders, and the presence of RD rather than ADHD predicted motor impairment. 相似文献
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Changes and transformations in organisations are traditionally initiated by the management. This approach does not, however, encourage the agency of all the members in an organisation to engage in cooperative development of the activity. This paper presents an analysis of the development of participants’ transformative agency in a Change Laboratory (CL) intervention. In a CL, the participants analyse conflicts and disturbances in their local activity and search for ways to transform current work practices. In the analysis, we identified six types of expressions of transformative agency which evolved over the course of the laboratory sessions and across the topical contents of those sessions. Furthermore, we examined to what extent the expressions of agency produced by the participants reflected individual and collective agency. Our key argument based on the research findings is that transformative agency goes beyond the individual and the situational here-and-now actions. It is produced and maintained in collective change efforts and evolves over time. 相似文献
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Hannele Niemi Heikki Kynäslahti Sanna Vahtivuori-Hänninen 《Learning, Media and Technology》2013,38(1):57-71
The article discusses how to strengthen educational use of information and communication technology (ICT) in Finnish schools. The conceptions and experiences of the successful integration of ICT in everyday school settings are reported. Participant observations in 20 schools in different parts of Finland were carried out, including discussions with principals and teachers. The results show that when promoting new technology and practices in schools, many components overlap and support each other. The following six main characteristics of successful integration were identified: (1) ICT included in strategic planning, as part of school culture, (2) teaching and learning methods facilitating participation and leading to empowerment, (3) flexible curriculums, (4) high investments in communication, (5) optimum leadership and management, and (6) teaching staff's strong capacity and commitment. The research indicates that an open school culture allows staff to take risks when applying new technology, creates learning environments and empowers learners. 相似文献
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Vilhelmiina Harju Leila Pehkonen Hannele Niemi 《International Journal of Lifelong Education》2016,35(1):2-17
The article explores the role of digital media in supporting lifelong learning. In particular, it focuses on bloggers who write their blogs voluntarily in their own free time. The aim is to examine how lifelong learning—viewed as self-directed, nonformal learning and active participation that evolves from a desire for self-actualization—occurs in the processes of blogging. The data for this small-scale study were collected by qualitative email interviews. In all, 11 Finnish bloggers participated. The findings show that active participation, promoted and enabled by blogging, was actualized in both online and offline environments. It was embedded within six functions of their blogs that the bloggers mentioned: (1) learning and studying, (2) guidance and tutoring, (3) bringing new perspectives to public discussions, (4) applying expertise, (5) creating in one’s own space and at one’s own pace and (6) being part of a digital media culture. The findings indicate that blogging can promote nonformal, lifelong learning in many ways. Blogs and blogging constitute a learning environment that promotes active participation by making interesting, meaningful and enjoyable activities possible, and consequently the enthusiasm to actively learn and develop. 相似文献