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Tuulikki Venninen Jonna Leinonen Lasse Lipponen Mikko Ojala 《Early Childhood Education Journal》2014,42(3):211-218
Children’s participation in the early childhood education context is a multidimensional issue and educators have a significant role in enhancing participation. In this paper, we focus on the existing challenges to children’s participation and the ways that child care educators can work as teams to meet those challenges. The data were collected with a questionnaire from 1,114 child care teams working in the Helsinki metropolitan area. These teams consisted of almost 4,000 educators who took care of almost 20,000 children. Through ESEM factor analysis, the variables were organized into five factors: Adult–Child Ratios, Professional Skills; Managing Work; Work Practices and Special Needs. The team members felt they had a varying impact on the different challenges: highest on professional skills and managing work and lowest on Adult-Child Ratios. The results offer material for reflecting on practices in early childhood education especially when children’s participation must be developed. 相似文献
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Jo Tondeur Ronny Scherer Evrim Baran Fazilat Siddiq Teemu Valtonen Erkko Sointu 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1189-1209
This study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration in education. Specifically, the current study examines whether teacher educators can be grouped on the basis of their attitudes toward ICT (in education), their ICT self-efficacy to design ICT-rich learning environments, their competencies to use ICT in their teaching practice and the strategies they use to prepare preservice teachers for technology integration. These strategies are included in the SQD (Synthesis of Qualitative Data) model and comprise: (1) teacher educators as role models, (2) reflecting on the role of technology in education, (3) learning how to use technology by design, (4) collaboration with peers, (5) scaffolding authentic technology experiences and (6) providing continuous feedback. Data were collected from a sample of 284 teacher educators in Flanders, the Dutch-speaking part of Belgium, and submitted to latent profile analysis. The added value of the current study lies in the account of how SQD strategies and a typical set of determinants of ICT integration can be associated within teacher educators’ profile. Based on the profiles emerging from this study, teacher training institutions should consider their teacher educators to be gatekeepers when preparing future generations of teachers for the learning environments of the twenty-first century. In the discussion section, the implications for practice and future research are discussed. 相似文献
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Piritta Leinonen Sanna Järvelä 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(6):897-916
This study investigates how distributed team members evaluate their own and others’ knowledge when they engage in goal‐directed activities and seek shared understanding. Twenty‐three manager‐level employees of a municipal organisation worked as two distributed teams for two months. Their work was supported with a visualisation tool, which was embedded in the teams’ shared www‐based workspaces. After the distributed working period, the subjects were interviewed and their work in the shared workspace was traced. Qualitative analysis of the interviews showed that, in distributed collaboration, individuals use both self‐evaluation and interpersonal evaluation strategies when trying to gain an awareness of others’ knowledge. The interpersonal evaluations included strategies such as assessing the expertise and knowledge of others. It is concluded that when individuals do not have situational information, eg, what others think about the content of the shared task, they tend to make personal attributions. In other words, their evaluations of the others’ knowledge focus on stable tendencies like the expertise of other individuals. 相似文献
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Renny S. N. Lindberg Teemu H. Laine Lassi Haaranen 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1979-1995
An increasing number of countries have recently included programming education in their curricula. Similarly, utilizing programming concepts in gameplay has become popular in the videogame industry. Although many games have been developed for learning to program, their variety and their correspondence to national curricula remain an uncharted territory. Consequently, this paper has three objectives. Firstly, an investigation on the guidelines on programming education in K-12 in seven countries was performed by collecting curricula and other relevant data official from governmental and non-profit educational websites. Secondly, a review of existing acquirable games that utilize programming topics in their gameplay was conducted by searching popular game stores. Lastly, we compared the curricula and made suggestions as to which age group the identified games would be suitable. The results of this study can be useful to educators and curriculum designers who wish to gamify programming education. 相似文献
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Risto Leinonen Mervi A. Asikainen Pekka E. Hirvonen 《Research in Science Education》2012,42(6):1165-1182
This study focuses on second-year university students?? explanations and reasoning related to adiabatic compression of an ideal gas. The phenomenon was new to the students, but it was one which they should have been capable of explaining using their previous upper secondary school knowledge. The students?? explanations and reasoning were investigated with the aid of paper and pencil tests (n?=?86) and semi-structured interviews (n?=?5) at the start of a thermal physics course at the University of Eastern Finland. The paper and pencil test revealed that the students had difficulties in applying content taught during earlier education in a new context: only a few of them were able to produce a correct explanation for the phenomenon. A majority of the students used either explanations with invalid but physically correct models, such as the ideal gas law or a microscopic model, or erroneous dependencies between quantities. The results also indicated that students had problems in seeing deficiencies or inconsistencies in their reasoning, in both test and interview situations. We suggest in our conclusion that the contents of upper secondary school thermal physics courses should be carefully examined to locate the best emphases for different laws, principles, concepts, and models. In particular, the limitations of models should be made explicit in teaching and students should be guided towards critical scientific thinking, including metaconceptual awareness. 相似文献
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Esa Puukilainen Olli Ohtonen Teemu Lemmettylä Vesa Linnamo Björn Hemming Toni Laurila Salla Tapio Markku Räsänen Mikko Ritala Markku Leskelä 《Sports Engineering》2013,16(4):229-238
In this work, changes in the cross-country ski base properties resulting from stone grinding, skiing, waxing and re-stone grinding have been investigated. The surface topography, crystallinity, wettability and sliding properties of cross-country ski bases were recorded using a selection of measurement techniques: non-contact chromatic confocal microscopy, contact-type surface roughness analyser and scanning electron microscopy (topography), Raman spectroscopy (crystallinity), contact angle measurement (wettability) and a ski tester (sliding properties). The tested skis were used for 150 km and waxed 35 times. The ski base surface became smoother and the orientation and crystallisation of the base material increased. Wear decreased the hydrophobicity and increased the sliding friction. Even though re-grinding did not restore all of the ski base properties, re-grinding improved the wettability and sliding properties. The results help to optimise stone grinding interval to maintain the performance of the skis. 相似文献
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Päivi Häkkinen Sanna Järvelä Kati Mäkitalo-Siegl Arto Ahonen Piia Näykki Teemu Valtonen 《Teachers and Teaching》2017,23(1):25-41
With regard to the growing interest in developing teacher education to match the twenty-first-century skills, while many assumptions have been made, there has been less theoretical elaboration and empirical research on this topic. The aim of this article is to present our pedagogical framework for the twenty-first-century learning practices in teacher education. We will first review the current status of policy frameworks for the twenty-first-century learning skills. Based on our previous work and current understanding in the field of learning sciences, we will next elaborate the processes and strategies for collaborative problem-solving skills and strategic learning skills to specify current, rather general claims presented regarding the discussion on twenty-first-century skills. We will also provide concrete case examples facilitating strategic learning skills, collaborative problem-solving skills, and the skills to use information and communication technologies in contexts of our previous studies. 相似文献
9.
Sini Kontkanen Patrick Dillon Teemu Valtonen Sami Renkola Mikko Vesisenaho Pertti Väisänen 《Education and Information Technologies》2016,21(4):919-943
Many pre-service teachers are members of the net generation and are expected to be familiar with different ICTs, yet several studies have indicated that they are not necessarily able to use them for teaching and learning. The notion of teachers’ technological pedagogical knowledge (TPK) is central to this concern. In this study we use the responses of 146 pre-service teachers to open-ended questions about the experiences and knowledge of ICT and pedagogy they brought with them when they entered university teacher training. The data were analysed qualitatively with content analysis based on an integrative framework generated from a number of theoretical perspectives. Derived categories and subcategories were used to construct a framework for ‘proto-TPK’ as a basis for establishing a starting point for the coordinated development of TPK with students in their university training and early careers. 相似文献
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Teemu?P??kk?nen Jaana?Kek?l?inenEmail author Heikki?Keskustalo Leif?Azzopardi David?Maxwell Kalervo?J?rvelin 《Information Retrieval》2017,20(4):338-362
A searcher’s interaction with a retrieval system consists of actions such as query formulation, search result list interaction and document interaction. The simulation of searcher interaction has recently gained momentum in the analysis and evaluation of interactive information retrieval (IIR). However, a key issue that has not yet been adequately addressed is the validity of such IIR simulations and whether they reliably predict the performance obtained by a searcher across the session. The aim of this paper is to determine the validity of the common interaction model (CIM) typically used for simulating multi-query sessions. We focus on search result interactions, i.e., inspecting snippets, examining documents and deciding when to stop examining the results of a single query, or when to stop the whole session. To this end, we run a series of simulations grounded by real world behavioral data to show how accurate and responsive the model is to various experimental conditions under which the data were produced. We then validate on a second real world data set derived under similar experimental conditions. We seek to predict cumulated gain across the session. We find that the interaction model with a query-level stopping strategy based on consecutive non-relevant snippets leads to the highest prediction accuracy, and lowest deviation from ground truth, around 9 to 15% depending on the experimental conditions. To our knowledge, the present study is the first validation effort of the CIM that shows that the model’s acceptance and use is justified within IIR evaluations. We also identify and discuss ways to further improve the CIM and its behavioral parameters for more accurate simulations. 相似文献