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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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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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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
6.
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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Olli Ohtonen Stefan Lindinger Teemu Lemmettylä Seppo Seppälä Vesa Linnamo 《Sports Engineering》2013,16(4):281-296
The aim of the present study was to design, construct and scientifically validate a two-dimensional force measurement binding system for cross-country skiing. The system consists of two force measurement bindings. One binding was designed for analysing classic skiing (vertical and anterior–posterior [along the ski] force components) and the other one for skate (freestyle) skiing (vertical and medio-lateral [transverse to the ski] force components). Validation was accomplished using a three-step process: (1) accuracy tests for the sensors in two temperatures, (2) sport-specific imitation jump test on standard force plates in a laboratory and (3) comparing the system against force measurement reference systems that are currently used when skiing on snow. During sport-specific imitation jumps, differences in peak forces and impulses between the classic binding and the reference systems ranged from 8.0 to 19.9 % and were two to three times greater compared to differences between the skate binding and the reference systems (range ?5.9 to 5.5 %). However, high similarity coefficients were observed with both bindings (classic binding 0.990–0.996, skate binding 0.996–0.999) compared to the reference systems. Based on these results, the skate binding was shown to be fully valid for use in field measurements of skate skiing, whereas some improvements have to be performed in the construction and sensor placements for the classic binding (vertical as well as anterior–posterior force component). 相似文献
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The present study focuses on student teachers as a prospective special resource in the prevention of school bullying in the course of their future professional careers. Special attention is paid to the influence the respondents' own childhood experiences of bullying may have in this regard. To investigate this question, we assessed the respondents' estimations of the level of empathy they felt towards the victims of bullying, the degree of effort they made to prevent bullying, and their ability to identify it. Further, an attempt to assess the long-term consequences of bullying was made, using two different communicative indices: the willingness to communicate and self-perceived communication competence. It is suggested that teachers' own experiences of victimization may enhance their ability to communicate effectively when fighting against bullying at school. 相似文献
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ViLLE – collaborative education tool: Designing and utilizing an exercise-based learning environment
Mikko-Jussi Laakso Erkki Kaila Teemu Rajala 《Education and Information Technologies》2018,23(4):1655-1676
Automatically assessed exercises with immediate feedback can be a powerful tool for enhancing the effectiveness of education. In this article, we discuss the design and implementation of a collaborative learning tool called ViLLE. The design is based on experiences gathered from a previously developed and thoroughly researched visualization tool. Based on our earlier results and current educational theories, we developed four design principles upon which ViLLE is constructed. ViLLE includes various different exercise types which were designed to assist in the learning of computer science, mathematics and other subjects. It also supports different learning and teaching methods, such as pair programming and peer review. To justify the development of a new environment, we present four diverse case studies where ViLLE was utilized successfully: programming education, high school matriculation exam, elementary school mathematics and student counseling at university level. The results obtained from the studies seem to confirm that ViLLE can be used effectively to enhance student motivation and to improve student performance in various heterogeneous educational setups. 相似文献
10.
Valtonen Teemu Leppänen Ulla Hyypiä Mareena Kokko Anna Manninen Jyri Vartiainen Henriikka Sointu Erkko Hirsto Laura 《Learning Environments Research》2021,24(3):371-388
Learning Environments Research - Universities are facing new challenges that pose various demands for developing learning environments. These challenges are related to different pedagogical... 相似文献