The presentation is a showcase of a Finnish teacher studies and Finnish Teacher Training School o... more The presentation is a showcase of a Finnish teacher studies and Finnish Teacher Training School of Savonlinna.
During the video presentation we will explore the ways of practice in Finnish schools, as well as how do we use modern ubiquitous technology, such as tablets, to promote learner oriented methods and inquiry based learning in a socio-constructive context. We will also familiarize ourselves with links between teacher training and actual practice in schools in Finland.
We-are-Europe-project from six EU countries aimed to develop and implement a concept for innovati... more We-are-Europe-project from six EU countries aimed to develop and implement a concept for innovative learning modules for 10-to 14-year-old students. It adopted the theoretical perspective of purposive history and interdisciplinary approaches in order to elicit children's perspectives (Prout 211; Karlsson 2013), studies of the child's perspective (Karlsson 2013; Hohti & Karlsson 2014; Mayall 2008). The idea was for awaken or deepen their interest in Europe. Methodologically, the project promoted the localized involvements of teachers and students according to what makes more sense for them to develop in their particular contexts of learning: thus, they were able to choose the activities and resources that are most interesting for them. The aim of this research project is to elicit children's knowledge. In Finland the students (N=170) have had (spring 2016) a possibility to carry out studies and then produce material and activities related to their own countries as well as the children's and adolescents' cultures. The students also produced stories with Storycrafting method (Karlsson 2000; 2013). The main idea is to give children the floor and the opportunity to learn from each other. Our study focuses on three dimensions. First we take a look at the presentations and video presentations, developed by Finnish children. What is shown to children from other countries, what is not? Which values and attitudes are presented? Secondly, we dive deep inside the change which happened during the project, whether it is in a child's view of his own country and nationality, being a member of European Union or how she/he sees another nationalities in EU. Third part is a teacher's view: how did a teacher and teacher trainer experienced a child centered method in practice. As our methods we used a qualitative content analyzes. Projected results seem to be well within the focus areas. Students enjoy working with child centered way where they have a complete ownership of project: what, how, when and finally why, they are working with the project. And from a teacher's point of view, giving a lead to students is challenging yet rewarding: there is an implication that learning could be deeper with methods of children's perspectives.
The presentation is a showcase of a Finnish teacher studies and Finnish Teacher Training School o... more The presentation is a showcase of a Finnish teacher studies and Finnish Teacher Training School of Savonlinna.
During the video presentation we will explore the ways of practice in Finnish schools, as well as how do we use modern ubiquitous technology, such as tablets, to promote learner oriented methods and inquiry based learning in a socio-constructive context. We will also familiarize ourselves with links between teacher training and actual practice in schools in Finland.
We-are-Europe-project from six EU countries aimed to develop and implement a concept for innovati... more We-are-Europe-project from six EU countries aimed to develop and implement a concept for innovative learning modules for 10-to 14-year-old students. It adopted the theoretical perspective of purposive history and interdisciplinary approaches in order to elicit children's perspectives (Prout 211; Karlsson 2013), studies of the child's perspective (Karlsson 2013; Hohti & Karlsson 2014; Mayall 2008). The idea was for awaken or deepen their interest in Europe. Methodologically, the project promoted the localized involvements of teachers and students according to what makes more sense for them to develop in their particular contexts of learning: thus, they were able to choose the activities and resources that are most interesting for them. The aim of this research project is to elicit children's knowledge. In Finland the students (N=170) have had (spring 2016) a possibility to carry out studies and then produce material and activities related to their own countries as well as the children's and adolescents' cultures. The students also produced stories with Storycrafting method (Karlsson 2000; 2013). The main idea is to give children the floor and the opportunity to learn from each other. Our study focuses on three dimensions. First we take a look at the presentations and video presentations, developed by Finnish children. What is shown to children from other countries, what is not? Which values and attitudes are presented? Secondly, we dive deep inside the change which happened during the project, whether it is in a child's view of his own country and nationality, being a member of European Union or how she/he sees another nationalities in EU. Third part is a teacher's view: how did a teacher and teacher trainer experienced a child centered method in practice. As our methods we used a qualitative content analyzes. Projected results seem to be well within the focus areas. Students enjoy working with child centered way where they have a complete ownership of project: what, how, when and finally why, they are working with the project. And from a teacher's point of view, giving a lead to students is challenging yet rewarding: there is an implication that learning could be deeper with methods of children's perspectives.
Uploads
Papers by Jarno Mäki
During the video presentation we will explore the ways of practice in Finnish schools, as well as how do we use modern ubiquitous technology, such as tablets, to promote learner oriented methods and inquiry based learning in a socio-constructive context.
We will also familiarize ourselves with links between teacher training and actual practice in schools in Finland.
Drafts by Jarno Mäki
During the video presentation we will explore the ways of practice in Finnish schools, as well as how do we use modern ubiquitous technology, such as tablets, to promote learner oriented methods and inquiry based learning in a socio-constructive context.
We will also familiarize ourselves with links between teacher training and actual practice in schools in Finland.