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1. Riina Vuorikari
Title: Social Information Retrieval within Learning Object Repository
What are the main barriers to discovery, re-discovery and reuse of learning resources within a repository, and how can Social Information Retrieval help?
The focus of my research is on how could social information retrieval methods help users to better discover, re-discover and re-use digital learning resources within a repository. The story is pretty simple; simple keyword searches work pretty well when using Google, but for a number of reasons we don't know/haven't managed to do the same trick for digital repositories. Thus, looking into how to leverage the social interaction between users will open up new ways to retrieve targeted information from the repository.
Firstly, I'm interested into looking in the role of explicit information input such as ratings, reviews and annotations to enhance the discovery and (re-)use of LOs? This is related to classical collaborative filtering1 using ratings, reviews, etc.
Secondly, I'm also interested in looking how can tags, lists and bookmarks enhance the discovery, re-discovery and use of LOs?
Finally, when those two are sorted out for my research, I'll look into whether there are any specific requirements for the recommender system for LOs? Do we need to have any kind of “pedagogically aware” data or is it enough to use the existing models (such as movies, book recommenders) based on Collaborative Filtering and content filtering methods.
2. Ana Canzutti
Title: Artificial Intelligence Methods in Adaptive Web-based System for Assesment
We are developing a web-based system for generating “quick” tests, which adapt to the student’s knowledge. The paradigm of using data-mining methods for generating web-based tests is verified through testing in the field of common knowledge about European Union. It can easily be adapted to any other field.
First we carry out web testing with wider set of exercises/quiestions on selected topic.. The results of testing are saved in a common database. Testing is anonymous and it enables multiple test evaluations. In the next phase, we perform data-mining analysis of the collected data. We built decision trees and which present classification of students into classes of successfulness. Finally, we carry out “quick” web testing and classification, based on the decision tree. Alternatively, algorithm for exercise/question (attribute) selection could be used followed by any classification algorithm.
Decision tree presents knowledge hierarchy respectively to the individual achievement of goals examined by certain questions in the web-tests.
3. Herman Schimell
Title: Constructing a knowledge audit in a case study among Dutch university teachers
A knowledge audit often is performed to evaluate and capture the explicit and tacit knowledge of an organisation. In most cases such an audit is performed in the whole organisation but sometimes for specific reasons, this can also be done for a part of the organisation. In a case study, a knowledge audit was performed among a group of teachers that was involved in a change project to improve the use of ICT in the learning and teaching practice in a Dutch university. This paper describes the theoretical background of knowledge auditing and which choices were made to set the themes that were used in the first questionnaire. The results of this questionnaire will be used to prepare group interviews and personal interviews to complete the audit.
4. Sonia Sousa
Title: Towards the understanding of trust in online distance learning
Contrary to early distance education, online distance education resources brings the characteristics of its communication process very close to face- to-face education. Close enough to promote a sense of deceiving familiarity, which sooner or later threatens the distance teaching and learning processes.
It is my belief that trust plays a crucial role in the success of online distance learning, hence this effort to investigate the interaction of trust with online distance learning specially regarding academic performance.
This paper specifically addresses a two stage empirical research towards a comprehensive understanding of the process of online distance learning in the context of a small, insular, developing country.
Within this context, this work’s major contributions include the intersection of areas such as trust, online distance learning and learners’ academic performance. Results confirm the relevance of trust in online distance learning and its relation with academic performance. They also stress the importance of fostering trust in a distance learning community and in providing trustful online distance learning environments. Implications for online distance learners’ needs and support are also identified.
An additional contribution provided by this research work is the development of an Information and Communication Technologies Online distance learning module for every initial year of Universidade Jean Piaget de Cabo Verde graduation programme. Thus contributing to reducing the existing gap between developed and developing countries.
5. Angelina Popov
Title: Methodological and theoretical issues for educational use of iPod
Presentation will be on educational use of iPod in mini-learning communities. I will make an overview of the state-of-the-art of learning with iPod, as well as the pedagogical use of podcast and video podcast. I will raise the idea of interactive podcast and its development and possible educational use. I will briefly describe the features of iPod as a learning support tool, and show in what it differs from other handheld tools. Questions will be raised on learning with digital technologies in general and on pedagogical guidelines for teachers to create good mobile learning tools. I will make an overview on pedagogical approaches adopted by some teachers using iPod inside or outside their classrooms and make suggestions on how this device is and could be used for a better learning, adopting strategies for personalized to collaborative learning.
6. Monika Chmielecka
Title: The idea of blended learning. Between distance and regualar study
The main purpose of the paper is to present the e-learning extension in higher education in Poland. I'll focus on solutions proposing in Polish schooling in comparison with those, which are successfully working in the USA. So, the goal of methods using in higher education coul be blended learning.
The report's starting-point is my experience with e-learning study on The University of Phoenix. Moreover I will base on some information about the implementation this method in Poland. The examples in this space are the Polish Virtual University and some of Academies or Universities, which offer distance learning.
Furthermore, I'll point out possible problems, which can appear during the e-learning implementation in Poland, such as environmental difficulties. Then, I will try to pay your attention an the way, how to solve the reported problems. It is based on the study constructed by me, as well as information and findings derived from literature.
7. Ahmed el Gamal
Title: Using Live Video-Streaming and Videos On-Demand to Support Teaching and Learning in Egyptian Schools
E-learning is considered to be a ‘powerful’ tool that provides rich resources of information and cognitive tools which support a learner’s construction of knowledge. The Ministry of Education in Egypt launched a recent project that aims to provide teachers with access to video resources using live video streaming and videos on-demand via the Internet. This project seeks to widen teachers’ accessibility to these resources in order to improve their practice inside classrooms. However, the use of these technologies raise a number of issues such as the technical infra-structure required for using them, teachers’ motivation for using them and the pedagogy associated with their use. This study aims to investigate the teachers’ views about the obstacles that face them during the use of video streaming technologies in schools. It also aims to identify the extent to which these new technologies can be used “successfully” in education. Accordingly, this paper provides an overview of the video streaming system in Egypt. It also provides some initial findings about its use in Egyptian schools.
8. Stephanie Sannemann-Damström
Title: Moral stress in UML-notation (United Modelling Language Notation)
9. Kai Veispak
Title: The role of the Internet upon integration of Russian students of the Public Service Academy into the Estonian society – hindering or beneficial?
1. the principle language and the internet environment the Russian students use while carrying out their search on the Internet
2. entertainment sites (chats, blogs, game sites, music sites) mainly used by the Russian students
3. the role of more popular Estonian language sites (Delfi, Rate.ee etc) in the every day life of Russian students
4. the main source of daily news for Russian students
10. Kadri Hendla
Problems
There are many problems in e-learning that haven’t been sufficiently studied. In this work we will deal with two of them. Firstly, it's difficult to teach a group with very heterogeneous knowledge. Secondly, there are many learning management systems (LMSs). Different learners tend to like different LMSs. How big is the influence of the LMS on the results of the students? Do the study results depend on their learning habits and expectations? In this work we will examine two different LMSs.
Experiment
The introductory Internet course in the Mathematics and Informatics faculty of the University of Tartu is one among six similar small practical courses (1,5 ECTS). Its aim is to train educated Internet users. In Spring 2006 this course was held in two LMSs in parallel – around 50 students participated using WebCT, which is the main environment in our faculty, and about the same number of students took it using Moodle. It is one of the first Moodle courses in our faculty. Course materials and tasks for learners were the same in both environments.
The aim of the experiment was to compare these two LMSs and find out how simple it is to transfer learning materials and other course content elements from one system to another. Another important objective was to gather the student opinion from both groups. To handle the heterogeneity of previous knowledge of learners, parts of the course materials were selectable. All learners from both groups had to fill in similar questionnaires, which contained questions about the structure of the materials and the usability of LMS.
In this presentation and article we will discuss the results of this experiment with this small course.
11. Kadri Ugur
Title: E-courses of media education – pedagogical challenge for Estonian country-side upper secondary schools
− The media literacy of Estonian pupils needs serious improvement.
Nowadays, we have some reliable data about young people’s media usage (current research of IEA, the MEDIAPPRO project – will be published in June 2006). So, it is common practice in Europe, that youngsters use new media for supporting already existing human contacts and for entertainment. New media as learning environment is not recognised until the age of 17-18, and even then the Internet is used as a place one can find ready-made information. Pupils use the Internet mostly when teachers give direct instructions to do so, and the gap between different generations the Internet usage is serious. The way the computers and the Internet are used in learning processes does not support the concept of life-long learning and active citizen participation. So, the pupils graduate upper secondary school at the age of 19 and without attitude and knowledge how to use the Internet as an environment for democratic processes and continuing (incl non-formal) learning.
- Media education is in Estonian schools has long traditions, but mainly as a genre teaching (how to write news, what is an interview, what is a good essay etc).
Only a few teachers are ready to develop pupil’s critical reading skills. Even more seldom is the connection between media education and teaching social sciences. The schools’ possibilities for media education vary a lot: bigger upper high schools can allow media education as a voluntary course, smaller schools do not have enough resources to provide a special media course. Lack of well prepared media teachers must be mentioned as well. In this situation, a special digital gap has developed – the one between bigger city schools and smaller countryside schools.
- On the other hand, there are good technical possibilities for media education in all schools: every upper high school in Estonia has a broadband Internet connection and at least sufficient number of computers.
At the same time more and more families can purchase computers and Internet. Technical accessibility is no more the issue, but the knowledge and attitudes are. In situation where the state is making more and more services available over the Internet, schools are not using the possibilities for modern media education.
- Education policy in Estonia is oriented to close down most of the upper secondary schools in countryside, decrease the number of upper high school pupils and increase the number of pupils in vocational schools.
This orientation, however, will have very significant effects on Estonian life-stile and regional development. Smaller countryside upper secondary schools are financially challenged, but good environment or young people who are not up to move into big cities. The e-learning (possibly combined with other working styles) may be the possibility for smaller schools to co-operate and provide more variable education in countryside schools.
- Creating a media courses for upper high school pupils can broaden the possibilities for smaller country schools, but at the same time there are problems that must be solved before providing the course.
National curriculum of Estonia says that the main form of teaching is a 45-minute lesson. There must be created a legal frame for e-courses that give to upper high school students an academic credit. Another problem rises from the essence of e-learning: how to motivate upper high school pupils to choose a e-course AND make it? It’s possible than an e-course of media education needs prepared teachers in every school in order to help pupils go through the e-course. In that case the problem of teacher’s work time assessment will arise. There is also possibility that pupils do have very different basic knowledge – how should an e-course be varied from pupil to pupil?
- Ways of development that still need theoretical basis
- Should the media education e-courses be combined with contact learning and managed by regions?
- What kind of support do the teachers need?
- How variable can an e-course be for pupils?
12. Marge Kusmin
Title: Thematic networks in Estonian e-University
Estonian e-University is a consortium of eight Estonian universities that is aiming to advance e-learning and educational innovations in Estonian higher education. The series of inter-related qualitative case studies focused on the success factors of the thematic networks in the context of developing new joint academic e-learning programmes within a certain academic domain.
Thematic networks - defined as virtual communities of practice consisting of academic staff members of different universities – were seen as the main instrument for enhancing inter-university cooperation, that are seen as main instrument for joint innovation activities in the field of e-learning development between the staff members from different universities.
The main strengths and weaknesses of different approaches according to four dimensions of social networking:
– social/psychological
– technological
– pedagogical
– managerial
These networks are focusing at promoting and developing e-learning in their subject domain through joint seminars, studies, sharing best practice, and especially by producing, providing and evaluating new e-courses. The need for such networks is mostly related with their expected functions as innovation catalysts, testbeds for new solutions and quality control mechanism for new e-courses and e-content developed within Estonian e-University projects.
Thematic networks seem to be a powerful means for promoting the new tools and methods of e-learning among the conservative academic staff. Building a well-functioning and outcome-oriented community of practice within one academic field could help us to overcome the problems related with lack of co-operation between competitive higher education institutions.
13. Hans Põldoja
Title: Policies and guidelines for learning resource authoring community: a case of LeMill
Learning object repositories are digital libraries for storing learning resources and their metadata. Majority of repositories are focused on the database features and do not pay special attention to interaction between the users of the system. We have taken a different approach in our research. Our aim explore ways to support collaborative authoring of learning resources by communities of teachers. As a part of research we are developing LeMill environment for collaborative finding, authoring and sharing of learning resources.
In this paper we will focus on the social agreements that guide various online communities to work on a common goal. Typically these agreements exist in a form of written policies and guidelines. We are going to analyse these policies for five online communities that all focus on open content production but in different domains.
Our research questions for this survey are as follows:
• What are the policies and guidelines that help to form a successful open content production community?
• Are there specific policies that are important for collaborative authoring of learning resources?
In case of Wikipedia the policies are drafted and discussed by the community itself. Some of the key principles are commonly agreed, but there exist several policy lists in different level of details. The second community in our survey is a technology-related news website Slashdot that is a prime example of grassroots journalism. They have to manage with a very large number of comments that are written about each news. We will also have a look at Dmoz that is community based alternative to web link directories such as Yahoo!. One example of rather strict policies and rules is Discogs community that works on an online database of music releases. Finally we have included Merlot, which is a references directory for learning resources.
Based on the survey we will develop the initial version of community guidelines for LeMill environment. Second input to community guidelines is the publishing workflow that we have in the current prototype of LeMill. We will also propose the ways how community policies can be embedded to the workflow so that teachers do not have to read lengthy guideline documents.
This study leaves us several problems for further research during the evaluation of LeMill environment. We need to find ways how members of LeMill can participate in the decision making process on the guidelines. Another topic for further study is the possibility that user groups in LeMill can customise the workflow and develop their own internal group policies
14. Cem Oktay Güzeller
Title: Distance Education in Turkey
In this knowledge era, to reach information and to learn it quickly is vitally important for the improvement of our communities and individually. It is therefore necessary not only to be able to produce information, but also to be able to get the information elsewhere produced as soon as possible. The rapid developments of distance education in the world are also seen in Turkey. Several institutions in Turkey have implemented new distance education curriculums.
In this study, the implementations of Turkey’s distance education will be examined in the dimensions of Universities, Ministry of National Education, and private sector.
Distance Education in the Universities
The Act published by The Higher Education Council created guidelines for Turkish Universities to adhere to regarding distance education. The studies on distance education executed by these universities are within the parameters of The Act.
The universities that have some studies regarding distance education are;
· Anadolu University
· The Middle East Technical University
· Sakarya University
· Fırat University
· İstanbul University
· Ankara University
· Ahmet Yesevi University
· Işık University
· İstanbul Bilgi University
· Eastern Mediterranean University
In parallel with the spread of the internet in Turkey, it is seen that universities carry out their studies on distance education at the internet. These studies are gathered together under four main headings such as certificate education, two-year program, Bachelor, and MA degrees. It is determined that within the context of certificate education, IT programmes are implemented and in the context of MA degree, E-MBA programmes are implemented. Today, nearly 40% of students in Turkish universities are educated through distance education.
15. Muzaffer Kaya & Gökhan CANTÜRK
Title: Distance Education in Private Sector
The private sector in Turkey understands the importance of the distance education and concentrates on it. In this part of the study we will focus on the companies that specialize in distance education and their implementations. At this point, the following companies are examined;
Enocta; Enocta content services contain institutional and individual e – learning solutions, web, internet, intranet and content designing services.
Koç Bryce; Koç Bryce carries the studies in the context of distance education such as Koç Holding Company Virtual Campus, Basic Finance Education, FIAT Project, ındex TSP Projects.
Halıcı Software; Halıcı Companies are studying several projects regarding advanced technology. They also bring in several new coursewares to the literature, that are going to be models for both the practices in and outside the country.
Siemens Business Services; SBS has a 70-person e-learning group that developes multimedia -aided educational programmes.
Idea Solutions; IDEA Solutions was established as the Microsoft authorized educational centre in İstanbul in 1994. Management of the company envisages that the developments in the world and technology will divert education from classic classroom enviroment to web- based education.
16. Hülya ORMANCIOGLU & Hatice Funda Kahraman
Title: Distance education in The Ministry of National Education
The main body that is responsible for following the developments about distance learning is the General Directorate of Educational Technologies in Turkish Ministry of National Education. The aim of this part of the study is to examine the implementations executed by the General Directorate of Educational Technologies. We will focus on current situations of the minister on distance education and scheduled projects in Turkey.
17. Antra Ozola
Are e-courses all the same? If not, is any single course totally different from others? If not, can e-courses be classified? How?
For example, one has an e-course and wants to advertise it to potential students or maybe just to inform people about the course. How can it be described? How can a creator know what kind of an e-course is designed?
After studying an appropriate literature a great dissension in types of classification of e-courses was found among different authors. And out of this study a conclusion can be drawn that there is no one certain way of classifying e-courses in the world. In this paper most popular types of e-course classification are described.
Also results of a student survey are presented showing their opinion on using e-courses in the study process.
18. Isabel Garcia
Title: Education and applied technologies, History and Humanities
If we defined the education as a process of intentional improvement helped by the systematic influence of the teacher inside a socio-cultural context, we could say that the education at the moment necessarily is bound to the technological development.
The culturitation processes are assumed by the educative institutions but also by the own societies in general. In this sense the family plays an important role and the influence of the technologies of the information and communication (newspapers, television, radio, Internet.) is better everytime. The school loses social and cultural relevance, the same as History and humanities whereas the technologies of the information gain prestige.
The contributions of ICT centers to the human activities take shape in a series of functions that facilitate our works because always require certain information to make it, a certain process of data and often also the communication with other people; and this is what ITC offer to us.
We are working to investigate the applied technologies, in the secondary education, but also in humanities subjects, the importance of that and the necessary changes.
Video interview 1
When we look at these statements on education ,one can ask:
- which are the fields of the educators?
- what can provide the technology in the formative processes in the educational system?
- what educational changes are necessary to respond to the needs caused by the social transformation?
- what changes should be considered in the formation programs for the effective use of resources?
- what is the relevance of creativity and flexibility in the integration of the technological resources in education?
Video interview 2
How and in which subjects do you introduce computers, for an interactive method of education, and a form to approach the professor to the student?
Do you know that the race of humanities is disappearing?, already in the University of Huelva, it is not possible to be acceded to first year after to pass the entrance examination to the university. A part of our investigation is try to demonstrate that the lack of access to those technologies has prevented an improvement and diffusion of this field of study.
Have you noticed some change in student’s knowledge or interest thanks to these changes in the education methods?
19. Yqoob Alfarsi
The main purpose of this study was to evaluate the implementation of the eLearning initiative at Sultan Qaboos University (SQU) in Oman and to identify strength and weaknesses. The main instruments used in this study included a number of methods; literature review, case study and a focus group.
It was important first to identify the main key issues that need to be considered when implementing eLearning in any organisation with particular emphasis on higher education institutions from the literature. The current status of eLearning at SQU, has been investigated and compared with the issues obtained from the literature. Challenges and obstacles confronting broad implementation of eLearning in the university were identified through a focus group discussion. The participants of the focus group were carefully selected to reflect the different perception of eLearning that faculty members had.
The focus group discussion identified a number of main challenges facing the use of eLearning at the university; these challenges were categorised as organisational, technological and pedagogical.
The study concludes by identifying a set of recommendations that can help to improve the eLearning initiative and to overcome the challenges identified.
20. Eve Lamberg, Estonian Business School
Title: E-learning: some comments
In 1991, Robert Elliott and Peter Jacobson drew attention to the fact, that accounting must move into the information technology era (see Elliot, R. K. and Jacobson, P. D. 1991. p. 54). In practice, most businesses of today use a computer to do their accounting. Although the computer may perform most of the bookkeeping functions, it cannot replace the accountant. The accountant must decide how to process data. If the accountant makes mistakes, the effective management decision will be incorrect. In education practice means mistakes will occur and have to occur for true learning. One problem of e-learning is to find out the e-learning objects for financial accounting education to illustrate the accounting process. Once the student understand the accounting process, using a computer to facilitate their completion makes sense.
Viewed now from the perspective of the information century, the primary emphasis in education is on the learning process. Learning by doing is an essential step most frequently left out because many educators and students do not recognize the contribution of this step to the whole learning process. Learning by doing is an essential step to understand the accounting principles and process and remember them longer.There is a huge difference between thinking you understand something and having to prove it.
The author shares her knowledge of e-learning what she has learned after years of running financial accounting course in Estonian Business School. It is as important to learn to recognize good ideas as to be the originator of good ideas oneself. She has designed an e-learning object and used it for several years in the classroom to illustrate the accounting process. Students’ positive feedback towards this e-learning object is essential to make the learning process continually improvable. Based on this e-learning object following questions are formulated:
1. Does the e-learning object satisfy the needs of students and educators from pedagogical and technical point of view?
2. Does the e-learning object satisfy the needs of small businesses?
21. Niina Mämmi
Title: I hate computers! – Survey of Teachers in Information Society
Including analysis of Teachers’ ICT skills, attitudes and pedagogical use
Case study from Imatra, Finland.
The Information Society Programme for Education, Training and Research 2004–2006 contains major priorities and actions for boosting the information society development in the education, training and research. One of the programme’s aims is that appropriate use of ICT in learning and in teaching is part of everyday school life. It’s certain, that use of ICT in teaching is part of some teachers’ everyday life. But how about those teachers who aren’t so technology-orientated, teachers, who don’t use ICT in teaching for many different reasons.
Background of this study is The OPE.FI project which was a sub-project of the Ministry of Education’s Information Strategy for Education and Research. It’s aims was to develop both learning environments at educational institutions and teaching staff’s ICT skills through continuing training. The goal was that 100% of all Finnish teachers would have skills of OPE.FI level I (basic level) by year 2004.
Research Questions are:
- What kind of ICT skills teachers (who are lower than basic level) have and how their skills and competence developed during training session?
- What kind of attitudes teachers have (in field of ICT) and how those attitudes effect on their pedagogical use of ICT.
- What kind of situation those teachers’ have nowadays compared to year 2004?
o Do they use ICT in pedagogical way in teaching?
o What kind of support activity they have got?
o How they see themselves as users of ICT?
22. Anita Auziņa, University of Latvia
Titile: Globalization and Demands of the 24-hour Society
Globalization as an on-going process of bringing changes – social and technological - is a real phenomenon which is transferring the world that keeps running faster and faster and the 24-hour day becomes problematic, when managing a nonstop work environment and lifelong learning requires genuine effort and enormous discipline, and when the old saying "there is a time and a place for everything" no longer holds true.
Today managing the demands of the 24-hour society – the present or just emerging modern society is essential. The aim of the paper is to study the myth and reality connected with the 24-hour society. The paper focuses on the notion of the 24-hour society, its advantages and disadvantages brought by present change tendencies also in the sphere of education, and deals with the recent public debate over the merits of Internet-based learning
The research is based on the analysis and interpretation of the gained data from questionnaires and interviews of 52 sampled student respondents at the University of Latvia.
The results of the research showed that the students aged 18 – 30 are still cautious and reserved to name themselves as members of the 24-hour society, and the implementation of new technologies – globalization driving force - in their learning process is still at the trial stage although globalization encourages exploration, experimentation to push the frontiers of the potential of information technologies and communication for more effective learning.
23. Brian Hudson
Title: Learning as participation in Communities of Practice
Aims of the workshop
This workshop aims to consider the nature of learning and the meaning of Communities of Practice (CoPs) through critical reflection and action.
During the workshop we will consider the following questions:
What do we mean by learning?
What is a Community of Practice?
What are the potential roles for new technologies in enhancing learning in CoPs?
The workshop will provide an opportunity to consider our expectations at the start of the IP and to reflect on the nature of learning in CoPs. We will give special consideration to the roles of new technologies in this process. It will also provide an opportunity to involve all members of the community as participants in the pedagogical research process related to this IP.
Intended outcomes of the workshop
By the end of the workshop it is intended that we will have:
clarified our expectations as participants in this IP
developed a greater sense of shared purpose as participants in this CoP
reflected critically on the relationships between learning and participation in CoPs
considered the potential roles of new technologies in enhancing learning in CoPs
critically reflected on our own (individual and collective) learning
prepared plans of related action
Anita Auziņa, University of Latvia
Title: Globalization and Demands of the 24-hour Society
Globalization as an on-going process of bringing changes – social and technological - is a real phenomenon which is transferring the world that keeps running faster and faster and the 24-hour day becomes problematic, when managing a nonstop work environment and lifelong learning requires genuine effort and enormous discipline, and when the old saying "there is a time and a place for everything" no longer holds true.
Today managing the demands of the 24-hour society – the present or just emerging modern society is essential. The aim of the paper is to study the myth and reality connected with the 24-hour society. The paper focuses on the notion of the 24-hour society, its advantages and disadvantages brought by present change tendencies also in the sphere of education, and deals with the recent public debate over the merits of Internet-based learning
The research is based on the analysis and interpretation of the gained data from questionnaires and interviews of 52 sampled student respondents at the University of Latvia.
The results of the research showed that the students aged 18 – 30 are still cautious and reserved to name themselves as members of the 24-hour society, and the implementation of new technologies – globalization driving force - in their learning process is still at the trial stage although globalization encourages exploration, experimentation to push the frontiers of the potential of information technologies and communication for more effective learning.
Kiefl, B. (1996). Measuring the use of the Internet: The future of the new media. Institute for International Research.Pricing Research. http://www.cbc.ca/research/int.html. pp. 13.
Rheingold, H. (1992). A slice of life in my virtual community. gopher://gopher.well.sf.ca.us /00/Community/virtual_communities92. pp. 14.
Sterling, B.(1996). The virtual city. Presented at the Rice Design Alliance Conference. Rice University. http://riceinfo.roce.edu/projects/...City/Sterling/Sterling_Virtual
Niina Mämmi, University of Helsinki
Title: I hate computers! – Survey of Teachers in Information Society
Including analysis of Teachers’ ICT skills, attitudes and pedagogical use
Case study from Imatra, Finland.
The Information Society Programme for Education, Training and Research 2004–2006 contains major priorities and actions for boosting the information society development in the education, training and research. One of the programme’s aims is that appropriate use of ICT in learning and in teaching is part of everyday school life. It’s certain, that use of ICT in teaching is part of some teachers’ everyday life. But how about those teachers who aren’t so technology-orientated, teachers, who don’t use ICT in teaching for many different reasons.
Background of this study is The OPE.FI project which was a sub-project of the Ministry of Education’s Information Strategy for Education and Research. It’s aims was to develop both learning environments at educational institutions and teaching staff’s ICT skills through continuing training. The goal was that 100% of all Finnish teachers would have skills of OPE.FI level I (basic level) by year 2004.
Research Questions are:
- What kind of ICT skills teachers (who are lower than basic level) have and how their skills and competence developed during training session?
- What kind of attitudes teachers have (in field of ICT) and how those attitudes effect on their pedagogical use of ICT.
- What kind of situation those teachers’ have nowadays compared to year 2004?
o Do they use ICT in pedagogical way in teaching?
o What kind of support activity they have got?
o How they see themselves as users of ICT?
Evaluation