How to maintainprogress? • In 1990s Finland was one of the leading countries in using ICT in schools • National policy making encouraged the use of ICTs in schools • At start of the new millennium the first wave of ICT usage was over • International comparisons show that educational use of ICT in Finland is only on average level in Europe (e.g. SITES 2006; ICT Report 2008, OECD Nordic; European Schoolnet – 2009; OEDC Ceri2010). Powerful efforts to create new openings: • ICTs at School's Everyday Life Project (2008-2010) • Educational Technology at School's Everyday Life (OPTEK) (2009-2011).

Use of ICTs at home vs. at school(OECD, 2009)

ICTs at School's Everyday Life (2008—2010) • http://www.cicero.fi/sivut2/projects_ICT_at_school.html • 20 schools and 12 schoolprojectsfromallaroundFinland • Educational Technology at School's Everyday Life (OPTEK) (2009—2011). • http://www.cicero.fi/sivut2/projects_OPTEK_en.html • 12 Research units, 28 enterprises, 20 schools • 2.7 million euros of which 1.9 million comes from Tekes[Finnish Funding Agency for Technology and Innovation]

Future School Team work Community Infrastucture and ICT innovations Pedagogical structuresand practices DevelopingEducationalUse of ICTs in Finland –Towards National EducationalTechnologyRoadmap • Vision • 2011 Finnish schools will have innovative and creative ICT models and practices for wide dissemination to all schools in the country • Goals • To produce new knowledge and know-how for schools and educational administration about the latest developments in educational use of ICTs • To develop the educational use of ICT in a multidimensional and equal way

Thiscase study The aim • Whatare the main factorsthatpromoteeducationaluseof ICTs in schools’ everydaylife? • Focus on schools’ perspective(teachers and students) Data • 20 schools and 12 schoolprojectsfromallaround Finland • Interviews of principals • Discussionswithteachers • Seminars and workshopswithteachers • Visitingschools and participatoryobservations

Gareth Morgan (2002)Ulf Daniel Ehlers (2009) Understanding quality culture • Culture is a social and collective phenomenon • Culture refers to the ideas and values of a social group and is influencing their action without them noticing it explicitly • Values • Knowledge • Beliefs • Legislation • Rituals

Edgar Schein (1992)Ulf Daniel Ehlers (2009) Understandingquality culture • Culture is a pattern of shared basic assumptions that the group learned as it solved its problems of external adaptation and internal integration that has worked well enough to be considered valid • Values • Artefacts • Assumptions

Organisational culture is the learnt result of group experiences, which is to a large extent, unconscious (Schein, 1992)

The role of ICT in schools • Separated • Integrated • Rejected

ICT as an integrated part of school culture • ICT as an integrated part of the schools’ main stream culture and subcultures • ICT promotes achievement of organisational aims (e.g. outcomes, communication, sharing) • ICT gives additional value to achievements in organisation if it is integrated to all levels and functions of the organisation and is supported by leadership Photo:Marja-Riitta Kotilainen, Rovaniemi

Well-functioning ICTculture in schools • ICT is included in all levels from strategic planning to empowering teaching and learning methods and practices • Flexible curriculum • Special emphasis in communication • Leadership and management skills • Teaching staff’s capacity and commitment

ICT is included in strategic planning • The school’s strategy is based on school values and its curriculum • Strategy should be sensitive to the needs of society and local community • ICT can be used as a tool to create and support the basicvalues of the school • Shared vision, values and a strong view towards culture of collaboration • Support for teachers’ team work and culture of sharing • Strategic planning a strong vision and mission  Easier to convince decision makers to give resources to schools for development of ICT infrastructure and services

Empowering and Engaging Teaching and Learning Methods • Learner-centered and activating working methods (e.g. PBL, Group Investigation) • Supporting children’s own innovations • Providing facilities to pupils for their own projects • Supportive tools and facilities to students with special needs • Taking care of immigrants’ needs • Using ICT to keep doors open both locally and globally and face-to-face

Flexible curriculum • The curriculum is co-created and modified according teachers’ new ideas • Possibilities for new content creation and working methods • ICT as a tool and a working and learning environment • Strong emphasis on students’ future needs and working life skills

Focusing on Communication • In school community • With parents • With local and global community,e.g. enterprises • ICT opens up new possibilities for communication and collaboration • Supports schools to make their visions real

Leadership and management • Leaders’ and school principals’ support for the use and development of ICT is crucial • Pedagogical leadership • Providing • resources, facilities and ICT infrastructure • encouragement and support services • working and communication structures

Teachers’ capacity and commitment • Innovative schools attract teachers who are ready to commit themselves in schools’ ideology and are anxious to develop new ways to teach and learn • Culture of sharing and collaboration and team work • Opportunity to take risks—trying and failing are accepted

Key elements of thefutureschool Organisationalculture in schools Teachers’ pedagogical knowledge, team work and collectivism Infrastructure and ICT innovations Pedagogical leadership Structures and pedagogical practices and communication

StepsTowards the FutureSchool 6 Creative, innovativelearners, customisedmodularPLEs 5 Teaching—studying—learningprocess 4 Pedagogicalmodels and collaborativeworkingmethods 3 Strategicschoolleadership 2 Structuralchanges to supportcollaborativeschool culture (trust and bravery) 1 Reliableinfrastructure and supportservices for teachers and students(community-orientedapproach)

Advisory Board • 23 members from the public sector and from industry and commerce. • Director General TimoLankinen of the Finnish National Board of Education acts as the Chair of the Advisory Board • Helsinki University AdvisoryBoardProfessor Hannele Niemi, Cicero LearningProfessor Kirsti Lonka, Helsinki UniversityProfessor Seppo Tella, Helsinki University • Adjunctprofessor Heikki Kynäslahti, Dept. of TeacherEducation • For moreinformation • Project Manager Ms Sanna Vahtivuori-Hänninentel. + 358 50 568 8467 or + 358 40 571 2442, sanna.vahtivuori()helsinki.fi • Ms Aleksandra Partanen, Ministry of Transport and Communications • tel. + 358 9 160 28671, aleksandra.partanen()mintc.fi • www.arjentietoyhteiskunta.fi/inenglish • blogs.helsinki.fi/oppiailoakouluun/in-english

Thankyou! Kiitos!

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