Finland Cycle 3 – PD 1

Participatory Design Workshop – Finland

25.1.2012

Metsokankaan koulu/ Metsokangas Primary School

Teachers:

Otto  Otto has been a class teacher in the primary level for six years now. He’s been very active in developing the ICT-based learning environments and using the mobile devices in teaching. He’s taking part in many projects, teams and co-operative networks in this field  for example SUS-project in Oulu City (Smart Urban Spaces), the Data administration group in Oulu City Education  Department , Pathfinder –programme of Microsoft and also co-operative projects with VTT (Technical Research Centre of Finland).

Päivi  Päivi has been teaching 12 years out of which 8 years in the international school. She’s very experienced in using the mobile devices in teaching. Päivi has also been involved in developing the use of the mobile devices in education. And additionally she has taken part in many projects with Otto.

Designing with multitouch technology

  1. 1.    Did the story generate any thoughts?

Both teachers think that the idea of the story seems to be nice but challenging. Good technological skills are required in carrying out this learning story. The benefits in this learning story are the active role of the pupils and also the outdoor studies part. The experts testing and evaluating the ideas is also good. The easiness in using the model programme is regarded to be important to both teachers and pupils.

2. Is this a possible story?

The story could be possible by taking the age of the students into consideration. It could be carried out as such in the secondary school but it has to be adjusted in the primary school. The functionality and usability of the programme are essential factors in succeeding in practice.

3. Is there something they would like to change in it?

The teachers interviewed did not suggest any particular changes but brought forward the searching and benefiting different kind of integration possibilities (for example mathematics and art). In this form the teachers considered the story still rather specific and directed to a narrow subject area.

4. Could they imagine themselves in the role of the teacher?

The both teachers could see themselves working in this kind of learning story. Accomplishing the story demands thorough planning and preparation in advance.  Defining the subject area and creating clear evaluation criteria and also selecting the devices and the programmes should be done thoroughly beforehand.

 

 5. What part would they find most difficult to manage if they were in the role of the teacher?

The most challenging part for the teachers is to learn and teach the 3D- programme. In practice the programmes should be so easy to use that you do not have to spend too much time in teaching them. It also could be challenging to find the experts but maybe it could be possible by the remote internet access and contacts.

6. How would the story continue?

The teachers considered that this kind of practice could be possible and widely used in the school environment especially when taking advantage of the integration possibilities..

Schoolville

  1. 1.    Did the story generate any thoughts?

The teachers were excited about this idea and they thought that this kind of activities are needed. Anyway they considered this story to be the most demanding for the teacher from all these three stories. Accomplishing this story demands well organized and broad coordination by for example a coordination team. A lot of good things in this story but challenging to master. Also the usability of the programme/application programme is really important. Who will develop and build this application? The other problems or questions aroused were for example linking the different contents to the subjects and curriculum and also accomplishing the evaluation. Teachers’ awareness of the curriculum has to be really strong so that everything will be focused.

2. Is this a possible story?

The story is extremely ambitious and great as an idea. In practice it’s really challenging if it stays as large as it is described here.  Also the precondition of developing a programme was seemed to be a great challenge. This story was considered to be great but not very realistic to carry out in this extent.

3. Is there something they would like to change in it?

At this point it was difficult for the teachers to figure out any changes because the structure and contents of the application programme used is difficult to perceive. The teachers would be very pleased to take part in this kind of developing work if possible.

4. Could they imagine themselves in the role of the teacher?

The teachers would be really eager to be involved if the programme would exist

5. What part would they find most difficult to manage if they were in the role of the teacher?

There are a lot of challenges in this story as mentioned before. The most important challenges are controlling and organizing all the activities, adjusting to the subject areas and to the curriculum and evaluation. Bringing this kind of working method to the school environment would take 2-3 years but it would really open great new possibilities to the whole school community.

6. How would the story continue?

This kind of activity could be part of the school practice and for example the student council could be the coordinator.

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