Abstract
Unlike the usual, administration-led approach to plan and offer ICT training for K12 teachers, an action-driven approach emerges from the school activities at the grassroots level. A Finnish instance of the action-driven K12 teachers’ ICT competence training was designed and implemented in the country’s eastern region around the municipality of Joensuu in 2015. It was based on two innovations: (1) trying-out new ICT-based learning methods or tools as in-class tutoring by peer training, and (2) sharing the results at a regional continuing education festival. The innovations tacked four common challenges in the ICT training: level of abstraction, training transfer, financial, and professional identity challenges; all of them having a human and a technical dimension. A parallel case in the country’s south western region helps to reflect upon the approach.
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References
Websites
ICT-tutoring project for Joensuu region, http://www.carelianict.blogspot.fi
Learn more about Seppo educational game, http://www.futurelearningfinland.fi/
SciEDU2015 event, http://sciedu2015.blogspot.fi
ViLLE Team research group, http://www.villeteam.fi
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Petrelius, M., Laakso, MJ., Jormanainen, I., Sutinen, E. (2016). How to Improve K12 Teachers’ ICT Competence in Finland: The Joensuu Region Case. In: Zhang, J., Yang, J., Chang, M., Chang, T. (eds) ICT in Education in Global Context. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-10-0373-8_12
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DOI: https://doi.org/10.1007/978-981-10-0373-8_12
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