Presentation 3 March 2015, Danish Learning Festival, Copenhagen

1. How to build 21st-Century Teacher Education

2. Sanna Ruhalahti
Teacher trainer
Contact details:
sanna.ruhalahti@hamk.fi
Linkedin:
fi.linkedin.com/in/sannaruhalahti
Twitter:
https://twitter.com/Somesanna
Latest articles:
Pocket sized, authentic, dialogical and mobile
learning (joint article)
Sosial media: Enriching guidance environments

3. HAMK, Professional Teacher Education Unit
• Professional teacher training at HAMK ( Häme University of
Applied Sciences Ltd ) was established in 1959
• The largest of the five professional teacher education units in
Finland – government authorized to provide pedagogical
qualifications
• Number of teacher students annually approx. 950
• Number of staff 90
• Annual turnover approx. €6 million

4. Finnish Society and Teacher’s Profession
• Equal and free access to education for all
• Life-long learning ( no “dead-ends”)
• Pedagogical models to support a variety of learning styles
• Based on strong consensus and cooperation among the educational
institutions and the labour market
• Teacher’s profession is highly respected and seen as career
progression and teacher´s are highly educated
• Teacher’s profession, at all levels, is state-regulated
• Teachers play a central role in internationalisation and in preventing
social exclusion

5. What are 21st-Century Skills?
http://padlet.com/sanna_ruhalahti/21

6. Is your classroom 21st Century-Ready?

7. Digital age teaching - standards for teachers
1. Facilitate and inspire student learning and creativity
a. Using their knowledge of subject matter, teaching and learning, and technology to
facilitate experiences that advance student learning, creativity, and innovation in
all kind of learning environments
2. Design and develop digital age learning experiences and
assessments
a. design, develop, and evaluate authentic learning experiences and assessments
3. Model digital age work and learning
a. demonstrate, transfer, collaborate, model and facilitate by using new technologies
with students, peers, communities
4. Promote and model digital citizenship and responsibility
a. teach safe, raise global awareness, address diverse needs
5. Engage in professional growth and leadership
a. improve professional practice, model lifelong learning, and exhibit leadership in
school and professional community by promoting and demonstrating the effective
use of digital tools and resources.
Source: ISTE http://www.iste.org/standards/standards-for-teachers

8. Digital society - Survey of Adult Skills
● Problem solving in technology-rich environments is defined as the ability to use digital technology,
communication tools and networks to acquire and evaluate information, communicate with others and
perform practical tasks. The survey assesses adults' ability to solve problems by establishing appropriate
goals and plans, and accessing and using information through computers and computer networks.In nearly all
countries, at least 10% of adults have trouble using digital technology, communication tools and networks to
acquire and evaluate information, communicate with others and perform practical tasks.
● As expected, in all countries, 16-24 year-olds have higher average proficiency in this domain than does the
adult population as a whole. However, in some countries, such as the USA, Poland, Ireland and
England/Northern Ireland (UK), there are surprisingly small proportions of young adults who can solve more
complex problems using computers, those tasks at proficiency Level 2 or 3. By contrast, a relatively large
proportion of young adults in the Nordic countries, Korea and the Netherlands perform at the highest level of
proficiency (Level 3) in problem solving in technology-rich environments. (PIACC)

9. How changes in the context of the 21 st century
effects into vocational education and teacher
training?
In Denmark, only 7.8% of the adult population
(16-65 year-olds) report no prior experience
with computers or lack very basic computer
skills. In contrast, 39% of the adult
population score at the highest levels in
problem solving in technology-rich
environments, a proportion significantly
above the average of the OECD countries
participating in the Survey of Adult Skills
(PIAAC)
In Finland, only 8.7% of the adult
population (16-65 year-olds) report no
prior experience with computers or lack
very basic computer skills. In contrast,
42% of the adult population score at the
highest levels in problem solving in
technology-rich environments, a proportion
significantly above the average of the
OECD countries participating in the Survey
of Adult Skills (PIAAC).
It is said that in the future, work will be more transparent than today.
Studies indicate that willingness to exchange vocational information is increased by the valuable
information and social capital obtained from one's peers, and the fact that these vocational
communities have facilitated the joint production and creation of information.

10. eSkills, digital skills,...
• Integrate eSkills/digital skills into your everyday teaching with
your classes will help to equip your students with the skills
that they will need for their future careers
• Yet ICT related employment is much, much higher that just
the ICT sector, as digital skills are needed throughout the
workforce.
• Previously eSkills was viewed as a specialist area
• eSkills are now viewed as an essential competence.
• When will skills in using the social media be part of the
vocational competence required in the labour market?

11. Digitally ready?
• What does it mean?
• Digitally literate?
• the answer may change monthly
• Literates of this century are those who are
• familiar with digital media
• understand the culture
• can fully harness digital tools to their bidding
More and more have been asking what to do with the digital divide?
Source: Wheeler 2015
The European Union’s concern for the basic training for Information
Society has also brought together experts and policymakers to consider “digital competence” as one of the eight
key competences that young people should have developed by the end of initial education and training to a level
that equips them for adult life.

12. How to develop the education to meet
needs of future?

14. Teaching and learning environments
“As technology
integration
continues to
increase in our
society, it is
paramount
that teachers
possess the
skills and
behaviors of
digital age
professionals.
Moving
forward,
teachers must
become
comfortable
being co-
learners with
their students
and colleagues
around the
world.”

15. adopted: Nevalainen 2010

16. Institutional Managed
Learning Environment, iMLE
Personal Learning
Environment, PLE

17. Case “Dialogical, authentic and pocket
sized learning”
• Raise awareness of the positive
use and outcomes of mobile
technologies in vocational
learning
• Drawn attention to the pedagogy
• Introduce methodologies and best
practices for the integration of
mobile technologies in education
• Inform and motivate VET schools
to implement useful and effective
policies
• Promote the responsible usage of
mobile devices in education

18. The pencil metaphor
Source: http://www.teachthought.com/wp-content/uploads/2014/08/pencil-metaphor-
edtech.jpg

19. Change the rules.
Change the tools.
Change the future.
Start doing.