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UNIVERSITY OF JYVÄSKYLÄ
The Perceived Role of Technology and Social Media in
Career Guidance among practitioners who are experienced Internet users – Chances
and Challenges
ESRC Seminar
Raimo Vuorinen & Jaana KettunenThe Finnish Institute for Educational Research
University of Jyväskylä, Finland
UNIVERSITY OF JYVÄSKYLÄ
Introduction
During the last years there has been increasing attention across the globe towards more diverse delivery modes in lifelong guidance services.
The current wider paradigm of guidance is recognized as a crucial dimension of lifelong learning, promoting both social and economic goals
The move from “education and training” to learning changes the focus from structures and institutions to development of individual lifelong career management skills (Watts, Sultana, & McCarthy 2010).
Practitioner perceptions of role of technology will have an impact on how their practice will evolve.
UNIVERSITY OF JYVÄSKYLÄ
Introduction
Increased use of Information and Communication Technology (ICT) highlighted as an essential component for widening access to lifelong guidance services
The increasing use of technology by key user groups of career services – especially young people – is placing new demans on individual career practitioners and on the organisations (Bimrose & Barnes, 2010; Sampson, J. P., Shy, J. D., Offer, M., & Dozier, V. C. )
A consensus has emerged that both the counsellor and ICT have an important role to play in the delivery of enhanced career guidance services within the Internet. (Vuorinen 2006).
Practitioner perceptions of role of technology will have an impact on how their practice will evolve.
UNIVERSITY OF JYVÄSKYLÄ
Contextual changes in the use of ICT in Finland
In 2002, counsellors indentified use of ICT as one of the weakest competence areas in their practice (Kasurinen & Numminen 2003).
Actions taken:– Integration of ICT in the national core curricula as a compulsory
element in career education 2003
– National in-service training program for guidance practitioner
– 60 % of the career practitioners in general education completed a 40 hour training module in the use of ICT in guidance
A national study focused on whether or not there are differences in the perceptions in the use of ICT among practitioners in 2001-2002 and in 2010.
UNIVERSITY OF JYVÄSKYLÄ
Summary of the similarities in the perceptions of practitioners in the use of
ICT 2001-2002 and 2010
Practitioners were motivated in their use of Internet in guidance
ICT was used in delivering career information rather than promoting career management skills from a lifelong guidance perspective
Lack of coherent strategies for the use of ICT Need for peer support and on-going in-service training Concern of equal access and ethical issues Existing career information is fragmented in Internet
UNIVERSITY OF JYVÄSKYLÄ
Summary of the differences in the perceptions of practitioners in the use of
ICT 2001-2002 and 2010
Today students have better access to the Internet and better ICT literacy.
Increased ICT resources and services Internet has replaced printed materials as information source Perceived external pressure to increase the use of Internet and social
media Practitioners use Internet more extensively More advanced administration software Gap among students between low readiness and high readiness has
increased Need for differentiated service delivery mode is observed and
acknowledged Chanced nature of Internet due the social media and web 2.0
UNIVERSITY OF JYVÄSKYLÄ
Defining the social media
“Social media is a process, where individuals and groups build up a common understanding and meanings with contents, communities and web 2.0 techology.”
Sources: Erkkola (2008)
Kangas et al. (2007) Ahlqvist et al (2010
UNIVERSITY OF JYVÄSKYLÄ
Defining the social media
“form of communication which makes use of information networks and information technology and deals with content created by users in an interactive way and in which interpersonal relationships are created and maintained”
Source: Finnish Terminology Center (2010)
UNIVERSITY OF JYVÄSKYLÄ
What is social media/ social web?
It is Participation (encourages contributions and
feedback from everyone who is interested) Openness (Most social media services are open
to feedback and participation. They encourage voting, comments and the sharing of information.)
Conversation (social media is better seen as a two-way conversation)
Community (communities can form quickly and communicate effectively. Communities usually share common interests.)
Connectedness
Source: Antony Mayfield, 2008: What is Social Media? E-book, iCrossing (v1.4 Updated 1.8.08); http://www.icrossing.co.uk/fileadmin/uploads/eBooks/What_is_social_media_Nov_2007.pdf
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General
“We were and we still kind of are visitors on Internet. We read the materials and do not interactive with it too much. But now things are chancing… we are becoming a producers and active actors on Internet. We can create material and be part of that interactions which is going on there all the time”
UNIVERSITY OF JYVÄSKYLÄ
Social media in IAG -Summary of the percveived chances and
challenges
Medium/ chanel for communication
better chance for more accessible service/ more outreach– Interacting, motivating,
More media-rich materia Games & virtual worlds
Peer support among students Professional network (locally,
nationally, globally)
24/7 – nine to five Which tool
– for whom
– for what
Screening?
UNIVERSITY OF JYVÄSKYLÄ
Social media in IAG -Summary of the percveived chances and
challenges
Opportunity to create and co-product material/information
Easy to use, not depending on organizational beaurucrary
Realtime communication (chat) More transparent – voice of
users Brings practitioners closer Enables informal student
activity
Lack of time to adapt the new applications and pedagogical model
UNIVERSITY OF JYVÄSKYLÄ
Barriers and restrictions
Lack of time to adapt the new applications and pedagogical model
Quality assurance Social Media acts as an effective tool to promote
inclusion but also exclusion (bullying) New web-based environments need new kind of skills
– Once written will stay on Internet
New need for time management Need to prioritase tasks Questions of privacy and security of information Copyright issues
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Personal
Not public Public
Professional
A) Activities related to one’s professional role, not necessarily to one’s employer B) Activities related to one’s employer and one’s professional role
Source: Aalto, T & Uusisaari, M.Y (2010) Löydy – brändää itsesi verkossa
UNIVERSITY OF JYVÄSKYLÄ
Discussion
Students use the Internet more than previously and this forces practitioners to change their communication channels
Gap between low and high readiness among the students has increased and the practitioners are seeing more clearly the need for differentiated service delivery modes (Sampson 2008).
UNIVERSITY OF JYVÄSKYLÄ
Discussion
Despite the fact of national training programmes the on-going evolution of Internet necessitates the continuing in-service training of practitioners. Within initial practitioner training, the use of modern technology should be integrated in the methodology of training and not used only as a separate entity. The crucial role of ICT in creating a common conceptual framework for guidance provision.
UNIVERSITY OF JYVÄSKYLÄ
Discussion
Need to distinguish the one’s personal role in work and private lives
IAG in written format/mode is perceived as a new necessary competence area
Need for additional time and support in applying ICT in guidance
Practitioners are worried about the quality assurance Shift from information to the development of individual
Career Management Skills
UNIVERSITY OF JYVÄSKYLÄ
Thank you!
For further information, please contact:
Dr. Raimo VuorinenFinnish Institute for Educational Research University of Jyväskylä[email protected]
Ms. Jaana KettunenFinnish Institute for Educational Research University of Jyväskylä,[email protected]