How to build 21st-Century Teacher Education

Sanna RuhalahtiTeacher 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

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

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

What are 21st-Century Skills?

http://padlet.com/sanna_ruhalahti/21

Is your classroom 21st Century-Ready?

Digital age teaching - standards for teachers

1. Facilitate and inspire student learning and creativitya. 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 assessmentsa. design, develop, and evaluate authentic learning experiences and assessments

3. Model digital age work and learninga. demonstrate, transfer, collaborate, model and facilitate by using new technologies

with students, peers, communities4. Promote and model digital citizenship and responsibility

a. teach safe, raise global awareness, address diverse needs5. 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

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)

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.

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?

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.

How to develop the education to meet needs of future?

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.”

adopted: Nevalainen 2010

Institutional Managed Learning Environment, iMLE

Personal Learning Environment, PLE

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

The pencil metaphor

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

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