By Hannele Niemi, Jari Multisilta, Lasse Lipponen
This publication combines numerous views at the steps the Finnish academic procedure has taken to supply scholars with the talents and competences wanted for dwelling in modern-day society and sooner or later. The surroundings is used as a metaphor for the academic process. The Finnish procedure goals to accomplish sustainable schooling by means of making sure that the method is concurrently interconnected and open to variations. The publication describes how a versatile curriculum process is succeeding with no the pressures of high-stake trying out. It additionally illustrates how the continued curriculum reform of the elemental schooling is operating. The booklet brings jointly wisdom received in faculties during the cooperation of researchers, lecturers, institution principals, the general public region, and personal businesses. The ebook provides case stories of know-how integration geared toward crossing obstacles in formal and casual studying settings, in the neighborhood and globally. The participants deal with 21st-century wishes and specifications via learner-driven wisdom construction, collaboration, networking, and electronic literacies. It opens new situations of the way to use electronic storytelling and video games connecting enjoyable, motivation, and studying. The powerful message is that, via collaboration and networking, we will be able to create an academic surroundings that helps assorted rookies.
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Extra info for Finnish Innovations and Technologies in Schools: A Guide towards New Ecosystems of Learning
What kind of learning environments and what sort of learning ecosystem are needed to enhance the achievement of 21st century skills? According to the first draft of the new Finnish curriculum framework, it is essential that learning environments take into account that children are living in a complex and globalized world, which is filled with and modified by different ICTs, media services, and games. The draft emphasizes that the skills and competencies (critical, creative, and social) needed for the exploitation of ICTs must enable the student to grow into an active member of society.
23-33). Cicero Learning. Helsinki: Yliopistopaino. Lieberman, A. (1992). Teacher leadership: What are we learning? In C. ), Teachers as leaders: Evolving roles (pp. 159-165). Washington, DC: National Education Association. , & Ólafsson, K. (2011). EU kids online. Final Report. uk/39531 Niemi, H. (2014a). Teachers as active contributors in quality of education: A special reference to the Finnish context. In D. Hung, K. Y. T. Lim, & S-S. ), Adaptivity as a transformative disposition for learning in the 21st century (pp.
There are no national tests or assessments that cover the entire age cohort, so schools cannot be compared to each other either. National assessments of learning results are based on samples of students in two or three subjects every evaluation round. The results of these assessments are used for development purposes, not to create ranking lists of schools. CONCLUSION Why is the core curriculum reform important particularly now for the Finnish society? Why should a well-functioning Finnish educational system be reviewed, reformed, and renewed?