By Hannele Niemi, Jari Multisilta, Lasse Lipponen
This ebook combines a number of views at the steps the Finnish academic method has taken to supply scholars with the abilities and competences wanted for dwelling in cutting-edge society and sooner or later. The environment is used as a metaphor for the tutorial approach. The Finnish procedure goals to accomplish sustainable schooling by way of making sure that the process is at the same time interconnected and open to changes. The publication describes how a versatile curriculum process is succeeding with no the pressures of high-stake checking out. It additionally illustrates how the continuing curriculum reform of the elemental schooling is operating. The booklet brings jointly wisdom received in faculties throughout the cooperation of researchers, lecturers, institution principals, the general public area, and personal businesses. The e-book offers case stories of expertise integration geared toward crossing obstacles in formal and casual studying settings, in the neighborhood and globally. The individuals tackle 21st-century wishes and requisites via learner-driven wisdom production, collaboration, networking, and electronic literacies. It opens new eventualities of the way to use electronic storytelling and video games connecting enjoyable, motivation, and studying. The robust message is that, via collaboration and networking, we will create an instructional atmosphere that helps diverse newbies.
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Extra info for Finnish Innovations and Technologies in Schools: A Guide towards New Ecosystems of Learning
Y. T. Lim, & S-S. ), Adaptivity as a transformative disposition for learning in the 21st century (pp. 179-199). Singapore: Springer Singapore. , & Isopahkala-Bouret, U. (2012). Lifelong learning in Finnish society – Empowering different age groups through learning. International Journal of Continuing Education and Lifelong Learning 5(1). Published in English and Chinese. , & Lavonen, J. (2012). Evaluation for improvements in Finnish teacher education. In J. Harford, B. Hudson, & H. ), Quality assurance and teacher education: International challenges and expectations (pp.
VAHTIVUORI-HÄNNINEN ET AL. Figure 1. Actors in the Finnish curriculum reform process. local level curricula and the sharing of review activities between these levels. Finland’s curriculum cycle is approximately ten years. The previous core curriculum for basic education on which the municipalities and schools based their planning, implementation, and evaluation of teaching and learning was released in 2004. The core curriculum is always the product of its time and reflects the current values and philosophies of the political and social situation.
S. (2013). Curricular balance based on dialogue, cooperation and trust – The case of Finland. In W. Kuiper & J. ), Balancing curriculum regulation and freedom across Europe. CIDREE yearbook (pp. 39-62). Enschede: SLO Netherlands Institute for Curriculum Development. Harris, A. (2003). Teacher leadership as distributed leadership: Heresy, fantasy or possibility? School Leadership & Management, 23(3), 313-324. , & Sintonen, S. (2008). Lasten ja nuorten mediamaailma pähkinänkuoressa. ) Liikenne- ja viestintäministeriö [in Finnish].
Finnish Innovations and Technologies in Schools: A Guide towards New Ecosystems of Learning by Hannele Niemi, Jari Multisilta, Lasse Lipponen