University of Helsinki,
Department of Teacher Education,
Research Reports 1994/124
Seppo Tella
Modern Information and Communications Technologies in the Development
of an Open Learning Environment.
Part 1. (85 pages)
Abstract
This publication deals with the theoretical background of a two-year research project, initiated in 1992, called Developing the Pedagogical Uses of Modern Information Technologies and an Open Learning Environment. The empirical design, research results and conclusions of the study will be reported in Research Report 133. First, the topicality of the study is motivated through a number of changes in Finnish schools, among other things.
The development of schools and their unchanging character is then analysed. Global networking enhances human communication and gradually makes up a new kind of infrastructure.
Instead of only transmitting information, teachers are argued to become many-sided consultants and facilitators. Teachers' visions, beliefs, and conceptions are further underscored in the development of schools and teachers' own work. Active learning and flexible uses of information sources are underlined in a technology-rich learning environment.
The conception of learning and knowledge is focused from behaviorism on constructivism. It is concluded that international communications networks and various tools of modern technology contribute to creating a constructivist learning environment.
Information technology was introduced rather slowly to Finnish schools in the 1980s, because schools downgraded its influence across the curriculum by turning it to an autonomous school subject. The comparative research approach could not show the superiority of one technology (e.g., the computer) or a teaching method. A few other research approaches were recommended: evaluative, pragmatic or collaborative action research as well as basic research on certain aspects of the learning process.
An open multimedia learning environment is depicted as a symbiosis of a virtual (i.e., telematic) school and a physical school, where a number of levels of computer proficiency are possible. Telelogic communication is reported to have gained ground at the expense of monologic communication. Finally, a summary of the research results is presented regarding the changes in learning paradigms, learning and knowledge conceptions, school applications of information technology, communication as well as the status of teachers, students, and schools.
Keywords: Information Technology, Communications Technology, Learning Environment, Virtual School, Teachers' Roles and Work, Communication Modes, CAI, School Applications of Information Technology, E-Mail, Computer Conferences, Computer-Mediated Communication, Comprehensive School, Senior Secondary School.