University of Helsinki,
Department of Teacher Education,
Research Reports 1994/133
Seppo Tella
Modern Information and Communications Technologies in the Development
of an Open Learning Environment.
Part 2. (185 + 139 pages)
Abstract
This publication deals with the empirical design, research results, conclusions and recommendations of a two-year research project (1992--1994), called Developing the Pedagogical Uses of Modern Information Technologies and an Open Learning Environment (the Utopia Project).
The research task was to create and manage an open, multimedia-mediated, network-focused learning environment, whose development and study was one of the main problem areas. Research was also focused on the change processes of the school communities, teaching practices as well as teachers' beliefs, preferences and attitudes. The participating schools (10 comprehensive schools and senior secondary schools from the Helsinki Area) were chosen through pragmatically informed and deliberate selection.
The background philosophy was based on the principle of ethogeny of the anthropomorphic model, and on symbolic interactionism. The project, consonant with the qualitative research tradition, was a developmental action research relying on collaboration between teachers, and aiming to develop an inter- and intra-school teaching and learning communications network. Ethnographic data gathering techniques included analysis of the communication transmitted via the common computer conferences, school consultations, participant observation, teachers' and headteachers' questionnaires, etc.
One of the main results was a successful establishment of a constructivism-based learning environment, in which both teachers and students could determine the structure of their own learning milieu and master and control their own learning and studying processes better, with the tools of modern information and communication technology (ICT). The teachers experienced an increased awareness of the relation between certain theoretical constructs and the corresponding teaching practices. They also grew more professional users of ICT. As to their computer and communication skills, the teachers in Utopia schools advanced far beyond an "average" teacher. On the other hand, the students, when working in a virtual school fashion, easily crossed the barriers caused by conventional lesson structures and classrooms. A shared computer conference proved a fruitful concretion of virtual school concept, combining the participating schools. The appreciation of the schools in their own municipalities seemed increased in part thanks to the use of ICT, which also helped them have a modern profile among other schools. Implementing ICT turned out feasible in teaching different school subjects, while the teaching/learning process could equally combine various teaching forms, i.a., collaborative learning, self-regulated learning, autonomous studying, and problem-based learning.
Keywords: Information and Communication Technology (ICT); E-Mail; Computer Conferences; Computer-Mediated Human Communication; Communication Modes; Virtual School; CAI; Networking; Learning Environment; Teachers' Roles and Work; School Applications of ICT; Comprehensive School; Senior Secondary School.