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Project code: S22575
Project name: Digital Literacy in Post Pandemic Era
Policy: 9. REACT-EU ESF measures
Specific objective: 12.3. Improving digital skills
Planned completion time: Start 1.9.2021 and end 31.12.2023
Operational status: Ended
Responsible authority: Centre for Economic Development, Transport and the Environment Central Finland
Official name of the applicant: Tampereen korkeakoulusäätiö sr
Organisation type: University
Business ID: 2844561-8
Street: -
Telephone number: 029 45211
Postal code: 33014
City/town: Tampereen yliopisto
Website: http://www.tuni.fi
Project contact person's name: Okkonen Jussi Markku
Contact person's position in the organisation: yliopistotutkija
Contact person’s email address: jussi.okkonen(at)tuni.fi
Contact person's phone number: 0405566986
Number of applicants or subsidy transfer:
The changed approach to the school system as a result of the COVID-19 pandemic requires teachers to be able to enable stakeholders to operate in digital environments; e.g. digital student administration, communication, distance learning systems, electronic learning materials and student welfare systems. The wide range of different learning environments and educational administrative tools affects teachers' workload and smooth work. The teacher is the hub for both teaching content and digital skills, and his or her own actions can make a significant contribution to the smooth running of the school's everyday life. The project is based on the premise that the criteria or assessment methods that are unequivocally appropriate to the current situation for sufficient, good or excellent digital literacy in schoolwork have not been sufficiently outlined. Due to the diversity of the school system's service package, the digital literacy requirements of different stakeholders need clarification.
During the preparation of the project, it has been recognised that in his practical work the teacher does not have to think specifically about his or her skills deficiencies in most of his or her duties. According to representatives of the City of Tampere, however, approximately 30% of pupils require special attention from the teacher and skillful adaptation of teaching activities in digital environments. The project is looking for a solution to this dilemma by providing the teacher with tools to assess the digital literacy of stakeholders, to carry out interventions in activities and to develop the practices of their own school through effective intervention models. The solutions developed in the project will improve teachers' working conditions, reduce workloads and enable teachers to focus better on teaching activities. Lack of digital literacy among stakeholders leads to a situation where the teacher has to over-control the use of the service or application. This often also means a large exchange of messages between different actors, which further increases the workload.
Hankkeen kohderyhmänä ovat opettajat.
Hankkee välillinen kohderyhmä on kotitaloudet, so. koululaisten vanhemmat. Välillisesti hanke tukee myös oppilaiden ja vanhempien digitaalisen lukutaidon sekä digiosaamisen kehittymistä. Digitaalisen lukutaidon kehittäminen on merkityksellistä myös välillisessä kohderyhmässä sillä vain sillä tavalla varsinainen kohderyhmän toimijuus on mahdollista. Erityisesti sujuvan kouluarjen edistämiseen vaikuttavat erilaiset tavat tarjota tukea digitaalisisssa ympäristöissä tapahtuvaan oppimiseen.
EU and State funding granted: 436 180
EU and State funding used: 394 184
Planned public funding (total): 554 939
Planned public funding used (total): 501 488
Regions: Tampere Region
Subregions: Tampere
Municipalities: Pirkkala, Kangasala, Nokia, Tampere, Ylöjärvi
Street:
Postal code:
City/town:
Planned: 7
Completed according to monitoring information: 0
Planned: 95
| Direct | Indirect | |
| Luonnonvarojen käytön kestävyys | 5 | 2 |
| digitalisaatio edistää kestävää kehitystä | ||
| Ilmastonmuutoksen aiheuttamien riskien vähentäminen | 0 | 0 |
| ei vaikutusta | ||
| Kasvillisuus, eliöt ja luonnon monimuotoisuus | 0 | 0 |
| ei vaikutusta | ||
| Pinta- ja pohjavedet, maaperä sekä ilma (ja kasvihuonekaasujen väheneminen) | 0 | 0 |
| ei vaikutusta | ||
| Natura 2000 -ohjelman kohteet | 0 | 0 |
| ei vaikutusta | ||
| Materiaalit ja jätteet | 0 | 0 |
| ei vaikutusta | ||
| Uusiutuvien energialähteiden käyttö | 0 | 0 |
| ei vaikutusta | ||
| Paikallisen elinkeinorakenteen kestävä kehittäminen | 2 | 0 |
| hankeella parannetaan paikalliseten opetusknologianyritysten ja koulun välistä vuoropuhelua sekä sen avulla mahdollistetaan paikallisen innovaatiojärjestelmän toiminen. | ||
| Aineettomien tuotteiden ja palvelujen kehittäminen | 5 | 5 |
| hankkeen tuloksen syntyy pysyvä digitaalinen resurssi opetustoimen ja tutkimuksen käyttöön | ||
| Liikkuminen ja logistiikka | 3 | 3 |
| parempi digitaalinen lukutaito ja digivalmiudet mahdollistavat välillisesti joustavan monipaikkaisen osallistumise ja työnteon | ||
| Hyvinvoinnin edistäminen | 5 | 5 |
| hankken toteutttaminen vaikuttaa suoraan kohderyhmä arkikokemukseen sujuvamman työarjen sekä vähäisemmän metatyön kautta. Välillisesti yleinen digitaalisen lukutaidon paraneminen prantaa arkikokemusta kotitalouksissa. | ||
| Tasa-arvon edistäminen | 3 | 3 |
| hankeen toteuttaminen edistää opettajien kykyä tukea heikoimmassa asemassa olevia dgitaalisen lukutaidon osalta. Tämä on merkittävä tarkasteltaesa esimerkiksi maahanmuuttajataustaisia kotiltalouksia joissa usein naiset ovat kotona ja siten heikommassa asemassa digitaalisen lukutaidon osalta. | ||
| Yhteiskunnallinen ja kulttuurinen yhdenvertaisuus | 3 | 5 |
| hankeen toteuttaminen edistää opettajien kykyä tukea erilaisista taustoista tulevien henkilöiden digitaalisen lukutaidon osalta. Perusvalmiudet edistävät mahdollisuuksia toiminta yhdenvertaisesti yhteiskunnassa | ||
| Kulttuuriympäristö | 0 | 0 |
| ei vaikutusta | ||
| Ympäristöosaaminen | 0 | 0 |
| ei vaikutusta |
When preparing the project, it had been recognised that teachers do not particularly have to think about their skills deficiencies in most of their work tasks in their practical work. The project sought to solve this dilemma by providing teachers with tools to assess the digital literacy of stakeholders, carry out interventions and develop their own school's practices with the help of functional intervention models. The solutions developed in the project improved teachers' working conditions and reduced the workload. The digital platform implemented during the project was transformed from one common support material platform into help banks located in several different locations. The platform requiring login was found to be too overlapping with other services on behalf of the city, and permission was not obtained for one blog under the city's information management. Official instructions on the applications of the administrative and educational network were offered to the city's intranet network, i.e. Tasku. A separate subpage was set up under the tampere.fi website for guardian instructions Unofficial instructions on different applications and pages were placed on the dilipoco.fi website as a separate category The results of the project were actively shared on the project website and its blog (www.dilipoco.fi). The project resulted in posters, functional workshops and a forum presentation for ITK events in 2022, 2023 and 2024. The data collected in the project has resulted in one Master's thesis and another Master's thesis is being prepared. The project has been the subject of two scientific articles: Digital Literacy in Formal Education over the Past Decade: A Systematic Review and Digital Literacy in Finnish Classrooms: A Case Study of Finnish Elementary School Students. They are under revision and will be published during spring 2024.