– eminent.eun.org8-10 November Copenhagen Presentation of an example of a PowerPoint Output on the Linked Platform based on the research answer provided by the University of Helsinki Linked Team: Liisa Ilomaki, Minna Lakkala & Anna Kantosalo Caroline Kearney

2 What do we Know from Research on:

Information Sources Available in this Presentation : Key Research Results Information on Definitions & Research Sources References 3

4 Key Research Results (1): Problem- Oriented Technology -Rich Long Term Settings In an Integrated Manner In Context For a wide Range of Activities

5 Key Research Results (2): Students’ knowledge creation Multidisci- plinary problem solving Collaborative /project work Rapid Prototyping Problem solving games Digital story telling

Overview of Research Studies: 4. Collaborative work on solving an open-ended problem → development of complex media literacies 2. International inquiry-based collaboration project → development of critical thinking, writing & ICT skills 3. Survey & interview study → development of students’ behaviour, attitude, self esteem, digital literacy & career aspiration. 5. Laptop long-term studies → development of basic digital competences 1. Web quest Method → development of information literacy skills 6 6. Moving from print to digital literacy → difficult to implement new pedagogical approaches where traditional print & academic literacies prevail

Study 1: Web quest Method → Development of information literacy skills 7 To search & share information from the internet to collaboratively produce a joint report. Result → secondary school students had possibility to work with complex issues, cooperate & manage information & ICT.

Study 2: 8 Secondary school students self reported that the use of multiple technological tools (e.g. Wiki, Google docs, Slide Share) in this collaborative project improved their critical thinking, writing & ICT skills. International inquiry-based collaboration project → Development of critical thinking, writing & ICT skills

Study 3: 9 Quality over quantity of technology use impacts most on student outcomes. Other elements in addition to academic achievement should be used as criteria for evaluating significance of technology use. Survey & interview study → Development of students’ behaviour, attitude, self esteem, digital literacy & career aspiration.

Study 4: 10 Childrens’ game playing & experimental use of ICT does not guarantee they develop complex, creative & productive competences or learning abilities. Rather the evidence shows that the media literacies developed are especially related to the problem-oriented & open-ended design of the learning experience. Collaborative work on solving an open- ended problem → Development of complex media literacies

Study 5: 11 Rich & versatile use of laptops in & out of school in various activities developed secondary students’ basic digital competences. Laptop long-term studies → Development of digital competences

Study 6: 12 Investigating possibilities of implementing new pedagogies using digital media in 2 different contexts (in an elite and migrant school); Designing tasks (analysis & production of brochures, web pages & multimedia presentations) to advance students’ critical multimedia literacy skills; ‘Critical Literacy’ course aiming to promote students’ digital literacy skills. Transformation of traditional literacy education practice occurs in classrooms where technologies are used throughout the day and across the curriculum. Moving from print to digital literacy → Difficult to implement new pedagogical approaches where traditional print & academic literacies prevail

Digital competence → an encompassing & inclusive term comprising a variety of specific skills including: 13 Definitions: Digital Literacy Information Literacy Digital competences Internet Skills ICT Skills Media Literacy For more in depth information regarding the definition of digital competence click on this link to see the research-based answer on this question: gital_competence_d efinition

No studies found where pedagogical methods supporting digital competence was investigated specifically through empirical studies Digital competence & related skills are complex areas which are constantly evolving, so difficult to investigate using controlled experimental methods. Studies that did mention this were often very descriptive, explorative or narrative resulting in lack of solid evidence. Rather, the development of digital competence or related skills is often mentioned as a by-product of using technology in an educational setting where the focus is on other learning outcomes such as the acquisition of subject knowledge or the development of other skills. 14 Research Sources:

Variety of studies found focusing on: –Methods of using ICT in education generally –Using ICT to teach subject knowledge –Teachers’ opinions on best ways to support development of digital competence & related skills, through surveys –Students’ self reflections on best ways to support development of digital competence & related skills –Policy related suggestions for supporting the development of students’ digital competence (without explicit evidence-based results!). 15 Research Sources:

References: Click the following link to see a list of full references used to formulate the research-based answer summarized in this presentation: