1. Conditions for well-functioning ICT culture in schools Hannele Niemi, Sanna Vahtivuori-Hänninen & Anna Aarnio University of Helsinki, CICERO Learning Network 1

2. Contents Background of the presentation Data collection
Theoretical background:
Organizational culture of schools
School culture and ICT
Results and Conclusions

3. How to maintain progress?
In 1990s Finland was one of the leading countries in using ICT in schools
National policy making encouraged the use of ICTs in schools
At start of the new millennium the first wave of ICT usage was over
International comparisons show that educational use of ICT in Finland is only on average level in Europe (e.g. SITES 2006; ICT Report 2008, OECD Nordic; European Schoolnet – 2009; OEDC Ceri 2010).
Powerful efforts to create new openings:
ICTs at School's Everyday Life Project ( )
Educational Technology at School's Everyday Life (OPTEK) ( ).

4. Use of ICTs at home vs. at school (OECD, 2009)

5. ICTs at School's Everyday Life (2008—2010)
20 schools and 12 school projects from all around Finland
Educational Technology at School's Everyday Life (OPTEK) (2009—2011).
12 Research units, enterprises, 20 schools
2.7 million euros of which 1.9 million comes from Tekes [Finnish Funding Agency for Technology and Innovation]

6. structures and practices
Developing Educational Use of ICTs in Finland – Towards National Educational Technology Roadmap
Vision
2011 Finnish schools will have innovative and creative ICT models and practices for wide dissemination to all schools in the country
Goals
To produce new knowledge and know-how for schools and educational administration about the latest developments in educational use of ICTs
To develop the educational use of ICT in a multidimensional and equal way
Infrastucture
and
ICT innovations
Team work
Community
Pedagogical
structures and practices
Future School

7. This case study
The aim
What are the main factors that promote educational use of ICTs in schools’ every day life?
Focus on schools’ perspective (teachers and students)
Data
20 schools and 12 school projects from all around Finland
Interviews of principals
Discussions with teachers
Seminars and workshops with teachers
Visiting schools and participatory observations

8. Gareth Morgan (2002) Ulf Daniel Ehlers (2009) Understanding quality culture
Values
Knowledge
Beliefs
Legislation
Rituals
Culture is a social and collective phenomenon
Culture refers to the ideas and values of a social group and is influencing their action without them noticing it explicitly

9. Edgar Schein (1992) Ulf Daniel Ehlers (2009) Understanding quality culture
Values
Artefacts
Assumptions
Culture is a pattern of shared basic assumptions that the group learned as it solved its problems of external adaptation and internal integration that has worked well enough to be considered valid

10. Organisational culture is the learnt result of group
experiences, which is to a large extent, unconscious (Schein, 1992)

11. The role of ICT in schools
Separated
Integrated
Rejected

12. ICT as an integrated part of school culture
ICT as an integrated part of the schools’ main stream culture and subcultures
ICT promotes achievement of organisational aims (e.g. outcomes, communication, sharing)
ICT gives additional value to achievements in organisation if it is integrated to all levels and functions of the organisation and is supported by leadership
Photo:Marja-Riitta Kotilainen, Rovaniemi

13. Well-functioning ICT culture in schools
ICT is included in all levels from strategic planning to empowering teaching and learning methods and practices
Flexible curriculum
Special emphasis in communication
Leadership and management skills
Teaching staff’s capacity and commitment

14. ICT is included in strategic planning
The school’s strategy is based on school values and its curriculum
Strategy should be sensitive to the needs of society and local community
ICT can be used as a tool to create and support the basic values of the school
Shared vision, values and a strong view towards culture of collaboration
Support for teachers’ team work and culture of sharing
Strategic planning  a strong vision and mission  Easier to convince decision makers to give resources to schools for development of ICT infrastructure and services

15. Empowering and Engaging Teaching and Learning Methods
Learner-centered and activating working methods (e.g. PBL, Group Investigation)
Supporting children’s own innovations
Providing facilities to pupils for their own projects
Supportive tools and facilities to students with special needs
Taking care of immigrants’ needs
Using ICT to keep doors open both locally and globally and face-to-face

16. Flexible curriculum
The curriculum is co-created and modified according teachers’ new ideas
Possibilities for new content creation and working methods
ICT as a tool and a working and learning environment
Strong emphasis on students’ future needs and working life skills

17. Focusing on Communication
In school community
With parents
With local and global community, e.g. enterprises
ICT opens up new possibilities for communication and collaboration
Supports schools to make their visions real

18. Leadership and management
Leaders’ and school principals’ support for the use and development of ICT is crucial
Pedagogical leadership
Providing
resources, facilities and ICT infrastructure
encouragement and support services
working and communication structures

19. Teachers’ capacity and commitment
Innovative schools attract teachers who are ready to commit themselves in schools’ ideology and are anxious to develop new ways to teach and learn
Culture of sharing and collaboration and team work
Opportunity to take risks—trying and failing are accepted 

20. Key elements of the future school
Organisational culture in schools
Teachers’ pedagogical knowledge, team work and
collectivism
Infrastructure and ICT innovations
Pedagogical
leadership
Structures and pedagogical practices and
communication

21. Steps Towards the Future School
6 Creative, innovative learners, customised modular PLEs
5 Teaching—studying—learning process
4 Pedagogical models and
collaborative working methods
3 Strategic school leadership
2 Structural changes to support collaborative school culture (trust and bravery)
1 Reliable infrastructure and support services for teachers and students (community-oriented approach)

22. Advisory Board
23 members from the public sector and from industry and commerce.
Director General Timo Lankinen of the Finnish National Board of Education acts as the Chair of the Advisory Board
Helsinki University Advisory Board Professor Hannele Niemi, Cicero Learning Professor Kirsti Lonka, Helsinki University Professor Seppo Tella, Helsinki University
Adjunct professor Heikki Kynäslahti, Dept. of Teacher Education
For more information
Project Manager Ms Sanna Vahtivuori-Hänninen tel or , sanna.vahtivuori()helsinki.fi
Ms Aleksandra Partanen, Ministry of Transport and Communications
tel , aleksandra.partanen()mintc.fi
blogs.helsinki.fi/oppiailoakouluun/in-english

23. Thank you!
Kiitos!