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Training teachers for ICT in education – a case from upper secondary school level in the Le@rn project PROCEEDINGS

, University of Oulu, Department of Educational Sciences and Teacher Education, Research Unit for Educational Technology, Finland ; , University of Oulu, Finland ; , Department of Educational Sciences and Teacher Education, Research Unit for Educational Technology, Finland

EdMedia: World Conference on Educational Media and Technology, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Based on the Finnish Ministry of Education strategies teachers have been provided diverse continuing training in the educational use of ICT. The training has improved the skills of the teachers, but there are still many who lack these abilities or don't use them in practice. To meet these needs the Le@rn project started to offer tailored continuing education in upper secondary schools. Teachers are offered an opportunity to improve their skills using ICT based tools and methods. The aim in the project was to design and implement the blended mode education model. The aim of this paper is to describe a case on training teachers for ICT in education demonstrating the design and the implementation of the blended mode education model. The special aim is to analyze the factors which affected to design process and methods used in the blended mode education model. Le@rn is situated under the umbrella of the Mirror project supported by the European Social Fund (ESF) Equal Community Initiatives.

Citation

Oikarinen, N., Ruotsalainen, M. & Vikstedt, H. (2004). Training teachers for ICT in education – a case from upper secondary school level in the Le@rn project. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2957-2960). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved September 22, 2017 from .

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