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F om he Edi o in Chie : Technologies o Suppo Lea ning, Well-Being, and
Communica ion
Häkkinen, Päi i
Häkkinen, P. (2013). F om he Edi o in Chie : Technologies o Suppo Lea ning,
Well-Being, and Communica ion. Human Technology, Volume 9 (2), pp. 109-112.
doi:10.17011/h /u n.201312042735</a
2013
An In e disciplina y Jou nal on Humans in ICT En i onmen s ISSN: 1795-6889
www.human echnology.jyu. i Volume 9(2), Decembe 2013, 109–112
109
F om he Edi o in Chie
TECHNOLOGIES TO SUPPORT LEARNING, WELL-BEING,
AND COMMUNICATION
The Finnish in o ma ion socie y, including i s school sys em, is acing many challenges a
he momen . Decision make s, such as ep esen a i es o he Minis y o Educa ion and
Cul u e, ha e aised li ely discussion on he basis o he ecen PISA esul s.1 The end
among Finnish s uden s’ pe o mance in he PISA s udy du ing he las decade is
descendan . Al oge he , he ecen s udies indica e pa icula wo ies ela ed o bo h
nega i e a i udes and lack o mo i a ion owa ds lea ning among Finnish s uden s, as hese
ac o s seem o be coupled wi h he pe o mance and lea ning ou comes (Hau amäki,
Kupiainen, Ma janen, Vainikainen, & Ho ulainen, 2013; Kupa i e al., 2013).
One o he sugges ions o enewing ou school p ac ices is o de elop inno a i e
pedagogical and knowledge p ac ices ha also u ilize echnologies. Al hough echnologies ha e
been de eloped o educa ional pu poses al eady o almos wo decades, many p ac ical
ques ions emain ou s anding. Ce ainly he issues o he a ailabili y (accessibili y and cos )
and demand o lexibili y ( ime, place, and pace) in lea ning emain challenges o employing,
o example, dis ance lea ning in mos educa ional sys ems. Ye hese a e no he ac ual
bo lenecks o he mo e widesp ead and p oduc i e use o echnologies in eaching o lea ning.
Ra he , he challenge equen ly ela es o educa o s’ hesi an a i udes owa d hei abili ies
in applying new pedagogical app oaches and u ilizing echnologies o suppo hem.
Mo eo e , because adi ional models o lea ning ha e no inspi ed esea che s and eache s o
de elop inno a i e pedagogical p ac ices, esea ch and de elopmen wo k wi hin he ield has
shi ed owa d a ocus on c ea ing many-sided pedagogical p ac ices, speci ically h ough
u ilizing echnologies ha can suppo s uden s in hei e o s o deepe lea ning and iche
in e ac ion. Resea ch in he a ea o lea ning echnologies has indica ed bo h possibili ies and
challenges ela ed o pedagogically meaning ul use o echnologies o lea ning.
The apid changes, especially in ne wo ked echnologies, ha e changed he way we lea n,
wo k, and communica e. Global mega ends, such as social media and massi e open online
cou ses challenge he adi ional design o lea ning en i onmen s. Due o apid echnological
© 2013 Päi i Häkkinen and he Ago a Cen e , Uni e si y o Jy äskylä
URN:NBN: i:jyu-201312042735
Päi i Häkkinen
Finnish Ins i u e o Educa ional Resea ch
Uni e si y o Jy äskylä
Finland
Häkkinen
110
de elopmen , educa ional p o essionals now call o esea ch-based, sma solu ions o suppo
lea ning and pe o mance wi hin o mal and in o mal educa ional, wo k- ela ed, and
e e yday con ex s.
The “lea n any ime, anywhe e” app oach, while o e ing much po en ial o inno a i e
eaching and lea ning, is no wi hou challenges. Ce ainly, ubiqui ous compu ing can p o ide
oppo uni ies o embedding lea ning in o e e yday ac i i ies (Weise , 1991). Howe e ,
esea ch and de elopmen wo k should ocus on meaning ul pedagogical use o mobile
de ices ins ead o me ely use s’ echnical capabili ies o hem (Jä elä, Näykki, La u, &
Luokkanen, 2007). The ocus ecen ly has mo ed owa d he in e p e a ions o mobile
de ices as cogni i e ools ha can eo ganize how lea ne s hink and engage in p oduc i e
g oup in e ac ions (La u, 2012). Mobile de ices, including able s, handhelds, sma phones,
can con ibu e in pa o inspi ing s uden s owa d inqui y lea ning in au hen ic lea ning
se ings (Meek, Fi zge ald, Sha ples, & P ies nall, 2013). Howe e , he esponsibili y o
lea ning canno be—and should no be— ans e ed o e en he mos ad anced echnology.
Ra he , e ec i e lea ning p esupposes lea ne s wi h ac i e and de e mined minds and
willingness o collabo a ion, who engage in social academic ansac ions unde he guidance
and acili a ion o a eache . An engaged and skill ul s uden does no adop knowledge
di ec ly om a eache o om a ex book, o e en a digi al sou ce. Ins ead, he s uden
ac i ely conduc s in ellec ual asks and comple es p ojec s indi idually and oge he wi h
pee lea ne s. The ole o echnology in his p ocess, hen, is o assis and suppo he s uden
in sea ching, analyzing, and c ea ing knowledge, as well as in sha ing he phases o he
wo king p ocess wi h o he s and wi h he eache .
As s a ed abo e, despi e a s ill ai ly high le el o knowledge and skills, oo many
child en do no enjoy hemsel es a school (Hau amäki e al., 2013). Mo i a ion, a key
componen o any lea ning p ocess, ypically waxes and wanes a he in e sec ion o a ious
lea ning si ua ions and expec a ions, in ellec ual demands, pee in e ac ion, and he s uden ’s
inna e lea ning abili ies (Co ing on, 2000; Ga ilă, & Palicica, 2008). Hence, he
echnologies conside ed o lea ning, wo king, and e e yday en i onmen s should be
de eloped no only om he cogni i e, bu also om physical/biological, emo ional, and
social pe spec i es.
The pape s in his issue o Human Technology: An In e disciplina y Jou nal on Humans in ICT
En i onmen s open up pe spec i es on he use o mobile echnologies in lea ning in mul iple a eas.
These s udies in es iga e he mobile suppo o lea ning no only in ega d o pedagogical change,
bu also as ela ed o well-being and physical ac i i ies and a ec i e communica ion esea ch.
This issue begins wi h he a icle by Rikala, Vesisenaho and Myllä i, who ha e
examined he pe cei ed pedagogical oppo uni ies and ealized pedagogical po en ial o able s
in Finnish schools. Th ough hei su ey o eache s, hey unco e ed ha he ac ual use o
able s in class ooms, in some cases, was pe cei ed by he eache s as ha ing a lowe bene i
han wha hey had hough i s po en ial would be. Ne e heless, eache s emain op imis ic ha
able s can di e si y and enhance eaching and lea ning, o example, by acili a ing lea ne s’
mo i a ion and p omo ing s uden -engaging eaching me hods and independen lea ning. Two
o he bigges challenges in achie ing hese lea ning enhancemen s wi h able s e ol e a ound
ini ia ing new o ms o lea ne -cen e ed pedagogies and ha ing a su icien numbe o able s
a ailable in he class oom o allow o pedagogical inno a ion.
Suppo ing Lea ning, Well-Being, and Communica ion
111
Edwa ds, McDonald, Zhao and Humph ies discuss in hei a icle he applicabili y o
he PRETAR amewo k in suppo ing explici s uc u ing o use -cen e ed e alua ion s udies,
using hei ecen s udy in he a ea o eHeal h as an e alua i e example. Thei eHeal h s udy
aimed o p o ide adolescen s wi h exe cise- ocused echnologies o gene a e ideas on u u e
echnologies o inc ease mo i a ion o and engagemen in physical ac i i y by hemsel es and
hei pee s. Edwa ds e al. applied he PRETAR amewo k e ospec i ely o wo a eas o hei
p io s udy: he pape s hey used wi hin hei li e a u e e iew, and hen in e alua ing he
planning, execu ion, and epo ing p ocesses o hei own ield s udy. F om his collec i e
assessmen , hey con i med he alue o he PRETAR amewo k o imp o ing he ull cycle o
esea ch, pa icula ly o ield s udies. Addi ionally, hey highligh he bene i o using PRETAR
wi hin esea che s’ e alua ion o he li e a u e, o iden i y s eng hs and weaknesses o hese
ounda ional s udies. Mo e impo an ly, hey a i m he alue o his amewo k in e ospec i e
p ac ices o enhance one’s own esea ch o he u u e, by explici ly ocusing on e iewing,
planning, conduc ing, and discussing aspec s o a s udy.
Li hol s and B yan examine mobile phones as an a ec i e echnology h ough which
he oice con eys emo ions, which hen shapes and gende s social space. They u ilized a
collabo a i e au oe hnog aphic me hod o in es iga e hei own elephone li es, unco e ing
how elephone-media ed social ela ions eme ge wi hin and h ough gende and gene a ion,
amily and iendships, wo k and home. In hei pape , Li hol s and B yan a gue ha
me hodological challenges e lec he complexi y o inqui y in o powe ela ions and he ole
o emo ions in he con ex o elephony. They sugges ha he au hoe hnog aphic me hod can
con ibu e o heo izing he con ex o e e yday elephone use.
Included in his issue is ou pe iodic public acknowledgemen o he many people who make
i possible o Human Technology o publish quali y pape s: ou e iewe s. These expe s
om a ound he wo ld olun ee hei ime and hei knowledge in e alua ing pape s o
publica ion conside a ion. Fo manusc ip s wi h publica ion po en ial, he e iewe s o e
conc e e ecommenda ions o imp o ing he manusc ip owa d ha end. As edi o s o an
in e disciplina y jou nal, we a Human Technology ely hea ily on ield-speci ic expe s who
know bes hei pa icula human– echnology esea ch s eam. As edi o in chie , I am deeply
g a e ul o hei gene osi y in ime and expe ise and hei impo an con ibu ion o he
many ields ha make up he scope o Human Technology.
ENDNOTE
1. PISA is he ac onym o he P og amme o In e na ional S uden Assessmen . The 2013 PISA
esul s a e a ailable a h p://www.oecd.o g/pisa/
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Ga ilă, C., & Palicica, M. (2008). Mo i a ions o lea ning: Cha ac e is ics and ways o de elopmen in p ima y
school pupils. Didac ica, 1(2), 17–20.
Häkkinen
112
Hau amäki, J., Kupiainen, S., Ma janen, J., Vainikainen, M.-P., & Ho ulainen, R. (2013). Oppimaan oppiminen
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disse a ion, Uni e si y o Oulu, Finland). Re ie ed om h p://jul ika.oulu. i/Reco d/isbn978-951-42-
9940-7
Meek, S., Fi zge ald, E., Sha ples, M., & P ies nall, G. (2013). Lea ning on ield ips wi h mobile echnology.
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In o ma ion Age Publishing Inc.
Weise , M. (1991). The compu e o he 21s cen u y. Scien i ic Ame ican, 3(3), 3–11.
Au ho ’s No e
All co espondence should be add essed o
Päi i Häkkinen
Finnish Ins i u e o Educa ional Resea ch
Uni e si y o Jy äskylä
P.O. Box 35
40014 Uni e si y o Jy äskylä, FINLAND
pai i.m.hakkine[email p o ec ed]
Human Technology: An In e disciplina y Jou nal on Humans in ICT En i onmen s
ISSN 1795-6889
www.human echnology.jyu. i