Diseño colaborativo e implementación de herramientas digitales en educación como parte de programas a nivel nacional en un sistema educativo descentralizado

Resumen

Una característica interesante de la política educativa finlandesa es el diseño colaborativo de estrategias nacionales y locales, programas de desarrollo y planes de estudio. La planificación de estrategias, programas y planes de estudio generalmente comienza con el reconocimiento de los desafíos y necesidades a nivel de aula, escuela y municipio. Posteriormente, estos programas se planifican a través de una asociación de colaboración entre el sindicato de docentes, el Ministerio de Educación, las universidades y los proveedores de educación, típicamente los municipios y varios otros interesados. Los objetivos generales se acuerdan por consenso y estos objetivos se discuten a nivel local, se modifican y se implementan en contextos locales. Después de acordar los objetivos, los recursos de los presupuestos estatales y municipales se ponen a disposición para la prueba piloto y la implementación de los objetivos. En este artículo se presentan y discuten en detalle tres programas y planes de estudio actuales. Los programas de desarrollo introducidos se diseñaron en el Foro de Educación Básica y en el Foro de Educación de Profesores de Finlandia. Además, se introduce y analiza la preparación del Plan de Estudios Básico Nacional para la Educación Básica. Finalmente, se analiza el uso de herramientas y entornos digitales en educación como parte de la preparación y ejecución de los programas y planes de estudio.
  • Referencias
  • Cómo citar
  • Del mismo autor
  • Métricas
Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries. OECD Education Working Papers, 41. doi:https://doi.org/10.1787/218525261154

Blömeke, S., Eklöf, H., Fredriksson, U., Halldórsson, A. M., Jensen, S. S., Kavli, . . . A. -B., Vettenranta, J. (2018). Northern lights on TIMSS and PISA 2018 (TemaNord 2018 No. 524). Copenhagen, Denmark: Nordic Council of Ministers. Retrieved from https://karvi.fi/app/uploads/2018/09/Northern_Lights_on_TIMSS_and_PISA_2018.pdf

Burns, T. & Köster, F. (Eds.). (2016). Governing Education in a ComplexWorld. Paris, France: OECD Publishing. doi:https://doi.org/10.1787/9789264255364-en

City of Turku. (2018). Varhaiskasvatuksen laatukäsikirja [Early childhood and pre-primary education quality handbook]. Turku, Finland: Sivistystoimiala. Retrieved from https://www.turku.fi/sites/default/files/atoms/files/laatukasikirja_20.3.2015.pdf

Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2014). Knowledge spirals in higher education teaching innovation. International Journal of Knowledge Management, 10(4), 16-37. doi:https://doi.org/10.4018/ijkm.2014100102

Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2015). Epistemological and ontological spirals: From individual experience in educational innovation to the organisational knowledge in the university sector. Program: Electronic library and information systems, 49(3), 266-288. doi:https://doi.org/10.1108/PROG-06-2014-0033

Finnish National Board of Education (FNBE). (2014). The national core curriculum for basic education. Helsinki, Finland: Finnish National Board of Education. Retrieved from https://www.oph.fi/ops2016

Finnish National Board of Education (FNBE). (2015). The national core curriculum for upper secondary education. Helsinki, Finland: National Board of Education. Retrieved from https://www.oph.fi/download/172121_lukion_opetussuunnitelman_perusteet_2015.docx

Finnish National Board of Education (FNBE). (2016) Majakka-kouluille yhteinen sähköinen alusta [A common platform for schools participating the Majakka-network]. Helsinki: FNBE. Retrieved from http://www.oph.fi/ajankohtaista/verkkouutiset/101/0/majakka-kouluille_yhteinen_sahkoinen_alusta

Finnish National Board of Education (FNBE). (2018). Opetus- ja kulttuuritoimen valtionosuudet [Resources allocated to municipalities from state budget]. Helsinki, Finland: Opetushallitus [Finnish National Board of Education]. Retrieved from: https://www.oph.fi/rahoitus/valtionosuudet

Fernández-Llamas, C., Conde-González, M. Á., Rodríguez-Lera, F. J., Rodríguez-Sedano, F. J., & García-Peñalvo, F. J. (2018). May I teach you? Students’ behavior when lectured by robotic vs. human teachers. Computers in Human Behavior, 80, 460-469. doi:https://doi.org/10.1016/j.chb.2017.09.028

García-Peñalvo, F. J., & Mendes, J. A. (2018). Exploring the computational thinking effects in pre-university education. Computers in Human Behavior, 80, 407-411. doi:https://doi.org/10.1016/j.chb.2017.12.005

García-Peñalvo, F. J., Rees, A. M., Hughes, J., Jormanainen, I., Toivonen, T., & Vermeersch, J. (2016). A survey of resources for introducing coding into schools. In F. J. García-Peñalvo (Ed.), Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’16) (Salamanca, Spain, November 2-4, 2016) (pp. 19-26). New York, NY, USA: ACM. doi:https://doi.org/10.1145/3012430.3012491

Garm, N., & Karlsen, G.E. (2004). Teacher education reform in Europe: The case of Norway; trends and tensions in a global perspective. Teaching and Teacher Education, 20(7), 731-744. doi:https://doi.org/10.1016/j.tate.2004.07.004

Halinen, I. (2018). The new educational curriculum in Finland. In M. Matthes, L. Pulkkinen, C. Clouder, & B. Heys (Eds.), Improving the quality of childhood in Europe (Vol. 7) (pp. 75-89). Brussels, Belgium: Alliance for Childhood European Network Foundation. Retrieved from http://www.allianceforchildhood.eu/files/Improving_the_quality_of_Childhood_Vol_7/QOC%20V7%20CH06%20DEF%20WEB.pdf

Holappa, A. -S. (2007). Perusopetuksen opetussuunnitelma 2000-luvulla - uudistus paikallisina prosesseina kahdessa kaupungissa (Doctoral dissertation). Retrieved from Jultika, the University of Oulu Repository. (Series E94).

Husu J., & Toom A. (2016). Opettajat ja opettajankoulutus - suuntia tulevaan: Selvitys ajankohtaisesta opettaja- ja opettajankoulutustutkimuksesta opettajankoulutuksen kehittämisohjelman laatimisen tueksi (Publications of the Ministry of Education and Culture 33). Helsinki, Finland: Ministry of Education and Culture.

Jauhiainen, P. (1995). Opetussuunnitelmatyö koulussa. Muuttuuko yläasteen opettajan työ ja ammatinkuva? [Preparation of a local curriculum: How do teacher professionalism and identity change?] (Department of Teacher Education 154.) Helsinki, Finland: University of Helsinki.

Karvi. (2018). Kansallisen koulutuksen arviointitoiminnan tuloksia koulutusjärjestelmän tilasta [The results of national education evaluation activities from the state of the education system] (The Finnish Education Evaluation Centre [FINEEC]). Helsinki, Finland: Karvi. Retrieved from https://karvi.fi/app/uploads/2018/05/KARVI_T0118.pdf

Kitchen, J., & Figg, C. (2011). Establishing and sustaining teacher educator professional development in a self-study community of practice: Pre-tenure teacher educators developing professionally. Teaching and Teacher Education, 27(5), 880-890. doi:https://doi.org/10.1016/j.tate.2011.02.003

Krajick, J., & Merritt, J. (2012). Engaging students in scientific practices: What does constructing and revising models look like in the science classroom? Understanding a framework for K-12 science education. Science Teacher, 79(3), 38-41. doi:https://doi.org/10.1017/CBO9781139519526.018

Krajcik, J., & Shin, N. (2015). Project-based learning. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences 2nd ed. (pp. 275-297). New York, NY: Cambridge University Press.

Mahlamäki-Kultanen, S., Lauriala, A. Karjalainen, A. Rautiainen, M. Räkköläinen, M. Helin, E., . . . Nyyssölä K. (2014). Opettajankoulutuksen tilannekatsaus: Tilannekatsaus marraskuu 2014 [Analysis of current status of teacher education 2014] (National Board of Education No. 4). Helsinki, Finland: National Board of Education.

Maier, R., & Schmidt, A. (2015). Explaining organizational knowledge creation with a knowledge maturing model. Knowledge Management Research & Practice. 13(4), 361-381. doi:https://doi.org/10.1057/kmrp.2013.56

Ministry of Education and Culture (MEC). (2010). Laki perusopetuslain muuttamisesta [Change in Basic Education Act] (No. 642/2010). Retrieved from http://www.finlex.fi/fi/laki/alkup/2010/20100642

Ministry of Education and Culture (MEC). (2016) Opettajankoulutuksen kehittämisohjelma [Development program for teachers’ re- and in-service education]. Helsinki, Finland: Ministry of Education and Culture. Retrieved from https://minedu.fi/artikkeli/-/asset_publisher/opettajankoulutuksen-kehittamisohjelma-julkistettiin-opettajien-osaamista-kehitettava-suunnitelmallisesti-lapi-tyouran

Ministry of Education and Culture (MEC). (2017). Osaamiseen ja tutkimukseen isot lisäpanostukset ensi vuoden budjetissa [Next year’s budget promises more resources for education]. Helsinki, Finland: Ministry of Education and Culture. Retrieved from

Ministry of Education and Culture (MEC). (2018). Peruskoulufoorumi luovutti esityksensä peruskoulun kehittämislinjauksiksi [The Basic School Forum published the developmental plan for the basic school]. Helsinki, Finland: Ministry of Education and Culture. Retrieved from: http://minedu.fi/artikkeli/-/asset_publisher/peruskoulufoorumi-luovutti-esityksensa-peruskoulun-kehittamislinjauksiksi

Müller, J., Norrie, C., Hernández, F., & Goodson I. (2010). Restructuring teachers’ work-lives and knowledge in England and Spain. Compare, 40, 265-277. doi:https://doi.org/10.1080/03057920902830061

Niemi, H., Erma, T., Lipponen, L., Pietilä, M., Rintala, R., Ruokamo, H., . . . Stylman V. (2018). Maailman parhaiksi opettajiksi - Vuosina 2016-2018 toimineen Opettajankoulutusfoorumin arviointi [The world’s most competent teachers - Evaluation of the Teacher Education Forum in 2016-2018] (Proceedings of the National Centre for Education Evaluation 27:2018). Helsinki, Finland: National Centre for Education Evaluation. Retrieved from https://karvi.fi/app/uploads/2018/12/KARVI_2718.pdf

Niemi, H., Toom, A., & Kallioniemi, A. (2012). Miracle of education: The principles and practices of teaching and learning in Finnish schools. Rotterdam, Netherlands: Sense Publishers. doi:https://doi.org/10.1007/978-94-6091-811-7

Nonaka, I., von Krogh, G., & Voelpel, S. (2006). Organizational knowledge creation theory: Evolutionary paths and future advances. Organization Studies, 27(8), 1179-1208. doi:https://doi.org/10.1177/0170840606066312

Ogborn, J. (2002). Ownership and transformation: Teachers using curriculum innovations. Physics Education, 37, 142-146. doi:https://doi.org/10.1088/0031-9120/37/2/307

Opetusalan Ammattijärjestö (OAJ). (2018). Tutoropettaja tuli taloon - mutta kuinka pysyvästi [The tutor teaschers come to Finnish schools - but how long we will have them]. Helsinki, Finland: Opetusalan Ammattijärjestö [Trade Union of Education]. Retrieved from https://www.oaj.fi/cs/oaj/Uutiset?&contentID=1408920456686&page_name=Tutoropettaja+tuli+taloon_+mutta+kuinka+pysyvasti

Oppiminen uudistuu (2018). Tasa-arvoisen peruskoulun tulevaisuus: Koulutustakuusta osaamistakuuseen [The future of equal primary school: From training skills to knowledge skills]. Retrieved from https://oppiminenuudistuu.wordpress.com/category/uusi-peruskoulu/

Organisation for Economic Co-operation and Development (OECD). (2005). Definition and selection of competencies (DeSeCo): Executive summary. Paris, France: OECD Publishing. Retrieved from http://www.oecd.org/pisa/35070367.pdf

Organisation for Economic Co-operation and Development (OECD). (2007). PISA 2006: Science competencies for tomorrow’s world, volume 1: Analysis. Paris, France: OECD Publishing.

Organisation for Economic Co-operation and Development (OECD). (2010). PISA 2009: Volume 2: Data. Paris, France: OECD Publishing.

Organisation for Economic Co-operation and Development (OECD). (2013). PISA 2012. Results in focus. What 15-year-olds know and what they can do with what they know. Paris, France: OECD Publishing. Retrieved from http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf

Organisation for Economic Co-operation and Development (OECD). (2014). Talis 2013 results: An international perspective on teaching and learning. Paris, France: OECD Publishing. Retrieved from http://www.oecd-ilibrary.org/education/talis-2013-results_9789264196261-en

Organisation for Economic Co-operation and Development (OECD). (2016). PISA 2015 results (volume I): Excellence and equity in education. Paris, France: OECD Publishing. Retrieved from: doi:https://doi.org/10.1787/9789264266490-en

Organisation for Economic Co-operation and Development (OECD). (2018). Equity in education: Breaking down barriers to social mobility. Paris, France: OECD Publishing. doi:https://doi.org/10.1787/9789264073234-en

Ouakrim-Soivio, N. Rinkinen, A., & Karjalainen, T. (2015). Tulevaisuuden peruskoulu [Future Basic School] (Publication of the Ministry of Education and Culture No. 8). Helsinki, Finland: Ministry of Education and Culture. Retrieved from http://urn.fi/URN:ISBN:978-952-263-340-8

Paavola. S., & Hakkarainen. K. (2014). Trialogical approach for knowledge creation. In S.C., Tan., H. J. So., & J. Yeo (Eds.), Knowledge creation in education (pp. 53-73). Singapore: Springer Singapore. doi:https://doi.org/10.1007/978-981-287-047-6_4

Prime Minister’s Office. (2015). Finland, a land of solutions: Strategic program of Prime Minister Juha Sipilä’s government (Government Publications 12/25). Helsinki, Finland: Edita Prima. Retrieved from http://valtioneuvosto.fi/documents/10184/1427398/Ratkaisujen+Suomi_EN_YHDISTETTY_netti.pdf/8d2e1a66-e24a-4073-8303-ee3127fbfcac

Reimers, F. M., & Chung, C. K. (2016). A comparative study of the purposes of education in the twenty-first century. In F. M. Reimers & C. K. Chung (Eds.), Teaching and learning for the twenty-first century: Educational goals, policies, and curricula from six nations (pp. 1-24). Cambridge, MA: Harvard Education Press.

Rubio Royo, E., Cranfield McKay, S., Nelson-Santana, J. C., Delgado Rodríguez, R. N., & Occon-Carreras, A. A. (2018). Web Knowledge Turbine as a Proposal for Personal and Professional Self-organisation in Complex Times. Journal of Information Technology Research, 11(1), 70-90. doi:https://doi.org/10.4018/JITR.2018010105

Saarinen, J. Venäläinen, S., Johnson, P., Cantell, H., Jakobsson, G., Koivisto, P., . . . Viitala, M. (2019). OPS-TYÖN ASKELEITA Esi- ja perusopetuksen opetussuunnitelmien perusteiden 2014 toimeenpanon arviointi [Stages of curriculum work - Evaluation of the implementation of the national core curriculum for pre-primary and basic education 2014] (Proceedings of the National Centre for Education Evaluation 2019:1). Helsinki, Finland: National Centre for Education Evaluation. Retrieved from https://karvi.fi/app/uploads/2019/01/KARVI_0119.pdf

Seutusanomat (2018, January 30). Raision sivistyslautakunta esittää lisämäärärahaa digitutorien koulutukseen [The Raision Education Board provides additional funding for the training of digital studios]. Seutusanomat. https://turunseutusanomat.fi/2018/01/raision-sivistyslautakunta-esittaa-lisamaararahaa-digitutorien-koulutukseen/

Silveira, I. F., & Villalba-Condori, K. O. (2018). An Open Perspective for Educational Games. Journal of Information Technology Research (JITR), 11(1), 18-28. doi:https://doi.org/10.4018/JITR.2018010102

Surowiecki, J. (2005). The wisdom of crowds. New York: Anchor Books.

Tanhua-Piiroinen, E., Kaarakainen, S. -S., Kaarakainen, M. -T., Viteli, J., Syvänen, A., & Kivinen, A. (2019). Digiajan peruskoulu [Primary- and secondary-level schools in the digital era] (Government Release and Publication Series 6/2019). Helsinki, Finland: Prime Minister’s Office. Retrieved from http://urn.fi/URN:ISBN:978-952-287-634-8

Vahtivuori-Hänninen, S. H., Halinen, I., Niemi, H., Lavonen, J. M. J., Lipponen, L., & Multisilta, J. (2014). A new Finnish national core curriculum for basic education and technology as an integrated tool for learning. In Niemi, H., Multisilta, J., Lipponen, L., & M. Vivitsou (Eds.), Finnish innovations & technologies in schools: A guide towards new ecosystems of learning (pp. 33-44). Rotterdam, Netherlands: Sense Publishers. doi:https://doi.org/10.1007/978-94-6209-749-0_2

Välijärvi, J., Linnakylä, P., Kupari, P., Reinikainen, P., & Arffman, I. (2002). The Finnish success in PISA-and some reasons behind it. Jyväskylä, Finland: Kirjapaino Oma Oy.

Villalba-Condori, K. O., García-Peñalvo, F. J., Lavonen, J., & Zapata- Ros, M. (2018). What kinds of innovations do we need in education? In K. O. Villalba-Condori, F. J. García-Peñalvo, J. Lavonen, , & M. Zapata-Ros (Eds.), Proceedings of the II Congreso Internacional de tendencias en Innovación Educativa - CITIE 2018 (Arequipa, Perú, November 26-30,2018) (pp. 9-15). Aachen, Germany: CEUR-WS.org.

Villalba-Condori, K. O., Castro Cuba-Sayco, S. E., Guillen Chávez, E. P., Deco, C., & Bender, C. (2018). Approaches of learning and computational thinking in students that get into the computer sciences career. In F. J. García-Peñalvo (Ed.), Proceedings TEEM’18. Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality (Salamanca, Spain, October 24-26, 2018) (pp. 36-40). New York, NY, USA: ACM. doi:https://doi.org/10.1145/3284179.3284185

Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press. doi:https://doi.org/10.1017/CBO9780511803932

Young, J. C., Hall. C., & Clarke, A. (2007). Challenges to university autonomy in initial teacher education programmes: The cases of England, Manitoba, and British Columbia. Teaching and Teacher Education, 23, 81-93. doi:https://doi.org/10.1016/j.tate.2006.04.008
Lavonen, J., & Villalba-Condori, K. O. (2019). Diseño colaborativo e implementación de herramientas digitales en educación como parte de programas a nivel nacional en un sistema educativo descentralizado. Education in the Knowledge Society (EKS), 20, 12. https://doi.org/10.14201/eks2019_20_a23

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Jari Lavonen

,
University of Helsinki, Finland
Faculty of Educational Sciences
+