Discourse and Communication for Sustainable Education, 2016
This study aims to find higher education students’ perceptions about environmental issues and how... more This study aims to find higher education students’ perceptions about environmental issues and how the perceptions are related to perceptions of media coverage. This study investigates higher education students’ perceptions of the seriousness of environmental issues and their relation to perceptions of media coverage. Higher education students perceived a global problem, lack of clean water, as most serious environmental problem. Media has had an effect on students’ perceptions on environmental issues: when students perceived the problem as serious they also perceived the information in media concerning it appropriate. Students perceived that the media underestimate and obscure some environmental problems such as biological diversity and global warming. It was concluded that higher education educators need more knowledge of students’, future decision makers’ concerns and perceptions about environmental issues to develop more effective teaching practices in higher education. Through e...
ABSTRACT This research focuses on how experiences of learning with ICT in pedagogically meaningfu... more ABSTRACT This research focuses on how experiences of learning with ICT in pedagogically meaningful ways can affect pre-service teachers’ intentions to use ICT for teaching and learning. The research is based on the framework of the theory of planned behaviour (TPB). It is a quasi-experimental design study with pre- and post-testing. The effects that a 12-week course using collaborative, inquiry based learning practices and several ICT applications have on four areas of pre-service teachers’ TPB are investigated. The research was conducted using repeated measures t-tests and structure equation modelling (SEM). The results indicate that there were no differences in pre-service teachers’ attitudes and behavioural intentions towards the use of ICT for teaching and learning. Statistically significant changes were found in pre-service teachers’ self-efficacy and subjective norms concerning the use of ICT for teaching and learning. Also, differences between pre- and post-testing were found in the relationship between subjective norms and self-efficacy and other areas of TPB.
Education and Information Technologies, Dec 1, 2014
ABSTRACT This study focuses on upper secondary and vocational level teachers as users of social s... more ABSTRACT This study focuses on upper secondary and vocational level teachers as users of social software i.e. what software they use during their leisure and work and for what purposes they use software in teaching. The study is theorised within a technological pedagogical content knowledge framework, the emphasis is especially on technological knowledge and technological pedagogical knowledge. Four hundred thirty seven teachers were surveyed using an online questionnaire with Likert scaled statements and open-ended questions. Results suggest that the number of different types of social software actively used for teaching is small and that the potential of social software as a tool for supporting collaborative learning has not yet been realised. Discussion of the results is framed in the context of teachers’ developing technological pedagogical content knowledge.
The research reported here is concerned with a critical examination of some of the assumptions co... more The research reported here is concerned with a critical examination of some of the assumptions concerning the ‘Net Generation’ capabilities of 74 first‐year student teachers in a Finnish university. There are assumptions that: (i) Net Generation students are adept at learning through discovery and thinking in a hypertext‐like manner (Oblinger & Oblinger, 2005; Prensky, 2001); and (ii) when they enter
ABSTRACT This research focuses on how experiences of learning with ICT in pedagogically meaningfu... more ABSTRACT This research focuses on how experiences of learning with ICT in pedagogically meaningful ways can affect pre-service teachers’ intentions to use ICT for teaching and learning. The research is based on the framework of the theory of planned behaviour (TPB). It is a quasi-experimental design study with pre- and post-testing. The effects that a 12-week course using collaborative, inquiry based learning practices and several ICT applications have on four areas of pre-service teachers’ TPB are investigated. The research was conducted using repeated measures t-tests and structure equation modelling (SEM). The results indicate that there were no differences in pre-service teachers’ attitudes and behavioural intentions towards the use of ICT for teaching and learning. Statistically significant changes were found in pre-service teachers’ self-efficacy and subjective norms concerning the use of ICT for teaching and learning. Also, differences between pre- and post-testing were found in the relationship between subjective norms and self-efficacy and other areas of TPB.
Discourse and Communication for Sustainable Education, 2016
This study aims to find higher education students’ perceptions about environmental issues and how... more This study aims to find higher education students’ perceptions about environmental issues and how the perceptions are related to perceptions of media coverage. This study investigates higher education students’ perceptions of the seriousness of environmental issues and their relation to perceptions of media coverage. Higher education students perceived a global problem, lack of clean water, as most serious environmental problem. Media has had an effect on students’ perceptions on environmental issues: when students perceived the problem as serious they also perceived the information in media concerning it appropriate. Students perceived that the media underestimate and obscure some environmental problems such as biological diversity and global warming. It was concluded that higher education educators need more knowledge of students’, future decision makers’ concerns and perceptions about environmental issues to develop more effective teaching practices in higher education. Through e...
ABSTRACT This research focuses on how experiences of learning with ICT in pedagogically meaningfu... more ABSTRACT This research focuses on how experiences of learning with ICT in pedagogically meaningful ways can affect pre-service teachers’ intentions to use ICT for teaching and learning. The research is based on the framework of the theory of planned behaviour (TPB). It is a quasi-experimental design study with pre- and post-testing. The effects that a 12-week course using collaborative, inquiry based learning practices and several ICT applications have on four areas of pre-service teachers’ TPB are investigated. The research was conducted using repeated measures t-tests and structure equation modelling (SEM). The results indicate that there were no differences in pre-service teachers’ attitudes and behavioural intentions towards the use of ICT for teaching and learning. Statistically significant changes were found in pre-service teachers’ self-efficacy and subjective norms concerning the use of ICT for teaching and learning. Also, differences between pre- and post-testing were found in the relationship between subjective norms and self-efficacy and other areas of TPB.
Education and Information Technologies, Dec 1, 2014
ABSTRACT This study focuses on upper secondary and vocational level teachers as users of social s... more ABSTRACT This study focuses on upper secondary and vocational level teachers as users of social software i.e. what software they use during their leisure and work and for what purposes they use software in teaching. The study is theorised within a technological pedagogical content knowledge framework, the emphasis is especially on technological knowledge and technological pedagogical knowledge. Four hundred thirty seven teachers were surveyed using an online questionnaire with Likert scaled statements and open-ended questions. Results suggest that the number of different types of social software actively used for teaching is small and that the potential of social software as a tool for supporting collaborative learning has not yet been realised. Discussion of the results is framed in the context of teachers’ developing technological pedagogical content knowledge.
The research reported here is concerned with a critical examination of some of the assumptions co... more The research reported here is concerned with a critical examination of some of the assumptions concerning the ‘Net Generation’ capabilities of 74 first‐year student teachers in a Finnish university. There are assumptions that: (i) Net Generation students are adept at learning through discovery and thinking in a hypertext‐like manner (Oblinger & Oblinger, 2005; Prensky, 2001); and (ii) when they enter
ABSTRACT This research focuses on how experiences of learning with ICT in pedagogically meaningfu... more ABSTRACT This research focuses on how experiences of learning with ICT in pedagogically meaningful ways can affect pre-service teachers’ intentions to use ICT for teaching and learning. The research is based on the framework of the theory of planned behaviour (TPB). It is a quasi-experimental design study with pre- and post-testing. The effects that a 12-week course using collaborative, inquiry based learning practices and several ICT applications have on four areas of pre-service teachers’ TPB are investigated. The research was conducted using repeated measures t-tests and structure equation modelling (SEM). The results indicate that there were no differences in pre-service teachers’ attitudes and behavioural intentions towards the use of ICT for teaching and learning. Statistically significant changes were found in pre-service teachers’ self-efficacy and subjective norms concerning the use of ICT for teaching and learning. Also, differences between pre- and post-testing were found in the relationship between subjective norms and self-efficacy and other areas of TPB.
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Papers by Jari Kukkonnen