A New Wave of Learning in Finland: Get Started with Innovation!

Abstract

This chapter describes the grass-roots nature of the Innokas Network and explores how networking can support teachers in adopting strategies for teaching 21st century competence.The context for this study is the Innokas Network, a Finnish school development network. The goal of Innokas Network is to initiate educational reform for the learning of 21st century competence as a new wave of learning arising from widespread innovation on the grass-roots level. The key question driving activities in Innokas Network is how we can teach and support the learning of 21st century competence in practice. Innokas Network is focused on answering this question through the Innovation Education approach, within the framework provided by the Innovative School model (ISC).To study teachers' experience with such networking, thoughts and ideas for supporting teachers in teaching of 21st century competence were collected from Innokas Network teachers during the 2013-2014 school years. The results indicate that teachers experienced the Innovation Education approach practiced in the network, when implemented through ISC principles, such as educational innovations, peer-to-peer learning, teamwork, and partnerships, as helpful in teaching 21st century competencies. In addition, teachers mentioned the motivational effect provided by taking part in nationwide network activity as well as the enabling effect of the limited but well-coordinated support provided by the network.

Peer selection and influence: Students’ interest-driven socio-digital participation and friendship networks

“…Students who are competent in digital technologies could be engaged in tutoring their peers as part of computer-supported collaborative learning activities (Riikonen, Seitamaa-Hakkarainen, & Hakkarainen, 2018). Social learning and peer tutoring play important roles in the type of computer-supported collaborative learning that is becoming more commonplace in Finnish educational institutions (Korhonen & Lavonen, 2017;Niemi, Kynäslahti, & Vahtivuori-Hänninen, 2013). Through such pedagogies, similar social learning resources that appear to be involved in ISDP could be also harnessed for supporting school learning.…”

Digitisation or Digitalisation: Diverse Practices of the Distance Education Period in Finland

“…In the school context, these change processes can be approached through innovation-driven theories such as the theory of the diffusion of innovations (Rogers, 2003), the theory of educational change (Fullan, 2015), and the Innovative School model (Korhonen & Lavonen, 2017). The Innovative School model combines the theories of Fullan and Rogers with practical development work of schools aiming at holistic change.…”

“…The model is supported by research indicating that participant involvement in innovation implementation and reinvention increases the odds of continued use and development of the innovation. n the model, detailed by Korhonen and Lavonen (2017), collaboration is encouraged on all levels with peer-to-peer learning among students, teamwork between teachers, in home and school collaboration, and in various partnerships. The comprehensive and versatile use of technology in learning and teaching is a guiding and cross-cutting principle in the model.…”

“…As the autonomous implementers of the curriculum this exceptional period calls for the ability of teachers to not just adapt to changing circumstances but also use innovation skills to create new practices. Innovation skills are a type of 21 st -century competence that enables the person to solve real-world problems and innovate with others (Korhonen & Lavonen, 2017). The individual's contributions to these tasks are considered innovative work behaviour (IWB) (Messmann & Mulder, 2014;Thurlings et al, 2015).…”

“…Moreover, digipedagogical competences include using and adapting technology in collaboration with colleagues, parents, and networks. Technology is seen not only as a tool for teaching, learning, interaction and innovation but also as an object of learning (Korhonen & Lavonen, 2017). Thus, digipedagogical competence also includes the teacher's epistemic knowledge of digitalisation, for example, teacher's knowledge and beliefs (Ertmer et al, 2014) about digitalisation, digital technology, and its benefits to teaching, as well as its societal impact.…”