I’m starting my doctoral studies now and the thesis will be in English. Hence here is the abstract of my master’s thesis in English.
“The aim of this study is to outline the values and evaluation of Network-Based Education (NBE) from the point of view of the class teacher. Media education and school didactics were the theoretical framework for this thesis. The central conceptual frameworks were Teacher�s pedagogical thinking (Kansanen et al 2000), Relation between theory of didactics and pedagogical reality (Lahdes 1997) and Teaching�studying�learning process (Uljens 1997). The idea was to approach teaching, studying and learning integrated with information and communication technologies (ICTs) in schools through evaluation. This qualitative case study addressed the following research problems: 1) How does the class teacher find the implementation of Network-Based Education? 2) How does the class teacher evaluate Network-Based Education? The first research problem was also approached from the point of view of values and evaluation.”
“Personal interviews and emergent themes were planned on Gallini�s (2001) Framework for the Design of Research in Technology-Mediated Learning Environments (A Sociocultural Perspective) and Tella�s & Mononen-Aaltonen�s (2001) Multidimensional Model for Principles of Planning and Evaluation of Network-Based Education. Eight class teachers were interviewed and they completed a questionnaire. The data was thematized but also some analysis on the data was made without any theoretical presumptions. The findings of this case study suggest that there are two different types of values in the class teacher�s evaluation: (A) methodological and result-oriented values of teaching�studying�learning and (B) educational values and the values in the culture of the school concerned. The former can be simplified as pedagogical values and the latter educational values.”
“Based on these two types of values different levels of evaluation were outlined when information and communication technologies are integrated. The two main levels were defined as the focuses of evaluation in Network-Based Education: (1) Technology focus and (2) Goal-oriented/Purposive focus. In Technology focus (1) the evaluation is dominated by the concern for the pupil. Either the class teacher feels that every pupil should learn the basic skills in ICT or s/he sees that pupils should be protected from computers and digital games. Correspondingly, Goal-oriented/Purposive focus (2) leans on the general goals set for teaching, studying and learning with or without ICT integration. In the media education framework the design and evaluation of Network-Based Education are initiated by educational and pedagogical values instead of technology. However, the focuses should be seen as complementary. Thus, the variation of focuses by the class teacher means true media proficiency, which combines professional expertise and personal skills in life.”