{"id":498,"date":"2020-01-23T18:21:52","date_gmt":"2020-01-23T16:21:52","guid":{"rendered":"https:\/\/dilipocofi.wpengine.com\/index.php\/information-about-the-project\/"},"modified":"2023-09-05T11:11:56","modified_gmt":"2023-09-05T08:11:56","slug":"information-about-the-project","status":"publish","type":"page","link":"https:\/\/dilipoco.fi\/en\/information-about-the-project\/","title":{"rendered":"Project Information"},"content":{"rendered":"\n
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Information about the project<\/h1>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
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Background<\/h2>\n\n\n\n

The changed way the school system operates as a result of the COVID-19 pandemic requires teachers to be able to enable stakeholders to operate in digital environments; mm. digital student management, communications, distance learning systems, e-learning materials and student care systems. The wide range of different learning environments and administrative tools related to teaching affects the workload and fluency of teachers. The teacher is the starting point for both the teaching content and the digital skills, and he or she can make a significant contribution to the smooth running of the school’s daily activities. The starting point of the project is that the criteria or assessment methods that are unambiguously applicable to the current situation for adequate, good or excellent digital literacy in school work have not been sufficiently outlined. Due to the diversity of the service system in the school system, the digital literacy requirements of different stakeholders need to be clarified.<\/p>\n\n\n\n


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About the project<\/h2>\n\n\n\n

During the preparation of the project, it has been recognized that in his \/ her practical work, the teacher does not have to think much about own skills deficiencies in most of the work tasks. However, according to the representatives of the City of Tampere, about 30% of the students require special attention from the teacher and skillful adaptation of teaching activities in digital environments. The project seeks to address this dilemma by providing teachers with the tools to assess digital literacy of stakeholders, conduct operational interventions, and the opportunity to develop their own school practices using effective intervention models. The solutions developed in the project will improve the working conditions of teachers, reduce the workload and enable teachers to focus better on their teaching activities. Inadequate digital literacy by stakeholder actors leads to a situation where the teacher has to guide too much the use of the service or application. This often also means a large exchange of messages between different actors, which further increases the workload.<\/p>\n\n\n\n

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EURA2014 information<\/a><\/div>\n<\/div>\n\n\n\n
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Jussi Okkonen<\/h3>\n\n\n\n

Project Leader, Tampere University<\/p>\n\n\n

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Mikko Tiirikainen<\/h3>\n\n\n\n

Development Manager, City of Tampere<\/p>\n\n\n\n

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Vallery Michael<\/h3>\n\n\n\n

Researcher, Tampere University<\/p>\n\n\n

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Marianne Ilola<\/h3>\n\n\n\n

Developer Teacher, City of Tampere<\/p>\n\n\n\n

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Mia Laine <\/h3>\n\n\n\n

Maria Mattila<\/h3>\n\n\n\n

Joel Rauma<\/h3>\n\n\n\n

Research Assistants, Tampere University<\/p>\n\n\n\n

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Jenny Uusikartano<\/h3>\n\n\n\n

Specialist, the Baltic Institute of Finland<\/p>\n<\/div>\n<\/div>\n\n\n\n

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