Finnish Education Professionals’ Thoughts on Adaptive Learning Technologies

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dc.contributor.author Pesonen, Joonas A.
dc.contributor.author Kivimäki, Ville
dc.contributor.editor Viberg, Olga
dc.contributor.editor Glassey, Richard
dc.contributor.editor Spikol, Daniel
dc.contributor.editor Bälter, Olle
dc.date.accessioned 2021-11-23T15:12:01Z
dc.date.available 2021-11-23T15:12:01Z
dc.date.issued 2021-10-17
dc.identifier.citation Pesonen , J A & Kivimäki , V 2021 , Finnish Education Professionals’ Thoughts on Adaptive Learning Technologies . in O Viberg , R Glassey , D Spikol & O Bälter (eds) , Proceedings of the Nordic Learning Analytics (Summer) Institute (NLASI 2021) . CEUR Workshop Proceedings , vol. 2985 , CEUR-WS.org , Nordic Learning Analytics (Summer) Institute (NLASI 2021) , Stockholm , Sweden , 23/08/2021 . < http://ceur-ws.org/Vol-2985/paper4.pdf >
dc.identifier.citation conference
dc.identifier.other PURE: 169610879
dc.identifier.other PURE UUID: 46204a34-68f5-4624-96ef-91a7dd67ca30
dc.identifier.other ORCID: /0000-0003-4939-7400/work/108868740
dc.identifier.other ORCID: /0000-0003-4166-4762/work/108868893
dc.identifier.uri http://hdl.handle.net/10138/336641
dc.description.abstract With the rapidly increased use of digital technologies in education due to the COVID-19 pandemic, it is important to discuss these technologies’ impact on the teaching profession. Using thematic analysis and epistemic network analysis (ENA), we analyzed 114 social media posts by Finnish education professionals commenting on an opinion piece about technology partly taking responsibilities usually attributed to a teacher. Out of the analyzed posts, 32 were supportive, 30 ambivalent, and 52 critical towards the presented scenario. The epistemic network analysis graphs showed some differences between posts with a different attitude. Supportive posts, on average emphasized technological capabilities and their connections with teacher workload and self-directed/self-regulated learning. In comparison, the critical posts on average emphasized human presence and its connections with pupil diversity and technological capability. Our findings both reveal the relevant themes in the discussion about technologies’ impact on the teaching profession and underline the differences in supportive and critical argumentation. en
dc.format.extent 11
dc.language.iso eng
dc.publisher CEUR-WS.org
dc.relation.ispartof Proceedings of the Nordic Learning Analytics (Summer) Institute (NLASI 2021)
dc.relation.ispartofseries CEUR Workshop Proceedings
dc.rights cc_by
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 516 Educational sciences
dc.subject 113 Computer and information sciences
dc.title Finnish Education Professionals’ Thoughts on Adaptive Learning Technologies en
dc.type Conference contribution
dc.contributor.organization Department of Education
dc.contributor.organization Faculty of Educational Sciences
dc.description.reviewstatus Peer reviewed
dc.relation.issn 1613-0073
dc.rights.accesslevel openAccess
dc.type.version publishedVersion
dc.identifier.url http://ceur-ws.org/Vol-2985/paper4.pdf
dc.identifier.url http://ceur-ws.org/Vol-2985/

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