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Verkko-Opetusinnovaation Leviäminen Koulun Maantieteeseen Vuosituhannen Vaihteessa

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Verkko-Opetusinnovaation Leviäminen Koulun Maantieteeseen Vuosituhannen Vaihteessa Tutkimuksia 296 Ilta-Kanerva Kankaanrinta Virtuaalimaailmoja valtaamassa – verkko-opetusinnovaation leviäminen koulun maantieteeseen vuosituhannen vaihteessa Esitetään Helsingin yliopiston käyttäytymistieteellisen tiedekunnan suostumuksella julkisesti tarkastettavaksi Helsingin yliopiston päärakennuksessa, Auditorium XII, Unioninkatu 34, perjantaina 30. tammikuuta 2009 klo 12. Helsinki 2009 Esitarkastajat: Professori emerita Maija Ahtee Jyväskylän yliopisto Dosentti Lea Houtsonen Helsingin yliopisto Kustos: Professori Jari Lavonen Helsingin yliopisto Vastaväittäjä: Professori emerita Varpu Eloranta Turun yliopisto ISBN 978-952-10-4964-4 (nid) ISBN 978-952-10-4965-1 (pdf) ISSN 1795-2158 Yliopistopaino 2009 University of Helsinki Faculty of Behavioral Sciences Department of Applied Sciences of Education Research Report 296 Ilta-Kanerva Kankaanrinta Exploring virtual worlds—the diffusion of web based instruction in geography education at the turn of the millennium Abstract This doctoral thesis deals with the diffusion of web based instruction in secondary geography education in 1998–2004. The work is based on Rogers’ theory of innovation diffusion and Ful- lan’s model of educational change. The data was collected annually over 7 years from innovative geography teachers who returned 326 survey questionnaires. The main research questions were 1) What are innovative geography teachers’ preconditions for using web based instruction? 2) What materials or applications do teachers use in web based instruction and in which ways are they used? 3) What experiences do teachers have of web based instruction? The study revealed that even if geography teachers had computer classrooms and Internet connections in the school, web based instruction was often diffi cult because they did not have computers in the subject classrooms. During the study, a model was developed for describing teachers’ digital media skills. It included dimensions of technical hardware and software skills, information processing skills and communication skills. Geography teachers were categorized into three types based on their use of web based instruction: information-seeking light users, commu- nication-seeking basic users and cooperation-seeking heavy users. Web based instruction included many intensive positive and negative experiences. It gave pleasure to students and teachers and motivated learning. The problems were technical, organizational and resource or content related. Teachers regarded web based instruction as an enriching component which they wanted to add to traditional content and methods in controlled ways. Web based instruction was frequently rein- vented among teachers, which accelerated innovation diffusion. Our progressive forerunner teachers explored various kinds of virtual worlds created by in- formation and communication technologies. They frequently used information on the Web and generic offi ce tools. They applied virtual worlds that represent real geographic spaces, such as satellite imaginary of the Earth, digital maps, simulations and multimedia presentations. The teachers tried social spaces on the Web, such as chat applications, discussion fora and groupware. The exploration of virtual worlds proceeded during the research from digital information to com- munication applications and further to trials of cooperative applications. The teachers enlarged their virtual territory. They became dynamic actors of the Noosphere manifested by the Internet in order to satisfy the eternal and universal human need for connection with others. They empowered themselves to another trophic level: from information consumers to information producers, from objects to subjects. According to this study, web based instruction opens considerable opportuni- ties for geography education, and it is possible to look ahead to how geography education could be developed. Keywords: web based instruction, Internet, virtual worlds, geography, innovation Helsingin yliopisto Käyttäytymistieteellinen tiedekunta Soveltavan kasvatustieteen laitos Tutkimuksia 296 Ilta-Kanerva Kankaanrinta Virtuaalimaailmoja valtaamassa – verkko-opetusinnovaation leviäminen koulun maantieteeseen vuosituhannen vaihteessa Tiivistelmä Tutkimus käsittelee verkko-opetusinnovaation leviämistä perusasteen ja lukion maantieteeseen vuosina 1998–2004. Työssä sovellettiin opetusinnovaation leviämismallia ja innovaatioiden dif- fuusioteoriaa. Aineisto hankittiin seitsemänä vuotena kyselylomakkeilla maantieteen verkko-ope- tuksen edelläkävijäopettajilta, jotka palauttivat 326 lomaketta. Tutkimuksen pääongelmat olivat 1) Millaisia edellytyksiä edelläkävijäopettajilla on käyttää verkko-opetusta koulun maantieteessä? 2) Mitä sovelluksia ja millä tavoin edelläkävijäopettajat käyttävät maantieteen verkko-opetuksessa? 3) Millaisia käyttökokemuksia edelläkävijäopettajat ovat saaneet maantieteen verkko-opetukses- ta? Tutkimuksessa havaittiin, että tietokoneiden riittämätön määrä ja puuttuminen aineluokasta vaikeuttivat maantieteen verkko-opetusta. Työssä kehitettiin opettajien digitaalisten mediataito- jen kuutiomalli, johon kuuluvat tekniset taidot, informaation prosessointitaidot ja viestintätaidot. Opettajissa erotettiin kolme verkko-opetuksen käyttäjätyyppiä: informaatiohakuiset kevytkäyttä- jät, viestintähakuiset peruskäyttäjät ja yhteistyöhakuiset tehokäyttäjät. Verkko-opetukseen liittyi intensiivisiä myönteisiä ja kielteisiä kokemuksia. Se toi iloa ja motivaatiota opiskeluun. Sitä pi- dettiin rikastuttavana lisänä, joka haluttiin integroida opetukseen hallitusti. Edelläkävijäopettajat ottivat käyttöön tietoverkoissa olevaa informaatiota ja sovelsivat työvä- lineohjelmia. He pääsivät alkuun todellisuutta jäljittelevien virtuaalimaailmojen: satelliittikuvien toistaman maapallon, digitaalikarttojen ja simulaatioiden käytössä. Opettajat kokeilivat verkon sosiaalisia tiloja reaaliaikaisen viestinnän, keskusteluryhmien ja ryhmätyöohjelmien avulla. Mie- likuvitukseen perustuvat virtuaalimaailmat jäivät vähälle sillä opettajat eivät juuri pelanneet viih- depelejä. He omaksuivat virtuaalimaailmoista satunnaisia palasia käytettävissä olevan laite- ja ohjelmavarustuksen mukaan. Virtuaalimaailmojen valtaus eteni tutkimuksen aikana digitaalisen informaation hyödyntämisestä viestintäsovelluksiin ja aloittelevaan yhteistyöhön. Näin opettajat laajensivat virtuaalireviiriään tietoverkkojen dynaamisiksi toimijoiksi ja pääsivät uusin keinoin tyydyttämään ihmisen universaalia tarvetta yhteyteen muiden kanssa. Samalla opettajat valtautui- vat informaation kuluttajista sen tuottajiksi, objekteista subjekteiksi. Verkko-opetus avaa koulun maantieteelle huomattavia mahdollisuuksia. Mobiililaitteiden avulla informaatiota voidaan kerätä ja tallentaa maasto-olosuhteissa, ohjelmilla sitä voidaan muun- taa muodosta toiseen. Internetin autenttiset ja ajantasaiset materiaalit tuovat opiskeluun konkretiaa ja kiinnostavuutta, mallit, simulaatiot ja paikkatieto havainnollistavat ilmiöitä. Viestintä- ja yhteis- työvälineet sekä sosiaaliset informaatiotilat vahvistavat yhteistyötä. Avainsanat: verkko-opetus, internet, virtuaalimaailmat, maantiede, innovaatiot Virtuaalimaailmoja valtaamassa Esipuhe Väitöskirjani taustalla on tutkimuksen asiantuntijoita ja kannustajia. Helsingin yliopiston professori Jari Lavonen on viisaasti ohjannut ja tukenut tutkimus- prosessia. Professori emeritus Veijo Meisalon valtauttava ohjaus on ollut tär- keää erityisesti tutkimukseni varhaisvaiheissa. Esitän molemmille ohjaajilleni kunnioittavat kiitokseni. Työni esitarkastajat professori emerita Maija Ahtee ja dosentti Lea Houtso- nen esittivät arvokkaita kommentteja ja kriittisiä kysymyksiä, jotka auttoivat työn viimeistelyssä. Tutkimukseni alkuvaiheessa professori Seppo Tella antoi hyödyllistä palautetta suunnitelmista ja dosentti Jorma Kytömäki tutkimuslo- makkeesta. Helsingin yliopiston soveltavan kasvatustieteen laitoksen johtaja, professori Juhani Hytönen antoi mahdollisuuden julkaista työni laitoksen tut- kimussarjassa. Professori Mauri Åhlberg ja dosentti Jyrki Loima kannustivat tutkimustani. Kaikille edellä mainituille lausun parhaat kiitokseni. Biologian ja maantieteen opettajien liiton puheenjohtajat Eira Poranen ja Mervi Skyttä mahdollistivat tutkimusaineiston keruun, ja toiminnanjohtaja Anne Sorsa-Vainikka auttoi jäsenmääräkysymyksissä. Heille kiitokset suures- ta avusta. Erityisen lämmin kiitos niille maantieteen opettajille, virtuaalimaail- mojen uskalikoille, jotka vastasivat kyselyihin. Tietotekniikan monitaituri, amanuenssi Kari Perenius piirsi kuvat ja an- toi lopullisen graafi sen habituksen työlleni. Opiskelija Lauri Viitala huolehti työhuoneeni digitaalisesta infrastruktuurista ja mobiileista laitteista sekä työsti internetkartan. Molemmille suuret kiitokseni. Vuosien varrella olen osallistunut moniin jatkokoulutus- ja työryhmiin, jot- ka ovat vaikuttaneet näkemyksiini maantieteen opetuksesta ja tutkimuksesta. Ajattelen kiitollisuudella näitä innostavia yhteistyötahoja. Ystävieni, signora Anja Maaskolan ja kouluneuvos Marjukka Nurmelan kanssa käydyt keskuste- lut auttoivat jaksamaan työssäni, mistä sydämelliset kiitokset. Olen esittänyt tutkimustuloksiani Maantieteen kansainvälisen unionin ope- tuskomission IGUn ja luonnontieteiden opetuksen tutkimusyhteisön ESERA konferensseissa. Osallistuminen niihin ja muihin konferensseihin on avannut uusia näköaloja. Olen tästä kiitollinen Helsingin yliopiston Soveltavan kasva- tustieteen laitokselle ja Konkordia-Liitolle. Helsingin yliopistoa kiitän apura- hasta väitöskirjatyön loppuun saattamiseksi. Tietoverkot
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