This doctoral study aims principally to reflect and investigate Finnish and Chinese education with information and communication technologies (ICTs) especially at the fields of arts and culture. Finland has a reputation as one of the top education and research systems in the world and is also highly recognized in arts, design and ICT use in education. China has been reforming the education system especially in the areas of ICT, media and arts, as the educational informatization process has been an important part of education reforms during last ten years. Digital culture and online resources link individuals with similar interests and make possible modes of learning and communicating that differ from conventional schooling. The increasing use of digital technologies in everyday life has generated the need for renewing perspectives and approaches in the development of education and pedagogical methods and models in both countries. This study has some resemblance to comparative studies, but the viewpoint is more a matter of reflecting than comparing. A theoretical literature review has been done for each paper. Document analyses and interviews are the main data collection methods in this dissertation. The empirical case study method has been used as well to investigate the teachers’ digital literacy in both one Finnish kindergarten and one Chinese kindergarten. Documentary analysis is the main methodology in the reflection and analysis of government policy and strategy. In this dissertation, I reported and analysed the Finnish and Chinese ICT education policies and strategies, and designed a study to compare Finnish and Chinese kindergarten teachers’ digital literacy in teaching. I also studied Chinese arts teachers’ digital literacy and the usage of ICT in secondary schools. Beside those aspects, I have also investigated Google Art Project and Finna as cultural online resources and pondered the pedagogical functions of arts and cultural-heritage education within online art galleries and museums. Both countries promote informatization and digitalization processes in education. The informatization of Chinese education focuses on the progress towards an information society, and the effective use of ICTs. However, in Finland, digitalization emphasizes transformation to a new media ecology, which covers digital business, digital culture and media. Goverment’s ICT policies and strategies are important factors in teachers using digital technology and media in education. But simply incorporating more technology into teaching and learning does not go far enough in ensuring that children and young people are equipped to deal with the future and social change. In this study, the differences between arts teachers’ digital literacy in Finland and China were reflected, and mainly considered with one factor, which affects it – the respective governments’ policy and strategies. It is important to realize that these two aspects, state policies and strategies and teachers’ digital literacy, are not independent but interrelated. The focus and accent of government’s strategies have a notable effect on education reform. This study suggests some recommendations for policy makers for future education reform from the point of view of informatization and digitalization.
|Myöntöpäivämäärä||29 toukokuuta 2017|
|Tila||Julkaistu - 29 toukokuuta 2017|
|OKM-julkaisutyyppi||G5 Tohtorinväitöskirja (artikkeli)|
- 516 Kasvatustieteet
Zhao, P. (2017). Reflecting arts education with Information Communication Technologies from Finland to China: Policy analysis and digital literacy analysis of arts teachers’ use of ICTs. Helsinki: University of Helsinki.