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1. Key questions

1.1. How do we continue teaching during a pandemic?

1.2. How to improve students digital skiils?

1.3. How to improve teachers self-efficacy regarding ICT?

1.4. Traditional teaching to digital teaching?

1.5. How to create/develop one´s digital identity?

1.6. How to stop technology addiction?

2. Challenges

2.1. Working/studying from home

2.1.1. Difficult to follow students work

2.2. Multiple distractions

2.3. Technology addicton

2.4. Available resources

2.5. Digital strategies into school practice

2.6. Absence of teachers further education

2.7. Inequality between schools and students

2.8. Parents inexperience

2.9. Collaboration between teachers

3. What is it?


3.1.1. What one can do

3.1.2. Willingness to bring ICT into teaching

3.2. Innovative teaching, learning and training

3.2.1. New teaching approaches

3.2.2. Meaningful use of technologies

3.3. Teachers and learners technological skills

3.3.1. Devices

3.3.2. Applications

3.3.3. Softwares

4. Foundation

4.1. ICT

4.1.1. Travnsversal competences Finnish National Core Curriculum "Every Finnish teacher must teach ICT skills"

4.1.2. IN SCHOOLS Operating principles, theoretical concepts and enrichment of competences Responsible and ergonomic use Creative and exploratory use Interact and network DIGITAL NATIVES? Teach kids in ICT skills

4.2. TPACK Framwork

4.2.1. INTERPLAY (for meaningful learning) Content Knowledge (CK) Technological Knowledge (TK) Pedagogical Knowledge (PK)

4.2.2. Teachers personal TPACK constantly changing - improving

4.2.3. Technology as a facilitator for learning

5. Broadening perspective

5.1. OECD´s 21st Century Skills

5.1.1. 1. Learning and Innovation skills

5.1.2. 2. Information, Media and Technology skills

5.1.3. 3. Life and Career skills

5.1.4. 4. Core Subjects and 21st Century Themes

5.1.5. IMPORTANT to use technology effectively and meaningfully

5.2. DigCompEdu Framework

5.2.1. European Framework for the Digital Competence of Educators

5.2.2. How digital technologies should be used to improve teaching, learning and training

5.2.3. 1. Professional engagement

5.2.4. 2. Digital resources

5.2.5. 3. Teaching and learning

5.2.6. 4. Assessment

5.2.7. 5. Empowering learnes

5.2.8. 6. Facilitating learners´ digital competence

6. Contexts

6.1. Saville (2012) Context of educational systems and the roles of stake holders in the contexts that affect teaching and learning

6.1.1. MICRO LEVEL Teacher and students Teacher´s personal abilities Teacher´s skills Teacher´s digipedagogical competences Teacher´s experiences Teacher´s attitude How the teacher introduces technology into their teaching

6.1.2. MACRO LEVEL School, community, region and country Societal, municipal and governmental aspects Practicesm beliefs and preferences Regulations, rules and laws

6.2. Online resources for sharing ideas

6.2.1. Freeed.com

6.2.2. TED Ed.

6.2.3. Khan Academy

6.2.4. Linkedln

6.2.5. Facebook groups


7.1. Early adopters

7.1.1. Experience, skills and methods We use technology in our everyday lifes ICT for studying External studies and self-learning regarding digital competence for teachers We have learned about new digital teaching methods in our universities

7.1.2. Posibilities Online platforms for communication between parenst and teachers Innovative and creative tools inside the clasroom Teaching kids digital skills since a very young age

7.1.3. Threats Hand-writing Social interactions Communication skills Techonological addictions Ciberbullying

7.1.4. Improvements Quality of teaching We still have a lot to learn Keep up with the new digital advances

8. Trends

8.1. Digital natives

8.2. Digitalised world

8.2.1. Globalization

8.2.2. New technology advances everyday

8.3. Tech based games and activities

8.4. Covid-19 World pandemic