DIVERSIFYING SCHOOL INSTRUCTION OF ORTHODOX
RELIGION BY MEANS OF ICT
PART I: INNOVATION DESCRIPTION
Descriptive background information
The innovation discussed in this report concerns technology-enriched instruction of
Orthodox religion. The project, named as Ort+Edu, seeks to develop teaching
methodology for Orthodox religion. In total, there are about 100-150 students and 12
teachers involved in this innovation.
Students enrolled in
Orthodox religion
teaching constitute a
small minority in
Finnish schools. The
aim of the project is to
guarantee them high
quality instruction in
Orthodox religion. The
Finnish Orthodox
Church has
approximately 58,000
members (that is about
1% of the population).
The official web site of
the Finnish Orthodox Church can be found at: http://www.ort.fi/.
The data for this report were collected from Siilinjärvi Upper Secondary School,
which had four students involved in the innovation. The school has one Orthodox
religion teacher, who also teaches at several other schools. She has been using ICT,
for example the Internet, quite a long time already in her teaching. She is involved in
the Ort+Edu project and now she was utilizing also a web-based environment and
videoconferencing equipment in her teaching.
Summary of the Innovation
The innovation originates from the interest to develop a web-based learning
environment for teachers and students of elementary schools and upper secondary
schools in order to support Orthodox religion teaching. The first step was to establish
a specialized WWW portal, OrtoWeb (http://www.ortoweb.net), on the Internet. The
web-based pedagogical development project was planned in autumn 1998 in the
University of Joensuu (http://www.joensuu.fi/englishindex.html) by the Department of
Applied Education and the Research and Development Center for Information
Technology in Education.
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In spring 1999 the research group together with the municipality of Liperi, started a
project called Ort+Edu. In the beginning of the project the emphasis was on teacher
training. There were four teachers involved in training. (For latest information, see
Ort+Edu's web pages at: http://www.edu.joensuu.fi/ortoweb/ortedu.htm.)
The project aims to increase students' learning possibilities with the use of new
technology and to provide them with a modern source of knowledge in a technologysupported learning environment. Teachers can carry out their own ideas and utilize the
web-based environment in their teaching with the support of the project coordinator.
One of the originators of the innovation is the project coordinator, who works as a
lecturer of Orthodox religion in the Department of Applied Education in the
University of Joensuu. He has played a central role in the development of the project.
The web-based learning environment provides a variety of learning materials (e.g.
various images, music and videos). It also includes plenty of information (historical
and contemporary) about the Orthodox Church and religion. Students have access to
their own web pages, which are restricted to their use only. Students do various
exercises, which they put in the web-based environment so that the teacher and other
students can read and comment them. They can also discuss different issues in a chat
section.
The above-mentioned teacher of Siilinjärvi Upper Secondary School circulates also in
several other municipalities and schools to teach Orthodox religion. She teaches about
130 students in 30 different schools ranging from the primary to the upper secondary
level. However, at the moment she was using the web-based environment only with
the four students at Siilinjärvi Upper Secondary School and with another four students
at Juankoski Upper Secondary School. She has taught Orthodox religion for 20 years.
Because of time arrangements and some students with special needs, the teacher had
to think new ways of teaching. This explains why she had been using the Internet and
e-mail for quite a long time already. As she said herself, "Because of practical
problems I had to find solutions. I had differentiation problems; there are always some
students with special needs…I asked them, for example, to find some pictures. It was
very simple, but they were motivated…" (Teacher interview, T1)
PART II: ANALYSIS
MESO-LEVEL CONTEXT OF THE IPPUT
School Background
Siilinjärvi Upper
Secondary School has
about 362 students and 26
teachers. The school is
the only upper secondary
school in Siilinjärvi,
which is a rural
municipality with about
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19,800 inhabitants and situated approximately 20 kilometers north of Kuopio.
School Culture
The vision of teaching and learning in the school is that students learn best if they can
do and experience things by themselves. Students have to think and consider things by
themselves. Teachers support and advise students and also guide them with regard to
learning strategies. Students are considered as individual learners, who learn in
different ways. Teachers should heed students' personal skills in their teaching. As
one teacher said, "Students learn best by doing. Of course the teacher helps students to
learn, gives them strategies about how things can be done. Then the student can
choose the way that suits him best…" (Teacher interview, T2, T3)
Teachers of the same subject collaborate a lot. There is also collaboration between
teachers who are group leaders for students of the same grade level. In general,
teachers work together, for instance, when arranging special events. As the principal
put it, "Teachers collaborate when it is natural. Collaboration between the teachers of
the same subject is considerable. Natural collaboration builds up, for example, when
teachers are leading the same grade or arranging the festivals and work as group
leaders of the same grade level …" (Principal interview)
The principal's role in Siilinjärvi Upper Secondary School is to make instruction
possible for teachers. She supports teachers and makes arrangements, which facilitate
teachers' work. As she said herself, "The role of the principal is to arrange and
support, support the working…" (Principal interview). The principal felt that it is
possible to discuss everything and usually problems have been solved. She uses ICT
every day in her own work, but seldom in her teaching. Her attitude towards teachers'
professional development is positive. Teachers can participate in training of various
kinds, including ICT. However, this is voluntary and up to each teacher's own choice.
The principal also supports the innovation and the innovation teacher in her work.
There has been information about the innovation for the other teachers in the school,
so most of them know something about it. No resistance towards the innovation had
occurred. However, other teachers are not involved in the innovation and they do not
know very much about it. One reason for this is that the innovation teacher is rarely
present at the school. Some teachers had helped the innovation teacher with the
videoconferencing equipment. As the ICT adviser said, "I know the teacher and she
teaches Orthodox religion. She is rarely present. I have met her a few times, but not in
three years. She teaches quite a lot using our videoconferencing equipment. I have
sometimes helped students with the videoconferencing equipment…" (Technical
support interview). The principal and other teachers wished the innovation to continue
and considered it a good project. There were also other projects going on in Siilinjärvi
Upper Secondary School, such as the EU-based Comenius project, the Finnish LUMA
project on science and mathematics and Open Learning Environment (OLE) project,
which goal is to develop web-based open learning environments.
ICT in the School and Beyond
In the school ICT is seen as a tool among others. ICT should be used appropriately
and it does not suit equally to every subject. However, ICT offers various
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opportunities and opens new perspectives for teaching. As the ICT adviser said,
"Computer is a tool like other teaching tools. I use it in different ways. It gives
possibilities. However, it isn't fit for everything and sometimes traditional teaching is
better…" (Technical support interview). For example, different web-based
environments bring new possibilities for teaching and learning. ICT can also be used
for differentiation purposes. Students can do, for example, different or extra exercises
with ICT. ICT could be used also as a resource for motivation. Parents regarded that
there should be ICT instruction at school, but it is not an absolute value. They saw
ICT as a tool for searching and processing information. As one parent said, "ICT is
important, but not an absolute value. It is a tool for searching information and
processing it, too…" (Parents interview).
At the moment the school is planning it's own ICT strategy as part of the Information
society project of the National Board of Education. The ICT strategy should be ready
by the end of 2002. The school's ICT adviser leads the planning work of the schoolbased ICT strategy.
ICT has been used in teaching and learning in the school for about 11-15 years
already. The usage of ICT in teaching varies a lot among teachers. There are few
teachers who use ICT in teaching actively. However, almost all teachers use ICT as a
working tool. Almost every teacher has at least basic ICT skills. There are one or two
teachers who do not use ICT at all. The teachers I interviewed all utilize ICT in their
teaching at least to some degree. However, the teachers considered that they still need
training and support for its pedagogical use. They also need training and support for
specific areas of ICT. As the ICT adviser said, "Teachers clearly need training for the
pedagogical side, on how they could use it in their own subject…" (Technical support
interview).
At the moment ICT is used in teaching mostly for searching information. There are
also different drill programs (language programs, mathematics programs etc.) and
CD-ROMs available in the school. Students also use ICT for writing essays and doing
various exercises. As one student said, "We have, for example, a study course of
geography. We search information on the Internet, and in chemistry and mathematics
lessons we practice and do these programs…" (Students interview). Teachers
regarded that there are several possibilities to use ICT in teaching, but there are also
several problems, which hinder its use. As one teacher said, "It is impossible to find
time, and if there is an interesting site in Europe it might happen that their computers
and connections don't work. It is not easy to find a school or a class to collaborate
with…" (Teacher interview, T2.T3)
All interviewed students liked lessons where ICT is utilized. They considered that ICT
made it easier, for example, to find information. They also considered that the skills
they have learned at school would benefit them in future. As one student said, "It
helps. After all, we will need those skills. And if you're preparing some essay, earlier
you had to find time to go to a library and it took time to find a book there. Now you
only use search and you get it right there …" (Students interview)
There is a computer and Internet connection in every classroom in Siilinjärvi Upper
Secondary School. There is also an ICT classroom and students can work there until 4
p.m., but they need a written permission for that. Previously the students had been
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allowed to use the ICT classroom till later in the evening, but this practice had to be
given up, because it was difficult to organize personnel to look after working in
evenings. All interviewed students had a computer at home. They use their computers
for their own hobbies, but also to search information for their school exercises. They
use computers for writing in general and also for reading and writing e-mail. As one
student said, "Mostly e-mail and all the schoolwork are things I do with my
computer…" (Students interview).
ICT Support Structure in the School
There are 38 computers in Siilinjärvi Upper Secondary School available to students.
35 of these computers are connected to the local network and the Internet and 32 of
them are multimedia computers. There is one computer in every classroom, 18
computers in the ICT classroom and still a couple in the corridors. The latter ones are
for student use so that they can read their e-mails during breaks, for instance. There
are also various peripheral devices as well as tutorial programs and other software
available in the school. There are quite many computers, but ICT teaching takes up
much of the resources in terms of using the ICT classroom. So it is harder for other
teachers to get the ICT classroom for their use. Computers need continuous updating,
because the technological development in this field is so very fast.
There are two ICT support persons in Siilinjärvi Upper Secondary School. They are
school's own teachers and have their own areas of responsibility. ICT support persons
get extra pay for their work and the principal and teaching staff define together the
amount of that extra pay. Sometimes there are problems, because teachers' opinions
about the value of ICT support do vary. It is also possible to get ICT support from the
municipality of Siilinjärvi when necessary. Teachers and the principal were quite
satisfied with the support. They get help if they need it. However, the ICT advisers
have plenty of work and optimal support arrangements would call for more support
personnel. At least computers and software should be in such good condition that it
would not hinder teachers' use of ICT. As the principal said, "I think that we would
need one ICT support person, who doesn't teach. So teachers wouldn't have to
wonder, whether the computers work or not…"(Principal interview)
All interviewed teachers have participated in some ICT training. There are many ICT
training possibilities, but it is completely voluntary. Teachers have participated in
various basic training courses, training courses ranging from a few days to weeks, and
training designed for a certain subject. As one teacher said, "I have taken an ICT
license course and short courses, for example, on how to use ICT in languages…"
(Teacher interview, T2, T3). Training has been arranged using external trainers or the
school's own ICT support staff. There were two teachers at the moment participating
in Ope.fi education (see glossary)
Teachers still need training for basic skills as well, but especially pedagogical training
for using ICT in their respective subjects. However, teachers are heterogeneous in this
respect and they need training for different skills.
MACRO-LEVEL CONTEXT OF THE INNOVATION
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The Finnish National Board of Education has a development scheme called
Information society program. The aim of the program is to develop Finnish know-how
in ICT and web-based learning environments. This program sets the frameworks and
guidelines for the development of pedagogical uses of ICT. Information society
program includes a project called OPE.FI. The goal of OPE.FI is to ensure that every
school prepares a specific strategy concerning the use of ICT in education by 2002 so
as to clarify and analyze the training needs for ICT in instruction (see glossary).
THEMATIC ANALYSIS OF THE INNOVATION
Curriculum Content, Goals, and Assessment
Ort+Edu is a development project for teaching methodology in Orthodox religion. It's
goals are: 1) to set visual and auditory cultural heritage of Orthodox religion on the
web (digital material for use in teaching) and 2) to carry out web teaching
experiments and collect feedback.
Orthodox religion teaching contains in Siilinjärvi Upper Secondary School both
compulsory and voluntary courses.
The compulsory courses are: 1) History of Church 2) Knowledge of Bible 3)
Dogmatics and Liturgy and the voluntary courses are: 4) Icon arts 5) Refresher
course 6) Religions of world
Like other upper secondary school subjects, also the syllabus of Orthodox religion is
non-graded but divided into several courses arranged in periods. During a period,
which includes Orthodox teaching, students work independently, but also with the aid
of videoconferences about once a week. There are also face-to-face meetings, for
example, in Siilinjärvi Upper Secondary School or in Kuopio. The teacher and
students plan the schedule together. Orthodox religion lessons have not shown in the
ordinary school schedule
Assessment is based on exams, but also on student's activity. Activity is measured
according to how often students visit and how active they are in the web-based
environment, and also how they have done their exercises and other duties. As the
teacher said, "We have exams in contact lessons, and how often they visit the webbased environment and how active they are in there and how quickly they made
exercises…" (Teacher interview, T1). ICT adds the meaning of student's own activity
in assessment. Students do not assess themselves, but they discuss with the teacher
about the assessment criteria.
Teacher Practices and Outcomes
Teachers need to plan their teaching, lessons and materials carefully, especially when
using ICT. As one teacher said, "As far as I am concerned, I can say that especially
videoconferencing lessons require plenty of work. Then feedback will also be
positive. The lesson has to be planned very carefully and all required materials have to
be within close reach …" (Teacher interview, T1). Students will become frustrated if
there are a lot of interruptions and troubles with ICT. Another reason why teaching
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and materials should be planned thoroughly is that students work mostly
independently.
The teacher discusses with students in the web-based environment. They discuss
about exercises, questions that students ask or problems, which arise during the
course. The teacher's duty is to guide and advise students with such problems.
Teachers discuss with students and they also comment students' works in the webbased environment. Teachers use ICT in varied ways within the innovation. Teachers
prepare materials, for example exercises, and place them on the web. As one student
said, "There is a chat section in the web-based environment. There you can write
whatever you want. Our teacher gives us some exercises…" (Students interview).
Teachers use email and also videoconferencing according to their skills and interests.
As the project coordinator said, "Teachers use, of course, ICT in varied ways.
However, they understand that they can use this [web-based environment], others use
it for some purpose and others for something else…" (Administrator interview).
A teacher does not need any special ICT skills beforehand. Teachers will get training
during the innovation. Teachers have had training for basic skills and also training for
pedagogical skills. The interviewed innovation teacher had been involved in training,
which included five study weeks of web pedagogy and five study weeks technology
training. As she said, "I did five study weeks in the University of Joensuu… I think it
was called technology in Orthodox religion teaching. Then I studied five weeks web
pedagogy in Mikkeli. It was arranged by the University of Helsinki…" (Teacher
interview, T1). These training periods were designed particularly for Orthodox
religion teachers.
Teachers have to support, encourage and motivate students a lot, because the students
work mostly independently, but also because for some students it can be hard at first
to let other students to read and see their works on the web. All students' works are
placed in the web-based environment and also their conversations are on the web. As
the teacher said, "Students were shy about publicity. We used e-mail a lot. But then
discussion just moved on to the web-based environment. I told them that it is a sign of
activity if they go there and ask questions. And when you have a question, ask it in
that environment, because some other student could have the same problem…"
(Teacher interview, T1). The innovation teacher succeeded in encouraging students in
this matter and now they are quite familiar with using the web-based environment.
The teacher's role is now more invisible than earlier. She gives a lot of responsibility
to her students and the students are active in their own learning. As the teacher said, "I
don't speak so much anymore. Students can now search things by themselves…"
(Teacher interview, T1). Teacher's duty is to create the frameworks, guide, support,
encourage and advise students.
Students work mostly independently, but in lessons where videoconferencing is used,
the teacher lectures about some issues and they also discuss about the current themes.
When students work independently, the teacher guides and advises them using the
web-based environment and e-mail. The teacher describes videoconferencing lessons
in this way, "I tested the connections and gave instructions as always. I asked about
the previous issues and we addressed new issues using PowerPoint transparencies.
Students were taking notes as they use to do in a normal class. If they have something
to ask, they switch the microphone on…" (Teacher interview, T1).
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Interaction between the teacher and students (also between students) takes place
mainly by means of electronic communication: the web-based environment, e-mail
and videoconferencing. Sometimes there are also face-to-face meetings. Interaction
has increased and it has also diversified, because students and the teacher keep contact
in diverse ways, they have to plan their meetings together and they also discuss
students' exercises and problems together. As the teacher said, "The web is our tool.
All our material is produced in the web-based environment. We write and comment
there. And there was concern about social interaction. I think that social interaction
has increased during this. We don't in normal circumstances assess other's work like
this. It is there so that everybody can see it and you have to write it so that you dare
put it in there…" (Teacher interview, T1). Students can also guide each other.
The web has provided the teacher with a new teaching method. It allows for using
outside experts in her teaching and lessons. It also enables providing to students with
such instruction that otherwise would have been beyond their reach. As the teacher
said, "It is possible to use visitors. For example, a Parish priest was teaching one
lesson of ethics with me. There is also videoconferencing equipment in the monastery
of Valamo and we took a test contact to them from Siilinjärvi Upper Secondary
School. This also makes it possible to organize voluntary courses in schools, where it
would not be possible otherwise, because of the small number of students…"
(Teacher interview, T1).
The teacher's workload has increased, but without any extra pay. Technical problems
are always possible, so the teacher needs to have also an alternative plan just in case.
Scheduling is another concern, as there is no fixed place in the school timetable for
these lessons but the teacher and students have to arrange the times together. As the
principal said, "It was not easy to arrange the schedule. We needed to find time, which
would suit to everybody. There are students who have quite broad selections of
subjects…" (Principal interview). At first there were some difficulties with the
videoconferencing equipment, but with increasing experience those problems have
decreased.
The innovation teacher's view on teaching and learning is that all students are
individuals, who learn best in different ways depending on the student. It is an
essential part of teacher's professional skill to find the right learning strategies for
every student. The teacher is there to guide students to learn by themselves. As one
student said, "She doesn't just keep flinging transparencies onto the overhead
projector. She thinks that we are all individuals. We discuss about things…" (Students
interview). The innovation teacher regarded that ICT has a central role in motivating
students and in the differentiation of teaching. She also found that ICT activates
students and is part of future. Moreover, all educational resources, also ICT, should be
used for students' best interests. As she said herself, "Children use computers and then
you have to utilize it. Now ICT is very popular. Why shouldn't we take advantage of
that? You have to be always up do date…" (Teacher interview, T1).
The teacher collaborates with the project coordinator and with students. She and her
students plan together their meetings. She also collaborates with the principal of the
school, for example, discussing, planning and arranging instruction together. The
teacher also needs support from the ICT adviser so as to organize the use of ICT for
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the innovation practices. In addition, the teacher gets ICT support from other schools
and the Orthodox Church. As she said, "I get support from Joensuu, because I am
involved in Ort+Edu and our Parish priest is very ICT oriented…" (Teacher interview,
T1). When the teacher utilizes videoconferencing in her teaching, she uses the
facilities of the Orthodox Church. She also collaborates with a number of experts,
inviting them, for example, to video conferencing lessons.
Parents are not involved in the innovation. The teacher had not informed them about
the innovation, so they could not know very much about it, only what the students had
told them. In hindsight, the teacher thought she should have kept the parents
informed. As she said, "I sent notices to the school and handed them out for students,
but not for parents. I left it to the students to inform their parents. Now, in retrospect, I
should have notified parents, especially about videoconferencing lessons, because
people often think that videoconferencing would be a poor substitute for classroom
teaching …" (Teacher interview, T1).
Student Practices and Outcomes
Students do various exercises,
which they also set on the
web-based environment.
There is also a chat section
where students can, for
example, ask questions and
give advises to others. They
also search information from
diverse sources; one of these
is the Internet. As one teacher
said, "Students use the webbased environment for
searching information, and
then there are exercises. All
our material is produced
there. We write and comment there…" (Teacher interview, T1). Students discuss on
the web about their works and, for example, about the problems they have faced. As
students told, "Last time the teacher gave us the theme "angels". We searched all kind
of information about them. Then we wrote and placed our products on the web and
other students commented them…" (Students interview).
In the video conferencing lessons students take notes and present some questions.
They also do small-scale group works. When there will be visitors involved in the
lessons, students prepare in advance some questions to ask. As the teacher told,
"Students had prepared beforehand several questions and the priest came next to me
and students asked questions and then we talked about them. The equipment consisted
of a document camera, a computer and a video camera…" (Teacher interview, T1).
The innovation and the students involved in it have received positive attention. Other
people have positive views about the students and the Orthodox religion. As one
teacher said, "I am an Orthodox myself and I have received Orthodox education. At
that time other students used to tease you if you had a different religion. I think that
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this project helps students to go forward. They can do things when they want and how
they want…" (Teachers interview, T2, T3).
Within this innovation, students learn to use ICT and various peripheral devices, for
example, videoconferencing equipment. They will need these skills more and more in
future. They also learn skills for distance learning and working independently, which
is quite useful for their future studies. As one teacher said, "Students learn a new way
of learning and to be independent. It gives them skills, which they will need in future.
Distance teaching is used more and more in further studies. They don't have to learn it
anymore…" (Teacher interview, T1).
Students learn communication, especially on the web, and skills for group work. As
one teacher said, "Students have to work and communicate with each other. They
learn to get along with different people…" (Teacher interview, T2, T3). They also
learn to know a number of new people. Social interaction increases, while students
and the teacher comment students' work, discuss a lot and plan their schedule
together.
The atmosphere in class is relaxed, because the student group is so small. Students
told they like the teacher's way of teaching and felt that they were treated as
individuals. Students also told that the teacher knows how to motivate students to
work and there is also much discussion. As a student said, "I think that it is nice that
the group is small. Everybody must learn but there is no anxiety. Our teacher is very
nice. She gets along with us…" (Students interview).
As for problems students have experienced, at first there were some technical
problems. Students and teacher had also difficulties to find common time. Students
considered that it would be better if there was a fixed place in schedule for the
innovation activities. Students also felt that sometimes the independent work is quite
hard. As one student said, "I haven't had time to use the web site this spring. If those
lessons were inserted in the school schedule then the work would get done…"
(Students interview).
Students are active, because their working is largely independent and mainly ICTenhanced. They search information and reflect on the themes and topics by
themselves. As the principal said, "Students can work in various ways independently.
They can see each other's works. The teacher is not a carrier of knowledge. Students
teach each others…" (Principal interview). The students were also in charge of the
practical matters regarding videoconferencing lessons. As the teacher said, "You don't
have to look after them, but at first we advised them to use the equipment and now
they are there together without a teacher. They learned quickly…" (Teacher interview,
T1). Students have very much responsibility of their own work, because they work
mostly independently. Students are also expected to keep contact with the teacher as
well as to guide and advise other students. In the future they will collaborate also with
students and teachers from other countries.
Kinds of Technology and Ways they are used
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Required ICT recourses for this innovation include computers with an Internet
connection, ISDN connections and multimedia (real player) software,
videoconferencing equipment and e-mail. Students in Siilinjärvi Upper Secondary
School use their own computers at home or school computers and also school's
videoconferencing equipment. The innovation teacher has access to the facilities and
ICT equipment of an Orthodox parish. As she said, "I give videoconferencing lessons
so that I am working in the parish facilities and they (the Orthodox parish) have the
equipment in the Parish priest's office …" (Teacher interview, T1).
ICT is essential for the IPPUT. It makes it possible to gather material to one place
from where it is easy to use by everyone. Students have better possibilities to work
independently and it is easier to keep contact with other students and with the teacher.
Students use ICT in different exercises, which teachers have prepared for them. The
teacher can monitor students'
accomplishments and give comments and
feedback with little delay. . ICT also
facilitates contacts with other countries
having students of Orthodox religion. This
enables exchange of information and it is
also possible to display some aspects of the
religion for other countries by means of
sound and images. Students and teachers
from different countries can also easily
exchange opinions and points of view. It is
also easier to make contact with various
experts. As the teacher said, "We can now
extend our learning activities way beyond the classroom walls. We had, for example,
in an ethic lesson a priest in one location and the students in another. Students asked
questions about dating, abortion and so on. The priest gave them some answers…"
(Teacher interview).
Problems and Solutions Related to the IPPUT
The biggest problem was that Orthodox religion lessons had not been marked in the
school's schedule. It was sometimes hard to the students and the teacher to find
suitable time for the lessons and meetings. Students worked mostly at home and in
their free time, which was sometimes quite hard for them. There were no major
problems with ICT in this innovation. Some minor problems had occurred with
videoconferencing equipment, but with time and increasing experience such problems
had decreased. As the teacher said, "We had technical problems with
videoconferencing equipment. I think that it was the first lesson when the Internet did
not work. Once the television screen was black…" (Teacher interview, T1).
There has been also resistance to the innovation among Orthodox religion teachers.
However, participation in the innovation is voluntary and there are about 12 teachers
involved in it.
There was no resistance to the innovation in Siilinjärvi Upper Secondary School,
however. Other teachers' attitude was positive towards the innovation. On the other
hand, the innovation placed no special requirements for them. The innovation and the
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teacher had got support and help from other teachers, though, and also the principal's
full support.
Sustainability
The innovation teacher had been using ICT in her teaching for several years and she
considered that both she and her students benefited from it. The teacher wanted to
continue with the innovation developing it further and regarded that this innovation
had helped her in her work and teaching. As she said herself, "I have liked this very
much. I am myself very enthusiastic about it…" (Teacher interview, T1)
Teachers and the principal in Siilinjärvi Upper Secondary School believed that the
innovation would continue and fully accepted it. The innovation did not affect other
teachers' job in any way. The principal was ready to give it her full support. It is
important for the teacher to have the entire school's support.
Also the project coordinator believed that the innovation would continue. He was
highly committed to the innovation and ready to develop and broaden it further. As
he said, "I hope that this will sustain and we will develop it more. At the moment I
think that this will continue…" (Administrator interview). Currently there are plans to
develop collaboration with Cyprus and Greece. The aim is that teachers would
collaborate with each other and the teachers and students in different countries would
study the same theme together. They could also share information and teach each
other.
Transferability
The web-based learning environment, with its present form and content, suits only for
Orthodox religion teaching, since all the material is designed for that purpose only.
However, some of its ideas and elements would suit to many other subjects, as well.
As the project coordinator said, "This suits only to this purpose, but there are so many
elements, which others could apply…" (Administrator interview).
There are already 12 Orthodox religion teachers involved in the innovation and it is
open to all interested Orthodox religion teachers and they are invited to utilize all the
existing materials and experiences gained. Teachers will get training for the use of the
web-based environment and ICT in their teaching. As one teacher told, "They trained
us to use the web-based environment in one day. I learned to use videoconferencing
equipment in web-pedagogy training…" (Teacher interview, T1).
Teachers can start with those skills and interests they already have. Teachers who
want to participate in the innovation need to be motivated and enthusiastic about the
issue. They should also have patience and be prepared to do a lot of work. As one
teacher said, "The teacher needs patience and a lot of time. You need time. It won't
work if you think all the time, how much time you have spend and how you could do
this as easy as possible. Money is no motivation. You don't get money for all that
time. It is everybody's own choice, it brings variety…" (Teacher interview, T1).
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Every school can participate in the innovation, if there only is a teacher willing to
implement it. Most schools have computers and Internet connections, as well as
required multimedia (real player) and e-mail software. It is also important for
teacher's sake that general attitude in the school toward the innovation is positive and
the teacher can rely on getting support from other teachers and also from the principal.
There has to be sufficiently time and space for the teacher to carry out the innovation.
Teachers should also have access to necessary training. As the project coordinator
said, "Schools have to give space to these teachers, pay their trips and give the
possibility to participate in training…" (Administrator interview). Innovation teachers
need to be motivated and committed to the innovation, because there is going to be lot
of work. They should also be capable of collaboration, for example, with the project
coordinator.
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Appendix
Glossary
Information society program. A program of the National Board of Education in
Finland. The aim of the program is to develop skills of the Finnish people in the use
of ICT and web-based learning environments.
OPE.Fi- project. A project of the Ministry of Education, which offers ICT education
for teachers in three steps. At the first stage teachers learn basic skills of ICT. Next
they learn to use ICT in teaching and the third step is about extending their knowledge
and skills in this area.
Orthodox religion instruction. Orthodox pupils are entitled to separate instruction.
Religious instruction in state and municipal schools is arranged, if there are at least
three such students in a school district. In other cases, the Orthodox Church usually
arranges such teaching by its own means.
OrtoWeb. A www-portal, which is specialized in Orthodox religion teaching and
pedagogy. http://www.edu.joensuu.fi/ortoweb/.
Computer Driving License. The Finnish Computer Driving License is an IT
examination for citizens. The @-level is targeted at every citizen in the Information
Society. The A-level meets the growing demands of working life competence. To
obtain and demonstrate more advanced skills, the AB-level is a recommended option.
The wireless communication examination is aimed at mobile end-users as well as
professional wireless workers.
Pedagogical training in ICT. Training, the aim of which is that teachers would learn
to use ICT in a given subject, so that it brings some added value to teaching.
Videoconferencing lessons. Lessons are arranged by means of videoconferencing
technology in situations where the students and the teacher or external experts cannot
gather together to the same place but the group needs on-line distance teaching.
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