The world and thereby our society are rapidly changing. Today, school must prepare children to live in a world we do not know much about. This task is not easy, as Claxton (2002, 23) points out:

If the main thing we know about the future is that we do not know much about it, then the key responsibility of the educator is not to give young people tools that may be out of date before they have even been fully mastered, but to help them become confident and competent designers and makers of their own tools as they go along. (Claxton 2002, 23)

In present day, knowledge is digitized, easily accessible everywhere and built non-linearly as opposed to merely some decades ago when school was held as one of the major, if not the only, source of information for children. Today’s school does not hold this position in children’s lives anymore as young people often use a wide range of technological tools daily and act in a variety of environments, groups and communities in their free-time (cf. Ziehe 2002). This development has stimulated a wide educational change that urges us to update our perceptions of teaching and learning. The school’s role is changing and learning is increasingly perceived as ubiquitous – we learn everywhere.

The OmniSchool (Koulu Kaikkialla) research and development project has published a statement Learning. Creatively. Together. Educational Change Report 2016. The statement addresses the change in teaching and learning from several theoretical and pedagogical perspectives. Educational change is explored from the points of view of ubiquitous learning, boundary-crossing and participative pedagogy, curriculum and teachers’ professional development. The statement draws on the learning environment research conducted in the OmniSchool (Koulu Kaikkialla) research and development project (Ministry of Education and Culture 2011-2015) at Faculty of Behavioural Sciences, University of Helsinki.

With this statement, the OmniSchool project aims to inspire and encourage teachers to develop their pedagogical practices and school culture together with colleagues and out-of-school partners, and to promote the view of curriculum as a pedagogical tool for teachers. Moreover, this publication participates in the current discussion on the development of teacher education and teachers’ professional learning.

The statement is now available in English in: https://helda.helsinki.fi/handle/10138/156502

It will be published in Finnish in the end of September 2015.

 

Literature:

Claxton, G. (2002). Education for the learning age: A sociocultural approach to learning to learn. In G. Wells & G. Claxton (Eds.), Learning for life in 21st century. Sociocultural perspectives on the future of education (pp. 21–33). Cambridge, MA: Blackwell. DOI: 10.1002/9780470753545

Ziehe, T. (2002). Engagement and Abstention. Youth and the School in the Second Modernization. European Education, vol. 31, no. 4, Winter 1999-2000, pp. 6-21.