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[{"key": "dc.contributor.advisor", "value": "Pulkkinen, Mirja", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "P\u00f6yli\u00f6, Hanna", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2023-07-04T06:23:47Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2023-07-04T06:23:47Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2023", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/88204", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Digitalisaatio korkeakouluissa on edennyt tasaisesti. Laajamittaisesti teknologiaa kuitenkin k\u00e4ytet\u00e4\u00e4n viel\u00e4 varsin tavanomaisesti tarjoamaan opiskelijoille materiaaleja digitaalisessa muodossa. Opetusteknologia tuo hy\u00f6tyj\u00e4 opetuksen j\u00e4rjest\u00e4miseen ja kirjallisuus on keskittynyt t\u00e4h\u00e4n sangen tekniseen n\u00e4k\u00f6kulmaan. V\u00e4hemm\u00e4n huomiota on saanut teknologian vaikutus itse oppimiseen. Opetusteknologioita tulee k\u00e4ytt\u00e4\u00e4 pedagogisesti mielekk\u00e4\u00e4ll\u00e4 tavalla. T\u00e4m\u00e4n tutkielman keskeisen\u00e4 teoriana hy\u00f6dynnet\u00e4\u00e4nkin teknologis-pedagogis-sis\u00e4ll\u00f6llisen tiet\u00e4myksen mallia, TPACKia, joka esittelee osa-alueet, joita tarvitaan laadukkaaseen teknologiaa hy\u00f6dynt\u00e4v\u00e4\u00e4n opetukseen.\n\nSuomalaiset yliopistot ovat lanseeranneet koulutusta ja opetusta koskevia digistrategioita, jotka ohjaavat opettavan henkil\u00f6st\u00f6n toimintaa. T\u00e4ss\u00e4 tapaustutkimuksessa kysyttiin yhden suomalaisen yliopiston valikoidun tiedekunnan opettavalta henkil\u00f6st\u00f6lt\u00e4 (n = 72) opetusteknologioiden k\u00e4ytt\u00f6\u00e4, digipedagogista osaamista ja asenteita, teknologian k\u00e4yt\u00f6n esteit\u00e4 sek\u00e4 tukitarpeita. Kyselyn tarve nousi toisaalta osallistuvan havainnoinnin johdosta tutkielman kirjoittajan ty\u00f6skennelless\u00e4 kyseisess\u00e4 tiedekunnassa, ett\u00e4 toisaalta yliopistolla valmisteilla olleen digistrategian laadinnasta, jonka tueksi tarvittiin lis\u00e4tietoa arjesta.\n\nOppimisalustojen perusk\u00e4ytt\u00f6 ja et\u00e4osallistumismahdollisuuksien tarjoaminen oli hallussa tutkimuksen kohteena olevalla henkil\u00f6st\u00f6ll\u00e4. Sen sijaan edistyneemp\u00e4\u00e4 teknologian hy\u00f6tyk\u00e4ytt\u00f6\u00e4, oppimisanalytiikkaa, oli kokeillut vain hyvin pieni osa, mutta kiinnostusta asiaa kohtaan l\u00f6ytyi. TPACK-viitekehyksen mukaisista osa-alueista henkil\u00f6st\u00f6 arvioi vahvimmaksi osa-alueekseen pedagogisen tiet\u00e4myksen. Sen sijaan teknologiaa koskettavat osa-alueet koettiin heikommiksi. Vastaajien suhtautuminen teknologian hy\u00f6tyihin oppimisessa oli neutraalia. Havainnot pedagogiikan merkityksest\u00e4 t\u00e4ss\u00e4 aineistossa korostuivat my\u00f6s avointen kysymysten teoria- ja sis\u00e4ll\u00f6nl\u00e4ht\u00f6isiss\u00e4 laadullisissa analyyseissa. Tarkoituksenmukaisuuden ymm\u00e4rt\u00e4minen oli eniten mainintoja saanut este opetusteknologian hy\u00f6dynt\u00e4misess\u00e4. Opetusteknologian sis\u00e4llytt\u00e4misess\u00e4 taas eniten tukisi sis\u00e4ll\u00f6llisen mielekkyyden l\u00f6yt\u00e4minen. Vastaajat kaipasivat eniten henkil\u00f6kohtaista opastusta teemaan. Esimerkiksi mentoroinnin keinoin voidaankin oivasti yhdist\u00e4\u00e4 sek\u00e4 pedagogiset ett\u00e4 teknologiset n\u00e4k\u00f6kulmat yhdess\u00e4 kokeillen, digistrategian jalkauttamista tukien opiskelijoiden oppimisen parhaaksi.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Digitization in higher education institutions has progressed steadily. On a large scale, however, technology is still quite commonly used to offer students materials in digital form. Teaching with technology brings benefits on arranging teaching and the literature is quite focused on this technical aspect. The impact of technology on learning itself has received less attention. Technologies should be used in a pedagogically meaningful way. As a central theory of this thesis, the model of technological-pedagogical-content knowledge, TPACK, is used, which presents the areas that are needed for high-quality technology enhanced teaching and learning.\n\nFinnish universities have launched digital strategies for education that guide the daily activities of the teaching staff. In this case study, the teaching staff of a selected faculty of a Finnish university (n = 72) were asked about the use of learning technologies, attitudes towards using them, digital pedagogy skills, barriers to use technologies and needs for support. The need for the survey arose, on the one hand, as a result of participatory observation when the author of the thesis was working at the faculty in question, and on the other hand, from the digital strategy that was in preparation at the time.\n\nThe faculty teaching staff used learning management systems and provided remote participation opportunities in a basic level. However, only few had utilized more advanced technology, learning analytics, but there was interest in the matter. Among the areas of the TPACK framework, the staff evaluated pedagogical knowledge as their strongest area. Whereas the areas related to technology were perceived as weaker. The respondents' attitude towards the benefits of technology in learning was neutral. These observations about the importance of pedagogy in this study were also emphasized in the theory and content-oriented analyzes of the open-ended questions. Understanding meaningfulness of using technology in teaching was the most mentioned obstacle in using educational technology. Also, when asked what would support in incorporating technology the meaningfulness to learning was to most common answer. The respondents wanted personal guidance on the theme. For example, mentoring could be utilized to combine both pedagogical and technological perspectives by experimenting in collaboration, supporting the implementation of a digital strategy for the best of students.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Miia Hakanen (mihakane@jyu.fi) on 2023-07-04T06:23:47Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2023-07-04T06:23:47Z (GMT). No. of bitstreams: 0\n Previous issue date: 2023", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "66", "language": "", "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.language.iso", "value": "fin", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": null, "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "digipedagogiikka", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "TPACK", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "teknologian omaksumisen esteet", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Arki haastaa digistrategian : tapaustutkimus er\u00e4\u00e4st\u00e4 tiedekunnasta", "language": "", "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.type", "value": "master thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": "URN:NBN:fi:jyu-202307044346", "language": "", "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Master\u2019s thesis", "language": "en", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Pro gradu -tutkielma", "language": "fi", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Informaatioteknologian tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Faculty of Information Technology", "language": "en", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": 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