oulu

The Education and Culture Services (SIKU) of the City of Oulu is one of the three municipal service areas. SIKU consists of five areas of responsibility: early childhood education; basic education and youth services; upper secondary education and adult education; cultural services; and sports and leisure activity services. SIKU employs approximately 5,500 people, 4,500 of whom work in the field of education and teaching as kindergarten teachers, kindergarten directors, teachers and head teachers  of comprehensive and upper secondary schools, and in tasks related to the welfare of pupils and well-being at schools. SIKU is responsible for 70 kindergartens, 53 comprehensive schools and 11 upper secondary schools, Oulu Art School and Oulu Conservatoire, which provide basic education in arts, and Oulu-opisto, which offers evening courses for adults. SIKU’s expert services are supplied by our 120 experts.

SIKU’s development of assessment and quality operations is based on the common assessment framework (CAF) system. CAF applies the logic of the EFQM model (European Foundation for Quality Management) but it is particularly adapted to the needs of public administration. The CAF model is used by the City of Oulu, similar to most municipalities in Finland. The person in charge of the DSOF project in Oulu works in the assessment and quality team of the City of Oulu. The team coordinates the entire assessment and quality work of the City. SIKU incorporates its own quality management team with representatives from all areas of responsibility. SIKU’s quality manager is responsible for the quality of operations both for SIKU and for the City of Oulu. Quality management is based on the knowledge management plan of the City of Oulu. The plan also includes an assessment plan.

Visit Dublin West Education Centre DSoE Project Page

Affiliated Schools

Below you will see links to the website’s of the schools and a brief summary of each school outlining the school environment, technology usage, issues and successes. These are the schools affiliated with Oulun kaupunki for the DSoE project.

Terva-Toppila School, grades 1-9

 

terva topilla

Terva-Toppila school

  • Combined comprehensive school, grades 1-9, ages 7-16
  • three small group classes for student with learning difficulties grades 1-3, 4-6 and 7-8
  • Preparative class for immigrant students and
  • “Flexbe”, flexible basic education class for grade 9 using learning by doing and work related methods.

Our school has four buildings; three of them form our primary school. Oldest part of it is 110 years old and the most modern part has been built at 1980s. Between primary and lower secondary school there is a small park and grades 7-9 are under one roof in a 50 years old school building that has been renovated at 1990s.

Pupils: 335 pupils, 20 % of them have Finnish as a 2nd language

Staff:

  • 1 principal and 2 deputies
  • 6 class teachers grades 1-6
  • 17 subject teachers
  • Student counsellor
  • 3 special education class teachers
  • 2 special teachers
  • Preparative class teacher
  • “Flexbe” – teacher

Teachers can use digital learning materials by interactive projectors. They use school book publisher’s side materials and also digital learning environments of their choice. At primary level pupils use digital materials mostly to learn basic reading, writing and math skills. They do small projects and tasks in our ICT classroom too. At lower secondary teachers also use digital materials via projectors and students use technology to get information, to do projects and study in different based digital learning environments in ICT classroom. Teachers can also encourage them to use their own mobile devices during classes to make notes, to communicate or to get information.

We are in a process to make three years plan for digitalization for our school. At the moment standard of network and equipment are low. We have basic ICT-classrooms, no laptops, tablets or Ipads are available.

The goals of this plan:

  • To make a realistic acquisition plan for tools, network and equipment, together with ICT specialists and network providers.
  • To make a strategy in our school for teachers: teacher’s capacity and enthusiasm to use digital materials are high still the training for teachers is needed.
  • To make a good method for teaching ICT- skills for pupils: systematic documentation is needed.
  • To make a plan how we can provide pedagogical ICT-tutors to help teachers with digital methods.

The school of Terva-Toppila, in collaboration with the Degree Programme of Information Processing Science of Oulu University, has implemented a video game development project based on Kalevala, the national epic of Finland. In the project, the pupils of class 9B have developed an adventure game based on the stories of Kalevala. The subject matter is included in the curriculum of first language and literature studies, but the treatment of the subject matter is novel in this project. The pupils transform the story into a different form, a game, and this forces them to process the subject of the lessons.

Myllytulli School, grades 1-9

 

myllytulli school

Myllytulli School

  • Oulu’s Finnish girls’ school was founded in 1879
    to educate girls of the area in their mother tongue.
  • The current school building was opened on the
    11th of November 1901.
  • In Myllytulli School we have grades from 1-9.
  •  Number of pupils
    • Primary school: 280
    • Lower level of secondary school: 286
  • Teachers: 40
  • Other staff: 15
  • Special emphasis at school: Visual arts and culture
  •  Learning environment: flexible methods, equipment and surroundings, benefit of ICT, co-opeartion with cultural institutes (theatre, museums, library)

 Lighthouse project

  •  Focus areas of development: well-being
  •  ICT in learning and teaching
    •  Current use of ICT:
      developing ICT skills for teachers and pupils
    •  Challenges: traditional schoolbuilding,
      attitudes against changes

ICT implementations in our school
Flexible use of pupils’ mobile devices, growing use of different networks suitable for sharing and learning. School has its own blog and YouTube channel. We want to encourage pupils to use platforms like Padlet and Kahoot as a part of their learning toolkit. We also encourage pupils to create multimedia, music and art with mobile devices. Learning of programming has become the latest feature in the use of ICT. We have bought ten robots which pupils can program and play with.

ICT Challenges
Our Wi-Fi isn’t as easily accessible as we would like it to be. This is partly due to our school’s structures. We could also use a wider range of devices to meet our educational needs.
There is also a shortage of particular devices. A part of school staff has been timid in including ICT as a part of their teaching palette. However, there has been a very positive attitude towards support in the area and it seems like the culture is changing. Some teachers have been a bit overwhelmed with the increasing use of ICT and the expectations that come with it. With adequate support we have seen that colleagues have managed to overcome their anxieties.

Oulunsalo Kirkonkylä School

 

Oulunsalo kirkonkylia

Oulunsalo Kirkonkylä Elementary School, or ”Kirkkis”, as we call it, is located in the center of Oulunsalo and has 424 students from kindergarten (= grade 0, children aged 6) to grade 6 (children aged 12). We have 24 teachers, a principal, a school secretary and 8 school assistants. The services of a school nurse, a social worker and a psychologist are available for the students, too.

Our school consists of three buildings: the Wooden Wing, in use since 1887, the Concrete Wing (1958) and the so called New Wing (1976). The whole school underwent a major renovation in 2007 and the Concrete Wing has undergone a roof and window renovation in 2014. At the moment, the roof of the New Wing is being entirely renovated. The school yards have also been modified to be more functional.

To aid the teaching, we use technology every day. The students work with iPads, computers and robots. We also have LEGO Technics and e-teaching materials and e-games available. The students are allowed to use their own martphones and other devices during classes (upon agreement).

The teachers have been ICT-trained and are encouraged to use technology during classes. We are developing and testing a technology-based pedagogy. The main idea behind this is for the technology to serve as a goal-oriented teaching method and not just a value itself.

Even though technology has a very special role in our school, the most important aspect is for us to genuinely interact with the children we encounter every day.

There are over 400 students in our school but not enough iPads and computers for everyone. We have one computer classroom with 22 Computers and 25 iPads. We definitely need more devices and the older devices should be replaced with new ones. We should offer more training for teachers so that they would be more prepared to benefit from ICT in their every-day work. If we had more devices and our staff was better trained, ICT would become a natural part of our school culture.

We use technology every day. The students work with iPads, computers and robots. We also use e-teaching materials and e-games. We train our staff regularly in ICT skills. Our staff has an ICT mentor available a few hours a week.

Kaakkuri School, grades 1-9

 

kaakkuri

Our school

  • The school was built in 2004
  • The first comprehensive school building in Oulu which includes both primary and secondary levels
  • Grades 1-9, altogether 845 pupils
  • 65 teachers, 13 members of supporting staff
  • The areas of focus in Lighthouse project:
    1. Well-being
    2. ICT in Pedagogical Use

ICT implementation in our school

  • Publishers’ e-materials are used in almost all subjects to help learning
  • Pedagogical support for teachers 3 hours a week
  • ICT-tip breaks for teachers once a week (current ICT issues and ideas, new apps)
  • “Digiagents” (a group of 6th grade pupils trained to help and guide in ICT-lessons)
  • Pilot school for new improved wireless network
  • Wilma: a net-based software used for communication between home and school

iPads are in very effective use in, for instance,

  • learning to read and write
  • strengthening basic skills in mathematics
  • photographing
  • searching information
  • programming
  • music
  • studying arts
  • making comics
  • making movies, shooting, editing

ICT challenges

  • The variation at skill levels of teachers and pupils
  • The maintenance of computer hardware takes a lot of time and effort (leaves less time for pedagogical guidance)
  • Authentication procedures are complicated

The continuum of coding and programming on different levels

  • Preschool and 1st and 2nd grade: programming games, programming Bee-Bots, Scratch Jr
  • 3rd and 4th grade: Scratch Jr, Scratch, the basics of Edison robots, Code.org (a coding lesson)
  • 5th and 6th grade: more advanced programming of Edison robots, the basics of programming Lego
    robots, Scratch
  • Upper levels: more advanced programming of Lego robots and Edison robots, Racket programming

ICT classrooms and ICT equipment

  • ICT classroom: 24 computers
  • Multiple-use classroom: 18 computers
  • Library: 16 computers
  • Laptops for pupils: 22
  • iPads: 55
Hintta School, grades 1-6

 

MuokattuI Hintan

Our school: Hintan koulu

  • basic education classes 1-6 (children aged 7-12)
  • full time teachers 26, assisting personnel 4
  • pupils 408
  • the main areas of development: joined teaching, flexible education between age groups, using ICT with tablets and mobile devices
  • We have 3 classes with emphasis on art and we also provide facilities for 2 groups with special education children (with learning and behavioral problems).

Our school was founded 1957 and renovated in 2003 so our learning environment consists of old building and some newer areas like assembly hall. There is a learning center (computer area+ school library) in the middle of our  school.

Our school is situated in a suburban area.

We use digital materials on daily basis for teaching most of school subjects. Pupils make music videos, animations, cartoons and learn languages by using ICT. Children even use mobile phones for orienteering during physical education lessons and make tutorial videos for example learning gymnastics movements. We make sure that basic skills are taught for every pupil.

Equity between pupils depends on class teachers interests to utilize digital possibilities.

Still one of the major problems is that we don’t have enough tablets and computers for more than 400 children.

Every classroom has been equipped with a document camera and we have quite enthusiastic teachers that want to use technology for pedagogy.

Rajakylä School, grades 1-9

 

Rajakyla school

Our school (grades 1-9)

  • 52 teachers and 8 assistants
  • 1 principal, 2 vice principals
  • 680 pupils:
    • lower grades 1-6, 440 pupils
    • upper grades 7-9, 240 pupils
  • 27 normal classes
  • 5 music classes (provide music training)
  • 2 technology classes (learning by doing, technological projects)
  • 2 preparatory classes

Our school consists of two separate units: the recently renovated main school and the over 100 year-old
Kuivasoja unit that is located a short distance away.
The developing of learning environments has been our focus during the last few years. Halls, corridors and other
available spaces are used for studying, too.
Our goal is to maintain pupils’ interest and enthusiasm for learning.
Pupils will have a good self-esteem and sense of responsibility. They have the necessary knowledge and skills for secondary education.

Points of focus

  • cooperative learning, versatile use of technology in the learning process
  • improving the information technology skills of the teaching staff
  • increasing pupil participation in decision making

Rajakyla school 2

ICT Implementation in our school

  • Development projects related to ICT and learning environments in Kuivasoja unit since the beginning of the 21st century
  • In connection with the renovation of the main school we renewed our ICT-equipment and built new learning
    environments. These solutions help us to practise learner-centered cooperative pedagogy.
  • The first technology orientated class of Finland started in our school in the autumn 2013.
    Integrative learning through various technological projects characterizes the work in this class; the city building project, for example. For more information visit the class blog: https://rajakylatekno.
    wordpress.com/
  • Our school functions as one of the regional coordinator schools of the national technology development
    network. For more information visit: www.innokas.fi
  • The know-how and daring in using ICT is increased through internal training and by tutorial teaching

ICT Challenges

  • wireless network congestion
  • the operational reliability of the ICT equipment is poor
  • The number of available ICT devices limits the implementation of ICT in everyday learning. Thus, ICT is
    mainly used in different kinds of projects.
Jokiranta School, 1-6

 

Jokiranta

Our school
Jokiranta Lower Secondary School is located by the River Kiiminkijoki approximately 20 kilometers from Oulu city center. Our school has circa 620 students and grades from six to nine.
In addition to mainstream education, our school offers small group teaching, flexible basic education and inclusive special education.
We offer Russian, French, German, physical education, home economics, music, ICT, agriculture and forestry, textile and technical work and art as optional subjects. Our school also has a wide range of extra-curricular activities, such as a school choir, a school band, a PE club etc. We have an active student council, a peer mentoring system and a parents’ association.
Our goal is to secure a safe and equal learning environment to all our students.

We are:

  • a Lighthouse-school
  • a member of “Finnish Schools on the Move”
  • a KiVa-school (an anti-bullying project)

The aims and objectives of development in our school are maintaining and improving the well-being and motivation of our students and staff.

ICT in our school
Our school utilizes ICT in many different ways. Our 620 students have access to approximately 80 computers / laptops and 20 iPads. Students are also allowed to use their own devices for educational purposes. Our classrooms are equipped with a computer, a document camera and a beamer. Half of our classrooms also have a smart board. Our teachers use Office365 and many different types of mainly free software and applications.
Our greatest challenges in ICT are e.g. restricted space, problems with wireless network and utilizing the existing equipment effectively.
Organization and teams

  • Student Welfare team
  • Planning and Development team
  • Safety team
  • Sustainable Development team
  • Curriculum team
  • Project team
  • International Matters and Culture team
  • KiVa-team (anti-bullying team)
Pitkäkangas School, grades 1-9

 

pitkakangus

Our school

  • Pitkäkangas School is a comprehensive school (grades 1-9) and it is situated in Oulunsalo about two kilometers from the airport of Oulu.
  • The school was gradually built in years 1983, 1985 and 1996 and the renovation of our school will begin next summer.
  • There are about 800 pupils, 59 teachers and a staff of 25 in our school.
  • The areas of focus in Lighthouse Network
    • well-being of our pupils and staff
    • ICT (knowledge of teachers and pupils)

ICT implementation in our school

  • Technology has an important role in teaching and learning.
  • We can support learning and make it varied with the help of tablets, iPhones, interactive whiteboards, GoPro cameras and robots and thus, enable deep learning processes
  • The gadgets enable us to put into practice a so called flexible classroom model which means that we are no
    longer bound with one classroom model only.
  • Technology enables various co-operative learning environments
    • e.g. the use of these learning environments in
      different kinds of contexts
  • With the help of the gadgets we are able to motivate our pupils and give them the opportunity to show their know-how and interests
    • animations, videos, applications etc.
  • We have two digital learning environments in our school: Office365 and Google Apps for Education
  • We will move from a teacher-centered teaching to a student-centered learning.
  • Because of technology books have a smaller role in learning
  • We have more project and group work and due to this our team spirit has improved.

ICT Challenges

  • To increase ICT knowledge and motivation of teachers
  • Technology → the number of devices and a working network in the school area
  • Co-operation with the other schools in our area to share new ideas and innovations
  • Safety on the net and online behavior of our pupils
  • How to make sure the parents understand today’s school world
Myllyoja School, grades 1-6

 

myllyoja

 

Two schools:

  • Myllyoja School (the main school is situated in the suburb of Oulu)
  • Sanginsuu School (a small village school in the countryside, 10 kilometers from the main school)
  • Number of pupils: 302
  • Age of pupils: 7–12 years
  • Grades: 1–6
  • Number of classes: 17
  • Language of cooperation: English
  • Our interests: (more information on this flyer)
  • Website of the school:
    http://www.ouka.fi/oulu/myllyojan-koulu/english-pages

The information steps help pupils to control the chaos of information
LUKUINTO = JOY OF READING

  • good skills in Finnish language give a strong foundation
  • searching information, using the library and giving IT support to each other
  • comprehensive development of the skills for searching and managing information
  • included in all school subjects
  • “Lukuinto” = Joy-of-reading is a program for better reading skills and enthusiastic readers
  • “Through games, teachers have the opportunity to acquaint themselves with the interests of the pupils and their way of thinking, while expressing themselves though games feels easy and natural to pupils.”

School library – an inspiring learning environment

  • reading experiences
  • non-fiction
  • information networks, databases and processing information
  • skills to search and manage information
  • guidance, support and help given by a teacher-librarian
  • for pupils and teachers
  • from a school-library user to a user of the public library
  • school library curriculum

Unicef school activities and promotion of sustainable development turn global responsibility from words into deeds.

  • UNICEF School
  • Green Flag
  • Global education guides pupils towards joint worldwide responsibility.

International cooperation supports pupils’ understanding of dissimilarity.

  • Comenius cooperation (4 Comenius projects with European schools during the last 15 years)
  • Comenius assistant teacher
  • eTwinning
  • Kurs 21 Nord – cooperation between Nordic head teachers, teachers, (job shadowing ect.)
  • One of the DSoE Schools

Pupil involvement enhances school satisfaction.

  • The Pupil Association assembles once a month.
  • Each class has its representative member who brings suggestions and ideas of his/her class to the meetings.
Teacher training school Koskela,  1-6

 

Oulu university teacher training school

Our school
Duties of Teacher Training School

  • Providing teaching
  • Tutoring student teachers
  • Teaching experiments and research
  • Providing in-service education

Teacher Training School and University
Given the goal of providing high-level teacher education and nurturing the roles related to it, Oulu University
Teacher Training School co-operates intensively with the other university departments. Teacher Training Schools
also have the task of developing good quality teaching and curriculum planning, in addition to providing innovative training periods for university students and securing their commitment to the use of modern information  technology.

Educational Mission of Oulu University Teacher Training School
The everyday teaching work at the Teacher Training School supports pupils´ growth process and their learning
in order to help them become capable and responsible individuals ready to encounter different kinds of people.

Oulu University Teacher Training School in figures

  • Three basic school units: Koskela grades 1–6, Linnanmaa grades 0–6 and Linnanmaa grades 7–9
  • Upper secondary school unit in Linnanmaa
  • 850 pupils in basic school
  • 240 students in upper secondary school
  • 600 student teachers
  • 114 staff members

The main priorities in the Lighthouse project
The main theme: Learning to learn
1. Pedagogical development

  • Do It Yourself -ideology and digital competence
  • Self regulated learning and digital competence
  • Supporting pupils´ individual needs with flexible environment and technology

2. The development of collaborative and responsible school culture

  • Activities in promoting peace and international understanding in UNESCO Associated Schools Project Network
  • Themes in promoting collaborative and responsible school culture: human rights, democracy, cultural heritage, inter-cultural learning, international co-operation, environmental protection, digital competence
  • Glocal-Norssi project – locally a world-wide school project

ICT implementation in Oulu University Teacher Training School

  • Many textbooks used in teaching have a very good electronic material. It helps a teacher to animate, demonstrate and differentiate his/her teaching.
  • Authentic teaching material used in teaching languages is great.
  • ICT enables diverse working methods in teaching.
  • Applications are extremely good and motivational.
  • The future-oriented learning environment in Teacher Training School consists of Apple iPads and other tablets,
    Windows-based PCs, Smart Boards, interactive beamers, document cameras, 3D laser-printers, Lego Mindstorm robots and Quadro Copters – Norssi Air Force.

ICT challenges

  • ICT equipment expires very fast. How to follow and keep up with recurring technology?
  • ICT equipment varies a lot. How to sustain your technology knowledge with the constant change?
  • ICT equipment don´t work reliably. A teacher has to have a second plan for his/her teaching in case of ICT problems.
  • One should not miss the interaction between the student and the teacher! The teacher has to act as an interpreter between the student and the internet.
Haukipudas School, grades 1-9

 

haukipudas school

Our school

  • The school is located in Haukipudas, 25 km to the north from the centre of Oulu
  • At the moment we have about 985 pupils in grades 1-9, and 75 teachers. About 100 of our
    pupils are studying at Keiska school, 3 km away from the main building
  • Other members of staff (working with our pupils): educational assistants, school nurses, a school psychologist and a school social worker
  • We have many different kinds of special education classes in our school
  • Our main school building is very nice and almost brand new, it was built in 2014
    • Our school is one of the Lighthouse Schools.
      We have three areas of focus:
      1) staff’s well-being at work
      2) pupil’s involvement at school’s activities and
      3) improvement of both, pupil’s and staff’s, ict-skills.

ICT implementation at our school

  • Pupils have computers and tablets in everyday use. Most of the pupils are able to search information, write documents, make presentations etc. fluently. We have a number of devices, most of our computers are Linux-based.
  • School’s digital cameras and video cameras are used by pupils in many subjects and events.
  • During the year 2015 teachers have been trained how to use cloud services (Office 365), iPads, school’s new data projectors and Notebook.
  • Some of the teachers have used Kahoot in lessons: they have created fun learning games in which pupils have participated with their own devices.
  • A few teachers have taught their pupils how to create a Lego-robot and code it.
  • We have a movable “skype-classroom” in our school. It’s a laptop cart which includes headsets and is able to use either wireless or cable network. The cart can also be used as a language laboratory. There are also permanent computer labs in our school.
  • Pupils in grades 1-6 have been offered to participate a code club, which assembles once a week.
  • Teachers have been encouraged to take part in further technological studies. Some of them have, for example, participated in “Koodiaapinen Mooc” (http://koodiaapinen.fi/mooc/), which is a web course for coding.
  • Some of the teachers have started to teach
    pupils typing with a programme called “Näppäilytaidot tutuksi”
    ( http://www.typingmaster.com/fi/nappaintaidot/ )

ICT challenges

  • Problems with devices, which don’t always work well.
  • Teachers have improved their ICT skills, but is their
    new knowledge in common use.
  • Continuous needs for teachers’ ICT training and how it’s reasonable and possible to organize