Starts 15. Oktober 2018 – ends 31. October 2021
NAVI-HED -project – Navigating through digital challenges in Home economics education
Starts 1. May 2021- ends 30. April 2023
Material package designed in frames of the LEAD project for teachers is ready to use – please feel free to upload and get inspired:
– materiaalipaketti VALMIS LEAD material_FIN
– package ENG: LEAD material in ENGLISH
– package SWE: LEAD material in Swedish
– package NOR: LEAD material in Norwegian
– package EST: LEAD material in Estonian
WHO WE ARE?
During our previous Erasmus+ funded LEAD project (Learning and digitalization in Home economics) we developed tools and teaching materials needed for addressing the present-day challenges related to digital practices in schools in the contemporary digital era. We have widened teachers’ understanding on how to purposefully use digital tools in home economics classrooms, for example when supporting student’s learning both in individual and in group work tasks. Taking the gained knowledge further, the NAVI-HED (Navigating through digital challenges in Home economics education) follow-up project will focus on supporting home economics teachers by finding good practices and teaching methods which enhance the quality of student’s learning by using digital possibilities in a purposeful way also for distance/blended teaching.
The core team of the LEAD project represents four universities having responsibility of educating home economics teachers:
Kristi Koppel, Tallinn University,
Päivi Palojoki, University of Helsinki,
Jenny Rendahl, University of Gothenburg,
Jaana Taar, Tallinn University and
Gun Åbacka, University of Agder.
WHAT ARE OUR AIMS?
The lock-down in 2020 in many countries showed that especially home economics teachers faced new challenges when trying to give independent learning tasks for students at home. It also confirmed the need to have knowledge and strong skills in using digital tools so that it is possible to support students learning in a best way also in the future. For example, when students who due to various reasons are unable to participate in classroom activities and need to be accessed with distance learning methods. It is difficult to instruct as well as to evaluate students’ food preparation skills from a distance, and skills related to sensory evaluation are practically impossible if the teacher and the student cannot share at least visual images of the product prepared.
The challenges with using digital tools in a pedagogically wise way prevail also once the COVID-19 pandemic is over. The NAVI-HED project aims to collect good practices, to support educators, and to disseminate these to a broader audience of teachers so that they would have the knowledge and skills to use digital tools in a pedagogically supportive way when needed, either in the context of distance/blended teaching or in classrooms.
WHAT KIND OF OUTPUTS DO WE EXPECT?
Developed innovations (both learning materials and didactical explanations) are translated into native languages (Estonian, Swedish, Norwegian and Finnish) and into English and adjusted to be suitable for the curricula of the participating countries. The principles and good practices of applying scientific approach and digital technologies into home economics education will be shared to subject teachers in every participating country, organizing one-day training events. All developments are made freely available through national online resources (e.g. homepages, Facebook).
We expect that the developed materials and pedagogical methods raise the quality of learning in Home economics. This will help students to deepen their knowledge structures by integrating previous knowledge and skills from other school subjects as well as from students’ out of schools learning situations. These promote the acquisition of skills and key competences through home economics lessons as well as help to transform learned materials into students’ real life activities. We expect that when teachers try new digital methods in their lessons, they have the knowledge to develop similar tools and methods also individually.
The developed digital materials and pedagogical innovations can be modified and applied in another school subjects or out of school activities too. In addition, all partners will continue introducing materials and new learning methods developed within the frames of these projects after the project period has e through their ordinary subject teacher education and in-service teacher trainings. Gained knowledge will also be shared to academic readers through scientific articles and conference presentations.