Ethnoprogramming : an indigenous approach to computer programming : a case study in Ohcejohka area comprehensive schools
The Finnish curriculum reform integrates programming in the National Core Curriculum in the fall 2016. Finland is not the first country in Europe to take programming as a part of the National Core Curriculum; However, Finland is the first country in Europe about to teach the Sami, the only indigenou...
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ftunivlapland:oai:lauda.ulapland.fi:10024/62624 2023-05-15T18:11:14+02:00 Ethnoprogramming : an indigenous approach to computer programming : a case study in Ohcejohka area comprehensive schools Laiti, Outi fi=Kasvatustieteiden tiedekunta|en=Faculty of Education| 2016 90 http://lauda.ulapland.fi/handle/10024/62624 http://nbn-resolving.org/URN:NBN:fi:ula-201612021380 en eng fi=Lapin yliopisto|en=University of Lapland| http://lauda.ulapland.fi/handle/10024/62624 http://nbn-resolving.org/URN:NBN:fi:ula-201612021380 openAccess Programming Sami people Indigenous people Ethnocomputing Ethnoprogramming Indigenous pedagogy Curricula opetussuunnitelmat saamelaiset peruskoulu ohjelmointi opetus Lappi Utsjoki mediakasvatus masterThesis fi=Pro Gradu|en=Master's Thesis| 2016 ftunivlapland 2021-11-11T19:10:41Z The Finnish curriculum reform integrates programming in the National Core Curriculum in the fall 2016. Finland is not the first country in Europe to take programming as a part of the National Core Curriculum; However, Finland is the first country in Europe about to teach the Sami, the only indigenous people in Europe, to program in basic education. Teaching programming in comprehensive schools is a challenge for there is no previous knowledge how to teach programming as it is presented in the Core Curriculum. The Sami population in Ohcejohka (Utsjoki) is facing the challenge of programming in a more complex way: the world of Information and Communication Technology (ICT) leaves the indigenous cultures out. When keyboards and programs are lacking the language support for the indigenous people, it is leaving a large amount of information out of the current information society. The programming part of the curriculum reform does not consider that there is an ethnic minority in the North of Finland and they have a constitutional right to use their language. The aim of this study is to find ways to support indigenous languages is the field of computer programming as it is presented in the National Core Curriculum. This study also presents the model of ethnoprogramming. Ethnoprogramming has its roots in ethnosciences, ethnocomputing and indigenous pedagogies. The ethnoprogramming model is based on these theories, the results of case study and the applied traditional knowledge. The results showed that there are ways to support indigenous languages when teaching programming; however, there are some major issues preventing the further development of ethnoprogramming in Ohcejohka area schools. The condition of hardware, the lack of support for Northern Sami language, lacking ICT support, inadequate skills among the teachers and the lack of pedagogical support are preventing the further development of ethnoprogramming and the cause for minimal ICT usage in Ohcejohka area schools. Master Thesis sami sami Utsjoki Lappi University of Lapland: Lauda |
institution |
Open Polar |
collection |
University of Lapland: Lauda |
op_collection_id |
ftunivlapland |
language |
English |
topic |
Programming Sami people Indigenous people Ethnocomputing Ethnoprogramming Indigenous pedagogy Curricula opetussuunnitelmat saamelaiset peruskoulu ohjelmointi opetus Lappi Utsjoki mediakasvatus |
spellingShingle |
Programming Sami people Indigenous people Ethnocomputing Ethnoprogramming Indigenous pedagogy Curricula opetussuunnitelmat saamelaiset peruskoulu ohjelmointi opetus Lappi Utsjoki mediakasvatus Laiti, Outi Ethnoprogramming : an indigenous approach to computer programming : a case study in Ohcejohka area comprehensive schools |
topic_facet |
Programming Sami people Indigenous people Ethnocomputing Ethnoprogramming Indigenous pedagogy Curricula opetussuunnitelmat saamelaiset peruskoulu ohjelmointi opetus Lappi Utsjoki mediakasvatus |
description |
The Finnish curriculum reform integrates programming in the National Core Curriculum in the fall 2016. Finland is not the first country in Europe to take programming as a part of the National Core Curriculum; However, Finland is the first country in Europe about to teach the Sami, the only indigenous people in Europe, to program in basic education. Teaching programming in comprehensive schools is a challenge for there is no previous knowledge how to teach programming as it is presented in the Core Curriculum. The Sami population in Ohcejohka (Utsjoki) is facing the challenge of programming in a more complex way: the world of Information and Communication Technology (ICT) leaves the indigenous cultures out. When keyboards and programs are lacking the language support for the indigenous people, it is leaving a large amount of information out of the current information society. The programming part of the curriculum reform does not consider that there is an ethnic minority in the North of Finland and they have a constitutional right to use their language. The aim of this study is to find ways to support indigenous languages is the field of computer programming as it is presented in the National Core Curriculum. This study also presents the model of ethnoprogramming. Ethnoprogramming has its roots in ethnosciences, ethnocomputing and indigenous pedagogies. The ethnoprogramming model is based on these theories, the results of case study and the applied traditional knowledge. The results showed that there are ways to support indigenous languages when teaching programming; however, there are some major issues preventing the further development of ethnoprogramming in Ohcejohka area schools. The condition of hardware, the lack of support for Northern Sami language, lacking ICT support, inadequate skills among the teachers and the lack of pedagogical support are preventing the further development of ethnoprogramming and the cause for minimal ICT usage in Ohcejohka area schools. |
author2 |
fi=Kasvatustieteiden tiedekunta|en=Faculty of Education| |
format |
Master Thesis |
author |
Laiti, Outi |
author_facet |
Laiti, Outi |
author_sort |
Laiti, Outi |
title |
Ethnoprogramming : an indigenous approach to computer programming : a case study in Ohcejohka area comprehensive schools |
title_short |
Ethnoprogramming : an indigenous approach to computer programming : a case study in Ohcejohka area comprehensive schools |
title_full |
Ethnoprogramming : an indigenous approach to computer programming : a case study in Ohcejohka area comprehensive schools |
title_fullStr |
Ethnoprogramming : an indigenous approach to computer programming : a case study in Ohcejohka area comprehensive schools |
title_full_unstemmed |
Ethnoprogramming : an indigenous approach to computer programming : a case study in Ohcejohka area comprehensive schools |
title_sort |
ethnoprogramming : an indigenous approach to computer programming : a case study in ohcejohka area comprehensive schools |
publisher |
fi=Lapin yliopisto|en=University of Lapland| |
publishDate |
2016 |
url |
http://lauda.ulapland.fi/handle/10024/62624 http://nbn-resolving.org/URN:NBN:fi:ula-201612021380 |
genre |
sami sami Utsjoki Lappi |
genre_facet |
sami sami Utsjoki Lappi |
op_relation |
http://lauda.ulapland.fi/handle/10024/62624 http://nbn-resolving.org/URN:NBN:fi:ula-201612021380 |
op_rights |
openAccess |
_version_ |
1766183935650299904 |