Where it is used
Each entry identifies the volume, edition, chapter or appendix in which the work appears.
The evidence behind the series
Follow the research.
Explore every source.
Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
7book volumes
8author ranges
1searchable library
Search the collection
Find a paper, author or idea.
Choose an author range, search a title or concept, or narrow the collection by source type. Open any result to see where it appears in the books, read its evidence summary and follow available source links.
1 reference
-
- Vol 7 RE: App C
teacher educationeducational technologynetworked learning environmentspedagogical integrationprofessional communitiesdigital competencetechnology infrastructurecurriculum developmentJournal article Evidence summaryAt a glance
Niemi describes Finland’s early-2000s effort to become a learning and information society, focusing on information and communication technology in schools and teacher education. National strategies treated education, research, infrastructure, and citizens’ competence as connected elements rather than presenting computers as an isolated reform.
Key ideas
Universities developed ICT components in preservice and in-service teacher education, while schools experimented with networked learning environments and new forms of collaboration. Niemi argues that teachers need more than operational skill: technology must be integrated with pedagogy, curriculum, subject knowledge, assessment, and participation in professional communities. Development also requires equitable access, institutional support, leadership, and time to redesign practice. The article documents a policy period rather than testing a single intervention, and its technologies are historically specific.
Why it matters
Its enduring lesson is systemic: digital capacity grows when teacher learning, research, curriculum development, infrastructure, and local experimentation reinforce one another. Providing devices without pedagogical aims or sustained professional development is unlikely to transform learning.
A transparent research trail
More than a bibliography.
What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
How to access it
Entries link to lawful full text where available, or to a publisher, library or purchase page.
Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
From sources to a coherent pathway