Teemu Valtonen
Biographic Data
| ID | 203814 |
|---|---|
| NAME | Teemu Valtonen |
| GIVEN NAMES | Teemu |
| FAMILY NAME | Valtonen |
| SIGNATURE | VALTONEN T |
| AFFILIATIONS | University of Eastern Finland |
| ORCID | 0000-0002-1803-9865 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Key elements in successful educational development projects – core processes and experienced support
Blended learning and flipped classrooms are becoming more common in higher education institutions, but changes in pedagogy may require wider changes within an organisation. The aim of this study is to explore the elements of support and resources during teachers’ participation in an educational development project; the factors affecting development work and the elements needed for more successful development work. Interviews were conducted with t…
Examining Teacher Educators’ Roles in Developing Preservice Teachers’ Digital Competence
Teacher education institutions and educators are pivotal in fostering digital competences among teachers. This research focuses on teacher educators’ perceptions of supporting the development of preservice teachers’ digital competences using the synthesis of qualitative data (SQD) key strategies, attitudes towards using educational technology, and technological pedagogical knowledge. The study employed a mixed methods convergence model by collect…
A Typology of Metagamers
Previous research on player profiles or types is based on players’ in-game behaviors and their motivations to play games. However, there are many other activities related to digital games beyond playing the games properly. Using learning analytics methods, the study investigates the prevalence and interconnections between these different metagame activities and classifies gamers based on their use thereof into distinct profiles. The results show …
Higher education and the flipped classroom approach
Higher education continually seeks new approaches to support students with various learning needs. At present, Finland attempts to provide such support through accessibility and reasonable accommodation efforts, but students with learning disabilities may still encounter many barriers in their studies. One approach suggested to meet the needs of a diverse student population is the flipped classroom. While substantial research exists about its ben…
Preliminary evidence of key factors in successful flipping
Flipped classrooms have become widely adopted in educational settings (e.g., in higher education) worldwide. However, there is a need for more precise understanding of the ingredients for student satisfaction in a flipped setting. The aim of this paper was to investigate university students’ experiences of the factors that create a successful flipped course. Ten measures were used to investigate the hypothesized factors affecting satisfaction, wh…
Teachers’ Learning Profiles in Learning Programming
Currently there is a need for studying learning strategies within Massive Open Online Courses | (MOOCs), especially in the context of in-service teachers. This study aims to bridge this gap and try to understand how in-service teachers approach and regulate their learning in MOOCs. In particular, it examines the strategies used by the in-service teachers as they study a course on how to teach programming. The study implemented a combination of un…
The nature and building blocks of educational technology research
Supporting teaching and learning with different technologies has a long and broad history. The theories of learning have changed in recent decades, and new technologies have been invented that provide possibilities for supporting learning processes based on different learning theories. Recently, this field has been studied using bibliometric methods with large datasets to gain an overview of this research area. This paper continues this approach …
Pre-service teachers’ insights on data agency
With growing concerns over children’s data agencies, researchers have begun to draw attention to children’s and young people’s privacy practices in social media environments. However, little is known about the experiences of pre-service teachers who play a key role in educating future generations. This study aimed to address this gap by exploring Finnish pre-service teachers’ conceptions and experiences of data agency in social media environments…
Children’s gaming involves much more than the gaming itself
In addition to gaming, there are many other activities around digital games. These metagame activities have so far been studied from the perspective of single metagame phenomena and rarely from the perspective of the children who play digital games. This exploratory, qualitative study provides an overview of children’s metagame activities. A total of 142 children’s essays and lists of their metagame activities were analyzed using qualitative cont…
How pre-service teachers perceive their 21st-century skills and dispositions
Research-based discussions about 21st-century skills are currently needed; 21st-century skills refer to skills that today's students are expected to possess for successful future careers. The ways students perceive these skills or what kind of dispositions they have in this regard are significant. This paper provides an overview of the development of pre-service teachers' perceived 21st-century skills and dispositions. The quantitative data was c…
Children's Experiences on Learning the 21st-Century Skills With Digital Games
Previous research on learning-related digital games has focused on studying learning outcomes with mostly adult participants. This study explores what children have experienced they have learned by playing digital games, how these learning experiences relate to 21st-century skills, and in which contexts do the children benefit from playing digital games. The data were collected from children's essays, which were analyzed using qualitative content…
Teacher educators as gatekeepers
This study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration in education. Specifically, the current study examines whether teacher educators can be grouped on the basis of their attitudes toward ICT (in education), their ICT self‐efficacy to design ICT‐rich learning environments, their competencies to use ICT in their teaching practice and the strat…
TPACK updated to measure pre-service teachers’ twenty-first century skills
Twenty-first century skills have attracted significant attention in recent years. Student of today and the future are expected to have the skills necessary for collaborating, problem solving, creative and innovative thinking, and the ability to take advantage of information and communication technology (ICT) applications. Teachers must be familiar with various pedagogical approaches and the appropriate ways to use ICT to support the development o…
Children's Experiences on Learning the 21st-Century Skills With Digital Games
Previous research on learning-related digital games has focused on studying learning outcomes with mostly adult participants. This study explores what children have experienced they have learned by playing digital games, how these learning experiences relate to 21st-century skills, and in which contexts do the children benefit from playing digital games. The data were collected from children's essays, which were analyzed using qualitative content…
TPACK updated to measure pre-service teachers’ twenty-first century skills
Twenty-first century skills have attracted significant attention in recent years. Student of today and the future are expected to have the skills necessary for collaborating, problem solving, creative and innovative thinking, and the ability to take advantage of information and communication technology (ICT) applications. Teachers must be familiar with various pedagogical approaches and the appropriate ways to use ICT to support the development o…
Teacher educators as gatekeepers
This study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration in education. Specifically, the current study examines whether teacher educators can be grouped on the basis of their attitudes toward ICT (in education), their ICT self‐efficacy to design ICT‐rich learning environments, their competencies to use ICT in their teaching practice and the strat…
Children's Experiences on Learning the 21st-Century Skills With Digital Games
Previous research on learning-related digital games has focused on studying learning outcomes with mostly adult participants. This study explores what children have experienced they have learned by playing digital games, how these learning experiences relate to 21st-century skills, and in which contexts do the children benefit from playing digital games. The data were collected from children's essays, which were analyzed using qualitative content…
Children’s gaming involves much more than the gaming itself
In addition to gaming, there are many other activities around digital games. These metagame activities have so far been studied from the perspective of single metagame phenomena and rarely from the perspective of the children who play digital games. This exploratory, qualitative study provides an overview of children’s metagame activities. A total of 142 children’s essays and lists of their metagame activities were analyzed using qualitative cont…
How pre-service teachers perceive their 21st-century skills and dispositions
Research-based discussions about 21st-century skills are currently needed; 21st-century skills refer to skills that today's students are expected to possess for successful future careers. The ways students perceive these skills or what kind of dispositions they have in this regard are significant. This paper provides an overview of the development of pre-service teachers' perceived 21st-century skills and dispositions. The quantitative data was c…
Teachers’ Learning Profiles in Learning Programming
Currently there is a need for studying learning strategies within Massive Open Online Courses | (MOOCs), especially in the context of in-service teachers. This study aims to bridge this gap and try to understand how in-service teachers approach and regulate their learning in MOOCs. In particular, it examines the strategies used by the in-service teachers as they study a course on how to teach programming. The study implemented a combination of un…
The nature and building blocks of educational technology research
Supporting teaching and learning with different technologies has a long and broad history. The theories of learning have changed in recent decades, and new technologies have been invented that provide possibilities for supporting learning processes based on different learning theories. Recently, this field has been studied using bibliometric methods with large datasets to gain an overview of this research area. This paper continues this approach …
Pre-service teachers’ insights on data agency
With growing concerns over children’s data agencies, researchers have begun to draw attention to children’s and young people’s privacy practices in social media environments. However, little is known about the experiences of pre-service teachers who play a key role in educating future generations. This study aimed to address this gap by exploring Finnish pre-service teachers’ conceptions and experiences of data agency in social media environments…
Preliminary evidence of key factors in successful flipping
Flipped classrooms have become widely adopted in educational settings (e.g., in higher education) worldwide. However, there is a need for more precise understanding of the ingredients for student satisfaction in a flipped setting. The aim of this paper was to investigate university students’ experiences of the factors that create a successful flipped course. Ten measures were used to investigate the hypothesized factors affecting satisfaction, wh…
Higher education and the flipped classroom approach
Higher education continually seeks new approaches to support students with various learning needs. At present, Finland attempts to provide such support through accessibility and reasonable accommodation efforts, but students with learning disabilities may still encounter many barriers in their studies. One approach suggested to meet the needs of a diverse student population is the flipped classroom. While substantial research exists about its ben…
Key elements in successful educational development projects – core processes and experienced support
Blended learning and flipped classrooms are becoming more common in higher education institutions, but changes in pedagogy may require wider changes within an organisation. The aim of this study is to explore the elements of support and resources during teachers’ participation in an educational development project; the factors affecting development work and the elements needed for more successful development work. Interviews were conducted with t…
Examining Teacher Educators’ Roles in Developing Preservice Teachers’ Digital Competence
Teacher education institutions and educators are pivotal in fostering digital competences among teachers. This research focuses on teacher educators’ perceptions of supporting the development of preservice teachers’ digital competences using the synthesis of qualitative data (SQD) key strategies, attitudes towards using educational technology, and technological pedagogical knowledge. The study employed a mixed methods convergence model by collect…
A Typology of Metagamers
Previous research on player profiles or types is based on players’ in-game behaviors and their motivations to play games. However, there are many other activities related to digital games beyond playing the games properly. Using learning analytics methods, the study investigates the prevalence and interconnections between these different metagame activities and classifies gamers based on their use thereof into distinct profiles. The results show …
Psychology (12 works) · Computer Science (11 works) · Mathematics education (10 works) · Pedagogy (7 works) · Online and Blended Learning (5 works) · Sociology (5 works) · Digital literacy in education (4 works) · Political science (4 works) · Child Development and Digital Technology (3 works) · Educational Games and Gamification (3 works)