Kati Mäkitalo
Biographic Data
| ID | 216682 |
|---|---|
| NAME | Kati Mäkitalo |
| GIVEN NAMES | Kati |
| FAMILY NAME | Mäkitalo |
| SIGNATURE | MÄKITALO K |
| AFFILIATIONS | University of Oulu |
| ORCID | 0000-0003-4037-2872 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Computational thinking in collaborative programming discourse
Background and Context Collaborative programming offers advantages for fostering novice students’ computational thinking (CT) skills. Yet, there is a limited understanding of CT within a collaborative group and a lack of descriptive knowledge regarding CT in authentic learning processes through process-based approaches.Objective In this study, we applied the theoretical framework of collaborative problem-solving (CPS) to understand how CT emerged…
The antecedents of pre-service teachers’ AI literacy
This study explores the relationships between pre-service teachers’ perceptions of AI tools, their attitudes towards AI, and their AI literacy competencies. Specifically, it examines how perceived characteristics of the GenAI Teachable Machine (GenAI TM) and attitudes towards AI influence key dimensions of AI literacy, including technical understanding, critical evaluation, and practical application. Findings indicate that technical understanding…
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…
Exploring Potentials and Challenges to Develop Twenty-First Century Skills and Computational Thinking in K-12 Maker Education
Interests in Maker Education have been increasing among K-12 educators. In this study, we focused on one of the contexts of Maker Education, digital fabrication activities, at a makerspace in Finland. We aimed to explore: 1) the potentials and the factors to develop twenty-first century skills and computational thinking practices through digital fabrication activities, and 2) challenges of utilizing digital fabrication in K-12 Maker Education. We…
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 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…
Exploring Potentials and Challenges to Develop Twenty-First Century Skills and Computational Thinking in K-12 Maker Education
Interests in Maker Education have been increasing among K-12 educators. In this study, we focused on one of the contexts of Maker Education, digital fabrication activities, at a makerspace in Finland. We aimed to explore: 1) the potentials and the factors to develop twenty-first century skills and computational thinking practices through digital fabrication activities, and 2) challenges of utilizing digital fabrication in K-12 Maker Education. We…
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…
The antecedents of pre-service teachers’ AI literacy
This study explores the relationships between pre-service teachers’ perceptions of AI tools, their attitudes towards AI, and their AI literacy competencies. Specifically, it examines how perceived characteristics of the GenAI Teachable Machine (GenAI TM) and attitudes towards AI influence key dimensions of AI literacy, including technical understanding, critical evaluation, and practical application. Findings indicate that technical understanding…
Computational thinking in collaborative programming discourse
Background and Context Collaborative programming offers advantages for fostering novice students’ computational thinking (CT) skills. Yet, there is a limited understanding of CT within a collaborative group and a lack of descriptive knowledge regarding CT in authentic learning processes through process-based approaches.Objective In this study, we applied the theoretical framework of collaborative problem-solving (CPS) to understand how CT emerged…
Psychology (5 works) · Computer Science (4 works) · Mathematics education (4 works) · Pedagogy (4 works) · Educational Games and Gamification (3 works) · Child Development and Digital Technology (2 works) · Computational Thinking (2 works) · Innovative Teaching and Learning Methods (2 works) · Multimedia (2 works) · Perception (2 works)