Pirita Seitamaa-Hakkarainen
Dados Biográficos
| ID | 195918 |
|---|---|
| NOME | Pirita Seitamaa-Hakkarainen |
| PRENOMES | Pirita |
| SOBRENOME | Seitamaa-Hakkarainen |
| ASSINATURA | SEITAMAA-HAKKARAINEN P |
| AFILIAÇÕES | University of Helsinki |
| ORCID | 0000-0001-7493-7435 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAÇÕES | 5 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2020 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Understanding social media–based pedagogy and pre-service teachers’ inclusive education intentions through a complementary multi-method analysis using artificial neural network, MGA, and fsQCA
Social media (SM) offers an emerging pedagogical setting for advancing inclusive education. This study explored the associations among attitude (AT), perceived behavioral control (PBC), subjective norms (SN), and pre-service teachers’ (PSTs) intentions (IN) toward inclusive education within a social media–supported training context. Grounded in the Theory of Planned Behavior, data from 212 PSTs were analyzed using a complementary multi-method ana…
Teachers’ facilitation of students’ making and maker mindset in the elementary classroom
One of the essential pillars of maker education is the maker mindset, which is a framework of thinking, a can-do attitude, resiliency, and persistence in the face of challenges. In formal educational contexts, the teacher’s role is indispensable in nurturing the student’s maker mindset, but research is scarce on how teachers facilitate such a mindset in classroom settings. Through a multilayered analysis of video data (30 h) from a longitudinal, …
Exploring the connections between integrated sustainable curricula, generative AI tools, and perceived climate change capabilities across the global south and north using multi-analytics
This study measured the relationships between integrated sustainable curricula, generative artificial intelligence tool usage, climate change sensitivity, and climate change capabilities among higher education students across the Global South and North. To achieve this, data were collected from 486 students in Ethiopia, Pakistan, Turkey, China, and Finland using a convenience sampling approach and a five-point Likert scale. We used Partial Least …
Technological Competence in Formal Education Collaborative Maker Projects
Idea generation and knowledge creation through maker practices in an artifact-mediated collaborative invention project
This investigation involved carrying out interventions that engaged teams of lower-secondary (13–14-year-old) Finnish students in using traditional and digital fabrication technologies to make materially embodied collaborative inventions. By relying on video data and ethnographic observations of the student teams' collaborative invention processes, the investigation focused on investigating 1) how the teams generated and developed their design id…
Creative expansion of knowledge-creating learning
Adjusting the Coordination of Parental Foodwork Practices
Carrying out proper food practices in family life is seen as the inherent and taken-for-granted responsibility of parents. However, the theoretically solid and comprehensive picture of coordination relating to parental food practices is missing. This study aims to map the coordination of cooking-related practices in today’s hurried family life. By applying practice theory, we employ the concept of foodwork as referring to a bundle of cooking-rela…
Social Media Tools for the Development of Pre-Service Health Sciences Researchers during Covid-19 in Pakistan
The development of health sciences researchers has immense significance during a pandemic to control, manage, and prevent future outbreaks of the disease. This study focused on the use of social media tools (SMT) among pre-service health sciences researchers to complement their research competencies (RCT) and research completion levels (RC) during COVID-19. This study used the Vitae research development framework (RDF) to measure research compete…
Support through Social Media and Online Class Participation to Enhance Psychological Resilience
Social support was an important factor in minimizing the effect of social isolation during the COVID-19 pandemic lockdown. This research aimed to study the role of online class participation and social media usage to link the social support available from family and friends to psychological resilience among pre-service special education teachers against the negative psychological effects of the COVID-19 pandemic lockdown. A survey was conducted w…
Breaching Learners’ Social Distancing through Social Media during the Covid-19 Pandemic
Higher education has been shifted toward blended learning during the COVID-19 pandemic. An increase in social media usage intensity and reduced face-to-face interaction due to the COVID-19 pandemic urged instructional communication researchers to revisit the dynamics of learners' group development in terms of their socialization and academic performance during the COVID-19 crisis. This research aimed to determine the mediating role of social medi…
Epistemic roles of materiality within a collaborative invention project at a secondary school
In this study, we examined maker‐centred learning from an epistemic perspective, highlighting the agentic role of material engagement and artefacts in learning and creativity. The use of physical materials plays a crucial role in maker activities where the socio‐epistemic aspects of knowledge creation entangle with the designing and making of physical artefacts. By taking a case study perspective, we analysed video data from nine design sessions …
Bringing maker practices to school
The present investigation aimed to analyze the collaborative making processes and ways of organizing collaboration processes of five student teams. As a part of regular school work, the seventh-grade students were engaged in the use of traditional and digital fabrication technologies for inventing, designing, and making artifacts. To analyze complex, longitudinal collaborative making processes, we developed the visual Making-Process-Rug video ana…
Co-teaching in non-linear projects
Co-teaching is regularly paired with school improvements and educational reforms, yet research does not clearly separate the challenges of co-teaching for teacher professional development, course improvement and for wider reforms. We explored how co-teaching emerged and what barriers teachers experienced as meaningful for their co-teaching after a national core curriculum reform. Two cross-sectional data sets were collected. Three qualitatively d…
Co-teaching in non-linear projects
Co-teaching is regularly paired with school improvements and educational reforms, yet research does not clearly separate the challenges of co-teaching for teacher professional development, course improvement and for wider reforms. We explored how co-teaching emerged and what barriers teachers experienced as meaningful for their co-teaching after a national core curriculum reform. Two cross-sectional data sets were collected. Three qualitatively d…
Epistemic roles of materiality within a collaborative invention project at a secondary school
In this study, we examined maker‐centred learning from an epistemic perspective, highlighting the agentic role of material engagement and artefacts in learning and creativity. The use of physical materials plays a crucial role in maker activities where the socio‐epistemic aspects of knowledge creation entangle with the designing and making of physical artefacts. By taking a case study perspective, we analysed video data from nine design sessions …
Bringing maker practices to school
The present investigation aimed to analyze the collaborative making processes and ways of organizing collaboration processes of five student teams. As a part of regular school work, the seventh-grade students were engaged in the use of traditional and digital fabrication technologies for inventing, designing, and making artifacts. To analyze complex, longitudinal collaborative making processes, we developed the visual Making-Process-Rug video ana…
Co-teaching in non-linear projects
Co-teaching is regularly paired with school improvements and educational reforms, yet research does not clearly separate the challenges of co-teaching for teacher professional development, course improvement and for wider reforms. We explored how co-teaching emerged and what barriers teachers experienced as meaningful for their co-teaching after a national core curriculum reform. Two cross-sectional data sets were collected. Three qualitatively d…
Support through Social Media and Online Class Participation to Enhance Psychological Resilience
Social support was an important factor in minimizing the effect of social isolation during the COVID-19 pandemic lockdown. This research aimed to study the role of online class participation and social media usage to link the social support available from family and friends to psychological resilience among pre-service special education teachers against the negative psychological effects of the COVID-19 pandemic lockdown. A survey was conducted w…
Breaching Learners’ Social Distancing through Social Media during the Covid-19 Pandemic
Higher education has been shifted toward blended learning during the COVID-19 pandemic. An increase in social media usage intensity and reduced face-to-face interaction due to the COVID-19 pandemic urged instructional communication researchers to revisit the dynamics of learners' group development in terms of their socialization and academic performance during the COVID-19 crisis. This research aimed to determine the mediating role of social medi…
Creative expansion of knowledge-creating learning
Adjusting the Coordination of Parental Foodwork Practices
Carrying out proper food practices in family life is seen as the inherent and taken-for-granted responsibility of parents. However, the theoretically solid and comprehensive picture of coordination relating to parental food practices is missing. This study aims to map the coordination of cooking-related practices in today’s hurried family life. By applying practice theory, we employ the concept of foodwork as referring to a bundle of cooking-rela…
Social Media Tools for the Development of Pre-Service Health Sciences Researchers during Covid-19 in Pakistan
The development of health sciences researchers has immense significance during a pandemic to control, manage, and prevent future outbreaks of the disease. This study focused on the use of social media tools (SMT) among pre-service health sciences researchers to complement their research competencies (RCT) and research completion levels (RC) during COVID-19. This study used the Vitae research development framework (RDF) to measure research compete…
Idea generation and knowledge creation through maker practices in an artifact-mediated collaborative invention project
This investigation involved carrying out interventions that engaged teams of lower-secondary (13–14-year-old) Finnish students in using traditional and digital fabrication technologies to make materially embodied collaborative inventions. By relying on video data and ethnographic observations of the student teams' collaborative invention processes, the investigation focused on investigating 1) how the teams generated and developed their design id…
Technological Competence in Formal Education Collaborative Maker Projects
Understanding social media–based pedagogy and pre-service teachers’ inclusive education intentions through a complementary multi-method analysis using artificial neural network, MGA, and fsQCA
Social media (SM) offers an emerging pedagogical setting for advancing inclusive education. This study explored the associations among attitude (AT), perceived behavioral control (PBC), subjective norms (SN), and pre-service teachers’ (PSTs) intentions (IN) toward inclusive education within a social media–supported training context. Grounded in the Theory of Planned Behavior, data from 212 PSTs were analyzed using a complementary multi-method ana…
Teachers’ facilitation of students’ making and maker mindset in the elementary classroom
One of the essential pillars of maker education is the maker mindset, which is a framework of thinking, a can-do attitude, resiliency, and persistence in the face of challenges. In formal educational contexts, the teacher’s role is indispensable in nurturing the student’s maker mindset, but research is scarce on how teachers facilitate such a mindset in classroom settings. Through a multilayered analysis of video data (30 h) from a longitudinal, …
Exploring the connections between integrated sustainable curricula, generative AI tools, and perceived climate change capabilities across the global south and north using multi-analytics
This study measured the relationships between integrated sustainable curricula, generative artificial intelligence tool usage, climate change sensitivity, and climate change capabilities among higher education students across the Global South and North. To achieve this, data were collected from 486 students in Ethiopia, Pakistan, Turkey, China, and Finland using a convenience sampling approach and a five-point Likert scale. We used Partial Least …
Psychology (8 obras) · Computer Science (7 obras) · Design Education and Practice (6 obras) · Sociology (6 obras) · Knowledge management (4 obras) · Social media (4 obras) · Creativity in Education and Neuroscience (3 obras) · Pedagogy (3 obras) · Social Psychology (3 obras) · Structural equation modeling (3 obras)