Abstracts - Earli

positive interrelation between on-line motivation and knowledge acquisition during CSCL wasfound. However, group rewards as well as the analyses of processes of knowledge co-constructionshowed unexpected effects. In order to incorporate these results, the underlying model is modifiedand discussed by taking into account both individual and collaborative learning phases andprocesses.How teachers use cooperative learning to develop potentials for learningHafdis Gudjonsdottir, Iceland University of Education, IcelandFew will probably question that the primary goal of the public school system is to foster studentgrowth and development and the outcome is a direct result of instructional interaction between theteacher and her students and between students. If we believe that schools are about students’learning and that learning in schools occurs primarily through the attempt and ability of teachers,then it becomes clear that school reform should focus on sustaining and developing the teachingprofession. In this paper I will introduce some findings from a collaborative action researchconducted with seven elementary teachers in Iceland. The focus in the research is on how theseteachers use cooperative learning in their teaching as they develop learning for capacity for theirstudents. Our interpretation and analysis is that the students are working better together thanbefore and that cooperative learning serves well for group processing in the classroom and forsustaining learning.D1029 August 2007 11:00 - 12:20Room: PP10Poster SessionPoster sessionChair:Andrea Kárpáti, ELTE University Faculty of Science, HungaryDoes ICT change school?Liisa Ilomäki, University of Helsinki, FinlandBoth educational researchers and policy-makers had high expectations about using ICT ineducation for transforming educational practices; there have also been several innovative pilotstudies which show results of inspiring changes in teaching and learning practices when usingtechnology. These expectations have, however, not come true in ordinary schools, which have notsimilar resources and interest for development. The problems lay mainly in the policy ofimplementation process. It is not enough to provide schools with technology, or train teachers, oreven to support teacher communities, if the existing educational system does not allow deep-levelchanges e.g. in teachers’ work, in curriculum, and in the structures of a school day. The paper isbased on analysis of empirical findings, and the conclusions are made especially from the Finnishcontext.– 240 –