Kaisa PihlainenUniversity of Eastern Finland | UEF · School of Educational Sciences and Psychology
Kaisa Pihlainen
Doctor of Education
Assistant professor
About
39
Publications
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Introduction
Kaisa Pihlainen currently works at the School of Educational Sciences and Psychology, University of Eastern Finland. Her tenure track position is related to special education, especially prevention, participation and learning. She studies these topics in lifelong learning contexts both in formal and non-formal learning environments.
Publications
Publications (39)
Tässä tapaustutkimuksessa tarkastellaan vuorovaikutustilanteita, joissa yksi autismikirjon oppilas ja kaksi luokkatoveria suunnittelevat ja kirjoittavat yhdessä fiktiivisen tarinan. Tutkimuksen tarkoituksena on luoda kuvailevan analyysin avulla kokonaiskuvaa yhteisen tarinan muodostumisen prosessista ja kunkin oppilaan osallistumisen määrästä ja mu...
p> Purpose: Feedback is considered to motivate students and enhance their learning. In Vocational Education and Training (VET) and workplace settings, feedback methods have been implemented to ensure a better connection between teaching and learning. However, to date, not much seems to be known about feedback methods used on students with learning...
Actions to mitigate the spread of the COVID-19 pandemic, such as emergency remote teaching (ERT), affected the lives of school children, their parents, and schooling in spring 2020. Rapid changes in routines due to lockdown and ERT were challenging, especially for many children with special needs (SEN). This article focuses on parents’ perspectives...
Artikkelissa tarkastellaan perusopetuksen pandemian ensimmäistä etäopetusjaksoa vanhempien kokemana. Aineisto kerättiin maalis-huhtikuussa 2020 sosiaalisessa mediassa jaetulla kyselyllä. Laadulliseen tutkimukseen valittiin aineistoksi vastaukset, joissa vanhemmat (N=317) kuvailivat voimavarojaan ja huolenaiheitaan etäopetusaikaan liittyen. Aineisto...
Digital literacy refers to a set of competencies related to the skilled use of computers and information technology. Low digital skills can be a barrier for older adults’ full participation in a digital society, and COVID-19 has increased this risk of social exclusion. Older adults’ digital inclusion is a complex process that consists of the interp...
The rapid development of digital technologies and their increasing application in many areas of everyday life challenge all citizens to continuously learn digital skills. This also applies to older adults, among whom digital literacy is on average less well-developed than among younger adults. This article investigates why retired older adults part...
The participation and meaningful engagement of older people are strongly supported because of their individual and communal benefits. Currently there is a lack of general understanding of how older people participate in research activities. The purpose of this review was to examine the ways older people participate in learning studies. A search of...
This special issue deals specifically with the sustainability of families and child welfare with respect to sustainable social development [...]
Rapid development of digital technologies affects the lives of all people and often leads to people being in unequal positions regarding digital skills training opportunities. Older adults’ motivations for learning digital skills vary, but they are generally connected with expectations of upcoming benefits. This study investigates the self-perceive...
Digitalization of public services affects daily life of older adults since adequate digital skills are required in using the digital devices and services. Many organizations have reacted to the growing need of older adults to receive support in using digital services by offering guidance in digital skills. The knowledge of how older adults learn he...
Although there have been developments in family and child welfare services, these have not been prioritized from a sustainability perspective. This article aims to provide a framework for supporting sustainable provisions for family and child welfare. We demonstrate how the need for a socially sustainable stance on family and child welfare arises f...
The closure of schools because of the COVID-19 pandemic created a challenge for families and teachers in supporting children’s remote schooling. This study investigates parents’ perspectives on their accommodation to the rapid change to remote schooling from the point of view of sustainable education. The study was conducted at the beginning of the...
Quality factors are the subject of increasing interest in the research and practice of early childhood education and care (ECEC). The purpose of the article is to emphasize the importance of the children’s voice in relation to the quality of ECEC. This article focuses on children’s negative experiences of ECEC as they can be used to improve service...
Formulating questions is an integral part of pupils’ learning process and scientific inquiry. Investigating pupil-generated questions in a collaborative science learning setting, combining self-regulation theory and phases of inquiry, can extend the previous research into pupils’ questions. This study considered questions from pupils (n = 24, aged...
a Itä-Suomen yliopisto, vastaava kirjoittaja, s-posti: kaisa.pihlainen@uef.fi b Helsingin yliopisto c Itä-Suomen yliopisto TIIVISTELMÄ: Suomessa varhaiskasvatusta toteutetaan pääsääntöisesti päiväkodeissa ja perhepäivähoidossa. Varhaiskasvatuksen tavoitteena on tukea lapsen kasvua, kehitystä ja oppimista laadukkailla palveluilla. Varhaiskasvatuksen...
The use of mobile technologies is playing an increasingly important role in early childhood education (ECE) settings. However, although technologies are often integrated in ECE provided in day care centres, technology use in other ECE settings, such as in family day care, is rare. In this paper, we describe the Digi-bag, a tablet-based mobile learn...
The current curricular changes across Europe towards the inclusion of computational thinking through coding in comprehensive schools have prompted new challenges for teachers that may not be confident nor have a scripted pedagogy to teach the core concepts, as well as for students that may have a negative bias towards such subjects. In this poster,...
We present a study of children collaborating around interactive tabletops in three different countries: India, the United Kingdom and Finland. Our data highlights the key distinctive physical strategies used by children when performing collaborative tasks during this study. Children in India employ dynamic positioning with frequent physical contact...
Parental participation during children’s free-time activities, schooling, and therapy is of core importance. However, parents’ participation in long-term technology development is very rare, even though its importance has been widely noted. This paper looks at technology co-development with parents within informal learning club contexts for childre...
Due to an increasing use of technologies, practical nurses working with elderly people in home care need to master various technologies. In this paper we investigate the practical nurses ́ perceptions of their know-how of information and communication technologies and the role of technologies in home care. According to online survey, the practical...
The purpose of this paper is to introduce the results of children's and teacher's experiences and feedback on DIY push-button workshops. The implementation of the workshops was based on the ideas of participatory design. An objective of the workshop was to make a working biased membrane switch from cheap and easily modifiable common materials. Part...
The Children in the Centre (CiC) framework, introduced in this paper, facilitates successful multidisciplinary research and design collaboration in computer science and special education with partners in non-academic contexts. The CiC framework emphasizes the active role of children and their families in the research and design processes. Practical...
Based on results from the technologies for children with individual needs project and two case projects, we propose a new multidisciplinary framework for research between computer science, educational technology, and special education. The framework presents a way to conduct research that aims at developing new methods for technology-enhanced speci...
The increasing number of children who need special education in Finland also requires an increasing amount of resources from teachers and a restructuring of the education system. Tech- nology can be a part of the solution to this resource problem; however, for the technological solution to work, technologies need to be designed and implemented in n...
Educational robotics is used worldwide in education as a learning tool, but surprisingly rarely in special education. In our study educational robotics and the kids' club working model were brought into special education which usually lacks educational technology tools. Through qualitative action research, we have identified various advantages that...
Knowing "what do I know" and thinking about "how do I learn", that is metacognition, is an important element in learning. The Finnish curriculum points out metacognition in the choice of the studying methods. The methods should help the students to become aware of their own learning, to develop better learning strategies, and skills to apply the st...