Programmed environments and operating in them
Programmed technology in different areas of life
Early childhood education
- The children observe the role of technology in everyday life. They name digital devices in the nearby environment and examine how these work. They reflect on how devices or digital services benefit or help people.
Pre-primary education
- Children are guided in identifying and naming objects, devices and digital services that are controlled by a computer in their everyday environment. The group discusses and examines what these objects, devices and services do and why.
Grades 1–2
- The pupil can identify and name computer-operated devices and services they have encountered, and familiarise themselves with robotics. The pupil can describe what the devices are used for and how they work.
Grades 3–6
- The pupil can observe the presence of programmed elements in the surrounding society, such as robotics and artificial intelligence.
- The pupil is able to talk about the ways technological applications can be used and how they work, and describes their importance in their own life.
Grades 7–9
- The pupil is familiar with programmed elements in the surrounding society, such as algorithms, automation, robotics and artificial intelligence. The pupil understands how they work and how they can be used in different areas of life.
Impacts of programmed technology in everyday life
Early childhood education
- The children examine ways in which a person’s activities can be monitored with technology. Practical examples, such as motion detectors, map applications, children’s attendance trackers, barcode scanners or QR codes, are identified in the nearby environment. Children discuss how the devices or applications collect information related to activities.
Pre-primary education
- The reasons why different devices and applications are used to collect information on people’s activities are discussed with the children. Media contents familiar to children and the environments in which they follow them are also discussed. The reasons for different contents being recommended to the user for example in streaming services are discussed together.
Grades 1–2
- The pupil reflects on what kind of data digital environments are collecting about their activities, and how programming is connected to data collection.
- The pupil understands that the collected data is stored, and can give at least one example of what kind of purposes their data can be used for.
Grades 3–6
- The pupil is able to give examples of targeted digital contents and ways of targeting them. The pupil reflects on his or her own activities and the use of the data accumulating on it in digital environments.
Grades 7–9
- The pupil is able to explain how digital services are personalised and how advertising is targeted at users. The pupil reflects on the role of programming and data collected by digital services in their own activities.
- The pupil considers the health-related, social, political, artistic and practical opportunities, as well as the risks and the ethical perspectives of programmed technology.