Yearly report 1.1.2015-13.11.2024

« Back

Changes compared to previous years

Compare group:   Year 2025 (206 pcs) |   Year 2024 (1907 pcs) |   Year 2023 (1628 pcs) |   Year 2022 (1652 pcs) |   Year 2021 (3882 pcs) |   Year 2020 (3594 pcs) |   Year 2019 (7810 pcs) |   Year 2018 (9609 pcs) |   Year 2017 (11934 pcs) |   Year 2016 (6094 pcs) |   Year 2015 (4850 pcs) |   Year 2014 (5331 pcs) |   Year 2013 (6031 pcs) |   Year 2012 (2380 pcs)

Hint: click a row for details

Questions with more positive answers than the compare group
Guiding students in digital learning environments

Please choose the description below that best fits your situation, even if it is not fully accurate in all respects:***
Software for targeted educational purposes, such as multiplication, programming, mathematical illustration, languages, simulation and modeling.***
It is easy to make use of information and communications technology (ICT) according to the curriculum.***
I personally use information and communications technology in most of my classes.***
I know how to print using a 3D printer.***
When presenting information in a teaching situation***
Digital learning environments and cloud services (e.g. Google Classroom, O365, SanomaPro, itslearning)***
I know how to use diversely a specific digital learning environment (such as Moodle, SanomaPro, itslearning).***
My students assess my teaching using ICT.***
Smart phone***
When providing feedback for students***
I am familiar with the principles of using Creative Commons licences.***
My own ICT skills and competences are sufficient when compared with the objectives specified in the curriculum.***
I use ICT to perform continuous assessment on my students’ learning.***
My students collect a portfolio for themselves in the electronic learning environment.***
My school has a sufficiently fast and functional internet connection.***
I know how to build and program various robots (such as Lego Mindstorms EV3, Bee-Bot, Makeblock mBot).***
I know how to utilize digital teaching materials in my teaching.***
Consideration for copyrights

Please choose the description below that best fits your situation, even if it is not fully accurate in all respects:***
We also work with students outside the school buildings using mobile devices (e.g. smartphone, tablet, laptop). ***
I make use of digital portfolio work to assess students’ learning.***
I use data obtained from electronic assessment tools, i.e., learning analytics to continuous assess my students’ learning.***
Laptop computer***
When conducting a formative assessment of the student’s learning***
I use remote connection software (such as Adobe Connect, Skype) in my teaching.***
When assigning students exercises, homework and tasks***
Access to ICT equipment (such as computers and tablets) requires booking a time slot.***
Constantly introducing new technologies into education is strenuous.***
It is complex to find appropriate high-quality digital materials for the topics being taught.***
Making use of digital learning materials

Please choose the description below that best fits your situation, even if it is not fully accurate in all respects:***
My students know how to act in compliance with the fundamental principles of copyrights.***
The digital learning materials I have produced, I share with other teachers.***
Students use ICT in most of my classes.***
reduces personal communication between students***
Office software such as word processing, presentation tools, spreadsheets***
I am able to guide my students to use virtual reality (VR) and/or augmented reality (AR).***
Digital information sources (such as websites, wikis, encyclopaedias)***
My school has jointly agreed goals for using ICT in teaching.***
I teach my students various means to participate in society through the Internet.***
The devices and software I use work well as a whole.***
I find good ways to utilize ICT in various learning situations.***
Media literacy

Please choose the description below that best fits your situation, even if it is not fully accurate in all respects:***
Interactive whiteboards (such as SmartBoard, Promethean)***
The parents of my students participate in the learning assessment process, making use of information and communications technology.***
I teach my students to understand and interpret various digital media contents.***
I get sufficient and fast enough technical support for the use of ICT at my school.***
I regularly guide students to use the Internet responsibly and legally.***
I know how to use a specific graphical programming environment designed for educational purposes fluently (such as Scratch, Kodu, Lego Mindstorm).***
Upward or downward differentiation for individual students or small groups of students***
My school has a pedagogical support person available to help with using ICT in education.***
erodes students’ calculation and evaluation skills***
I intersperse my students’ work with regular breaks to avoid making them sit for too long.***
erodes students’ writing skills***
I often discuss with my students the reliability of information available on the Internet and how to use it appropriately (e.g. source markings).*
Questions with more negative answers than the compare group
diminishes students’ interest in studying***
reduces students’ co-operation with other students***
During the previous academic year, I have attended ICT continuing education and training in total:***
Basic phone***
Desktop computer***
The development of ICT skills is brought up in my development/performance reviews.***
Tablet computer***
The continuing training courses in ICT provided for me have mostly been organised at the employer’s cost.***
Students and visitors can log into the school's wireless network with their own devices.***
I would like to make more use of information and communications technology in education.***
The continuing training courses in ICT provided for me have been useful in terms of content.***
helps students communicate more effectively with others***
helps students develop their skills to plan and direct their own work***
My students assess each others’ work using digital learning environments.***
Information collection and monitoring tools (such as devices with temperature, light or speed sensors)***
I know how to program diversely with students, using a specific high-level programming language (such as C, Java, PHP, Javascript, C++, Python).***
Teacher’s pedagogical ability to use ICT in differentiation of learning

Please choose the description below that best fits your situation, even if it is not fully accurate in all respects:***
Students often produce different types of media contents (such as audio, video and images) in my classes.***
Simulation and modelling software (such as AutoCad, 123D Design)***
For acquiring and structuring information and for collaborative knowledge-building ***
I guide my students to protect themselves against common information security risks and data loss.***
Select the level that best describes your ICT competency.***
My school has peer teachers offering ICT instruction.***
I am able to guide my students to produce animations (such as iMotion, Giphy, Animaatiokone).***
In my school, it is easy to start developing new modes of operation.***
I am familiar with the content of the plan guiding my school’s ICT development work.***
Mobile devices (such as tablets, smart phones)***
I guide my students to adopt ergonomic working postures.**
Students are allowed to use their own devices (such as laptops, smart phones, tablets) in my classes.**
helps students combine and process information more efficiently**
Digital learning games (such as Ekapeli, 10Monkeys)**
I often edit information on the Internet (such as Wikipedia) with my students.*
Multimedia tools (such as tools for media recording and editing, web production)*
I actively guide my students to use digital information search services (such as Google, Wikipedia, Wolfram|Alpha).*
Enabling or supporting oral presentations carried out by students on their own or in teams*
There is a positive atmosphere in the working community towards trying out new things in teaching.*

*) The amount of stars implies the statistical significance