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
| I use remote connection software (such as Adobe Connect, Skype) in my teaching.*** |
| When conducting a formative assessment of the student’s learning*** |
| Smart phone*** |
| Laptop computer*** |
| Software for targeted educational purposes, such as multiplication, programming, mathematical illustration, languages, simulation and modeling.*** |
| My students assess my teaching using ICT.*** |
| When assigning students exercises, homework and tasks*** |
| We also work with students outside the school buildings using mobile devices (e.g. smartphone, tablet, laptop). *** |
| Digital learning environments and cloud services (e.g. Google Classroom, O365, SanomaPro, itslearning)*** |
| When providing feedback for students*** |
| erodes students’ writing skills*** |
| Social media (such as Facebook, Twitter, Pinterest, Snapchat, Instagram; following age limits )*** |
| I use data obtained from electronic assessment tools, i.e., learning analytics to continuous assess my students’ learning.*** |
| I personally use information and communications technology in most of my classes.*** |
| I know how to utilize digital teaching materials in my teaching.*** |
| When presenting information in a teaching situation*** |
| My own ICT skills and competences are sufficient when compared with the objectives specified in the curriculum.* |
| diminishes students’ interest in studying* |
| It is complex to find appropriate high-quality digital materials for the topics being taught.* |
| reduces personal communication between students* |
| Access to ICT equipment (such as computers and tablets) requires booking a time slot.* |
| I teach my students various means to participate in society through the Internet.* |
| Tablet computer*** |
| Students and visitors can log into the school's wireless network with their own devices.*** |
| Desktop computer*** |
| The development of ICT skills is brought up in my development/performance reviews.*** |
| I know how to use a specific graphical programming environment designed for educational purposes fluently (such as Scratch, Kodu, Lego Mindstorm).*** |
| During the previous academic year, I have attended ICT continuing education and training in total:*** |
| In my school, it is easy to start developing new modes of operation.*** |
| I know how to build and program various robots (such as Lego Mindstorms EV3, Bee-Bot, Makeblock mBot).*** |
| reduces students’ co-operation with other students*** |
| I use ICT to perform continuous assessment on my students’ learning.*** |
| The continuing training courses in ICT provided for me have mostly been organised at the employer’s cost.*** |
| Interactive whiteboards (such as SmartBoard, Promethean)*** |
| I have tried visual or other types of programming with my students.*** |
| Mobile devices (such as tablets, smart phones)*** |
| erodes students’ calculation and evaluation skills*** |
| For acquiring and structuring information and for collaborative knowledge-building ** |
| I am able to guide my students to produce animations (such as iMotion, Giphy, Animaatiokone).** |
| improves students’ study performance** |
| I teach my students to understand and interpret various digital media contents.** |
| I actively guide my students to use digital information search services (such as Google, Wikipedia, Wolfram|Alpha).** |
| The devices and software I use work well as a whole.* |
| Simulation and modelling software (such as AutoCad, 123D Design)* |
| Information collection and monitoring tools (such as devices with temperature, light or speed sensors)* |
| My school has a pedagogical support person available to help with using ICT in education.* |
| Supporting cross-curricular and phenomenon-based learning* |
| Upward or downward differentiation for individual students or small groups of students* |
| The parents of my students participate in the learning assessment process, making use of information and communications technology.* |
| I am familiar with the principles of using Creative Commons licences.* |
| I get sufficient and fast enough technical support for the use of ICT at my school.* |
| Students use ICT in most of my classes.* |
| The continuing training courses in ICT provided for me have been useful in terms of content.* |
| Basic phone* |
| I am familiar with the content of the plan guiding my school’s ICT development work.* |
| When I set up a new service or application, I always read its terms of use.* |
| Office software such as word processing, presentation tools, spreadsheets* |
| I would like to make more use of information and communications technology in education.* |
| Enabling or supporting oral presentations carried out by students on their own or in teams* |
| It is easy to make use of information and communications technology (ICT) according to the curriculum.* |
| helps students communicate more effectively with others* |
| I know how to print using a 3D printer.* |
| The digital learning materials I have produced, I share with other teachers.* |
| There is a positive atmosphere in the working community towards trying out new things in teaching.* |
| Digital learning games (such as Ekapeli, 10Monkeys)* |
*) The amount of stars implies the statistical significance
This report shows answers between 1.1.2018 and 7.6.2025. Information on this page is fixed.