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)
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| Interactive whiteboards (such as SmartBoard, Promethean)*** |
| I would like to make more use of information and communications technology in education.*** |
| Supporting cross-curricular and phenomenon-based learning*** |
| I often edit information on the Internet (such as Wikipedia) with my students.*** |
| Digital learning environments and cloud services (e.g. Google Classroom, O365, SanomaPro, itslearning)*** |
| Desktop computer*** |
| My students collect a portfolio for themselves in the electronic learning environment.*** |
| The parents of my students participate in the learning assessment process, making use of information and communications technology.*** |
| diminishes students’ interest in studying** |
| I feel that I do not receive support for developing the pedagogical use of ICT.* |
| It is complex to find appropriate high-quality digital materials for the topics being taught.* |
| erodes students’ writing skills* |
| Access to ICT equipment (such as computers and tablets) requires booking a time slot.*** |
| I use remote connection software (such as Adobe Connect, Skype) in my teaching.*** |
| My school has a pedagogical support person available to help with using ICT in education.*** |
| It is easy to make use of information and communications technology (ICT) according to the curriculum.*** |
| We share tips and support related to the educational use of ICT.*** |
| The continuing training courses in ICT provided for me have been useful in terms of content.*** |
| Tablet computer*** |
| reduces personal communication between students*** |
| The continuing training courses in ICT provided for me have mostly been organised during working hours.*** |
| The devices and software I use work well as a whole.*** |
| Students use ICT in most of my classes.*** |
| In my school, it is easy to start developing new modes of operation.*** |
| My school has jointly agreed goals for using ICT in teaching.*** |
| Smart phone*** |
| Students and visitors can log into the school's wireless network with their own devices.*** |
| I am familiar with the content of the plan guiding my school’s ICT development work.*** |
| I get sufficient and fast enough technical support for the use of ICT at my school.*** |
| My own ICT skills and competences are sufficient when compared with the objectives specified in the curriculum.*** |
| helps students communicate more effectively with others*** |
| Role of ICT in teaching and learning Please choose the description below that best fits your situation, even if it is not fully accurate in all respects:*** |
| reduces students’ co-operation with other students*** |
| Students are allowed to use their own devices (such as laptops, smart phones, tablets) in my classes.*** |
| The continuing training courses in ICT provided for me have mostly been organised at the employer’s cost.*** |
| My school has peer teachers offering ICT instruction.*** |
| During the previous academic year, I have attended ICT continuing education and training in total:*** |
| Constantly introducing new technologies into education is strenuous.*** |
| My students assess my teaching using ICT.** |
| helps students develop their skills to plan and direct their own work** |
| I intersperse my students’ work with regular breaks to avoid making them sit for too long.** |
| I actively guide my students to use digital information search services (such as Google, Wikipedia, Wolfram|Alpha).** |
| 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:** |
| Office software such as word processing, presentation tools, spreadsheets** |
| My students know how to act in compliance with the fundamental principles of copyrights.** |
| Consideration for copyrights Please choose the description below that best fits your situation, even if it is not fully accurate in all respects:** |
| I teach my students to understand and interpret various digital media contents.** |
| Select the level that best describes your ICT competency.** |
| Multimedia tools (such as tools for media recording and editing, web production)* |
| When assigning students exercises, homework and tasks* |
| I often discuss with my students the reliability of information available on the Internet and how to use it appropriately (e.g. source markings).* |
| The digital learning materials I have produced, I share with other teachers.* |
| Mobile devices (such as tablets, smart phones)* |
| My school has a sufficiently fast and functional internet connection.* |
| erodes students’ calculation and evaluation skills* |
| My employer has provided me with ICT equipment that meets my needs.* |
| I am able to guide my students to use virtual reality (VR) and/or augmented reality (AR).* |
| Digital learning games (such as Ekapeli, 10Monkeys)* |
| helps students combine and process information more efficiently* |
| improves students’ study performance* |
| 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:* |
| When conducting a formative assessment of the student’s learning* |
| The development of ICT skills is brought up in my development/performance reviews.* |
| Media literacy Please choose the description below that best fits your situation, even if it is not fully accurate in all respects:* |
| I make use of digital portfolio work to assess students’ learning.* |
| I am familiar with the principles of using Creative Commons licences.* |
*) The amount of stars implies the statistical significance
This report shows answers between 1.1.2018 and 27.3.2025. Information on this page is fixed.