Changes compared to previous years
Compare group: 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
| Smart phone*** |
| Access to ICT equipment (such as computers and tablets) requires booking a time slot.*** |
| Students use ICT in most of my classes.*** |
| I use data obtained from electronic assessment tools, i.e., learning analytics to continuous assess my students’ learning.*** |
| When conducting a formative assessment of the student’s learning*** |
| My employer has provided me with ICT equipment that meets my needs.*** |
| For acquiring and structuring information and for collaborative knowledge-building *** |
| My students assess my teaching using ICT.*** |
| Tablet computer*** |
| The devices and software I use work well as a whole.*** |
| Mobile devices (such as tablets, smart phones)*** |
| When assigning students exercises, homework and tasks*** |
| We also work with students outside the school buildings using mobile devices (e.g. smartphone, tablet, laptop). *** |
| Students often produce different types of media contents (such as audio, video and images) in my classes.*** |
| Upward or downward differentiation for individual students or small groups of students*** |
| Multimedia tools (such as tools for media recording and editing, web production)*** |
| I often edit information on the Internet (such as Wikipedia) with my students.** |
| I make use of digital portfolio work to assess students’ learning.** |
| I teach my students various means to participate in society through the Internet.** |
| Office software such as word processing, presentation tools, spreadsheets** |
| Enabling or supporting oral presentations carried out by students on their own or in teams** |
| Digital information sources (such as websites, wikis, encyclopaedias)** |
| I use ICT to perform continuous assessment on my students’ learning.** |
| My students collect a portfolio for themselves in the electronic learning environment.** |
| Software for targeted educational purposes, such as multiplication, programming, mathematical illustration, languages, simulation and modeling.** |
| I have opportunities to influence ICT purchases at my school.* |
| I am familiar with the principles of using Creative Commons licences.* |
| 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:* |
| Constantly introducing new technologies into education is strenuous.* |
| Basic phone* |
| I have tried visual or other types of programming with my students.* |
| My school has jointly agreed goals for using ICT in teaching.*** |
| The development of ICT skills is brought up in my development/performance reviews.*** |
| erodes students’ writing skills*** |
| diminishes students’ interest in studying*** |
| I use remote connection software (such as Adobe Connect, Skype) in my teaching.*** |
| My school has peer teachers offering ICT instruction.*** |
| In my school, it is easy to start developing new modes of operation.*** |
| I would like to make more use of information and communications technology in education.*** |
| We share tips and support related to the educational use of ICT.*** |
| reduces students’ co-operation with other students*** |
| helps students develop their skills to plan and direct their own work*** |
| There is a positive atmosphere in the working community towards trying out new things in teaching.*** |
| Interactive whiteboards (such as SmartBoard, Promethean)*** |
| erodes students’ calculation and evaluation skills*** |
| reduces personal communication between students*** |
| I am familiar with the content of the plan guiding my school’s ICT development work.*** |
| I know how to build and program various robots (such as Lego Mindstorms EV3, Bee-Bot, Makeblock mBot).*** |
| Desktop computer*** |
| Students and visitors can log into the school's wireless network with their own devices.*** |
| Simulation and modelling software (such as AutoCad, 123D Design)*** |
| helps students combine and process information more efficiently*** |
| My school has a pedagogical support person available to help with using ICT in education.** |
| I regularly follow social media networks to learn new things.** |
| During the previous academic year, I have attended ICT continuing education and training in total:** |
| I have utilized the earlier results of this questionnaire in the development of my work.** |
| My students assess each others’ work using digital learning environments.* |
| The digital learning materials I have produced, I share with other teachers.* |
| I am able to guide my students to produce animations (such as iMotion, Giphy, Animaatiokone).* |
| The parents of my students participate in the learning assessment process, making use of information and communications technology.* |
| I regularly guide students to use the Internet responsibly and legally.* |
| 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:* |
| I know how to program diversely with students, using a specific high-level programming language (such as C, Java, PHP, Javascript, C++, Python).* |
| My students know how to act in compliance with the fundamental principles of copyrights.* |
| 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:* |
| Social media (such as Facebook, Twitter, Pinterest, Snapchat, Instagram; following age limits )* |
| Laptop computer* |
| I make use of ideas from students when using information and communications technology in education.* |
*) The amount of stars implies the statistical significance