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
| Tablet computer*** |
| Desktop computer*** |
| I teach my students (regularly) various information society civic skills, online dealings and influence.*** |
| My school has a sufficiently fast and functional internet connection.*** |
| My school has jointly agreed goals for using ICT in teaching.*** |
| I am familiar with the content of the plan guiding the ICT development work in my municipality.*** |
| I am familiar with the principles of using Creative Commons licences.** |
| I have utilized the earlier results of this questionnaire in the development of my work.** |
| Software for targeted educational purposes, such as multiplication, programming, mathematical illustration, languages, simulation and modeling.* |
| Multimedia tools (such as tools for media recording and editing, web production)* |
| I know how to print using a 3D printer.* |
| Students and visitors can log into the school's wireless network with their own devices.* |
| Upward or downward differentiation for individual students or small groups of students* |
| I use data obtained from electronic assessment tools, i.e., learning analytics to continuous assess my students’ learning.* |
| Smart phone* |
| Mobile devices (such as tablets, smart phones)* |
| The ICT devices provided by the school are available to the students whenever I want.* |
| My students assess each others’ work using digital learning environments.* |
| When conducting a formative assessment of the student’s learning* |
| I offer the students experiences of using ICT in interaction and networking* |
| Office software such as word processing, presentation tools, spreadsheets* |
| Touch panel or presentation screen* |
| Laptop computer*** |
| Digital learning environments and cloud services (e.g. Google Classroom, O365, SanomaPro, itslearning)*** |
| Students are allowed to use their own devices (such as laptops, smart phones, tablets) in my classes.** |
| If required, I can use video-conferencing software and tools in my teaching (e.g., Teams, Meet and, Zoom)** |
| The continuing training courses in ICT provided for me have mostly been organised at the employer’s cost.** |
| The development of ICT skills is brought up in my development/performance reviews.** |
| I get sufficient and fast enough technical support for the use of ICT at my school.** |
| Basic phone** |
| Media literacy Please choose the description below that best fits your situation, even if it is not fully accurate in all respects:* |
| My employer has provided me with ICT equipment that meets my needs.* |
| reduces students’ co-operation with other students* |
| I intersperse my students’ work with regular breaks to avoid making them sit for too long.* |
| We share tips and support related to the educational use of ICT.* |
| I feel that I do not receive support for developing the pedagogical use of ICT.* |
| 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:* |
| I incorporate students’ competencies and ideas when teaching using ICT.* |
| diminishes students’ interest in studying* |
| I regularly teach using digital devices and content.* |
| It is complex to find appropriate high-quality digital materials for the topics being taught.* |
| I can use a digital learning environment fluently (e.g. Google Classroom, O365, Moodle, SanomaPro, Peda.net, itslearning).* |
| reduces personal communication between students* |
| At my school, colleagues support each other with ICT problems without being offered additional compensation.* |
*) The amount of stars implies the statistical significance
This report shows answers between 1.1.2025 and 9.5.2025. Information on this page is fixed.