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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| Basic phone*** |
| During the previous academic year, I have attended ICT continuing education and training in total:*** |
| The development of ICT skills is brought up in my development/performance reviews.*** |
| reduces students’ co-operation with other students*** |
| diminishes students’ interest in studying*** |
| reduces personal communication between students*** |
| The continuing training courses in ICT provided for me have mostly been organised at the employer’s cost.*** |
| erodes students’ calculation and evaluation skills*** |
| Students are allowed to use their own devices (such as laptops, smart phones, tablets) in my classes.*** |
| erodes students’ writing skills*** |
| helps students communicate more effectively with others** |
| helps students develop their skills to plan and direct their own work** |
| We share tips and support related to the educational use of ICT.** |
| I intersperse my students’ work with regular breaks to avoid making them sit for too long.** |
| If required, I can use video-conferencing software and tools in my teaching (e.g., Teams, Meet and, Zoom)* |
| I actively guide my students to use digital information search services (such as Google, Wikipedia, Wolfram|Alpha).* |
| I regularly teach using digital devices and content.* |
| I incorporate students’ competencies and ideas when teaching using ICT.* |
| I can use a digital learning environment fluently (e.g. Google Classroom, O365, Moodle, SanomaPro, Peda.net, itslearning).* |
| The continuing training courses in ICT provided for me have mostly been organised during working hours.* |
| helps students combine and process information more efficiently* |
| Students and visitors can log into the school's wireless network with their own devices.* |
| I feel that I do not receive support for developing the pedagogical use of ICT.* |
| Smart phone*** |
| When conducting a formative assessment of the student’s learning*** |
| Software for targeted educational purposes, such as multiplication, programming, mathematical illustration, languages, simulation and modeling.*** |
| I am familiar with the principles of using Creative Commons licences.*** |
| I personally use information and communications technology in most of my classes.*** |
| My school has jointly agreed goals for using ICT in teaching.*** |
| We also work with students outside the school buildings using mobile devices (e.g. smartphone, tablet, laptop). *** |
| The devices and software I use work well as a whole.*** |
| I use ICT to perform continuous assessment on my students’ learning.*** |
| I have utilized the earlier results of this questionnaire in the development of my work.*** |
| I know how to utilize digital teaching materials in my teaching.*** |
| Tablet computer*** |
| Applications using generative artificial intelligence (AI)*** |
| My school has a sufficiently fast and functional internet connection.*** |
| I am familiar with the content of the plan guiding the ICT development work in my municipality.*** |
| When providing feedback for students*** |
| My own ICT skills and competences are sufficient when compared with the objectives specified in the curriculum.*** |
| I teach my students (regularly) various information society civic skills, online dealings and influence.** |
| Select the level that best describes your ICT competency.** |
| Upward or downward differentiation for individual students or small groups of students** |
| My employer has provided me with ICT equipment that meets my needs.** |
| I have opportunities to influence ICT purchases at my school.** |
| I know how to print using a 3D printer.** |
| When assigning students exercises, homework and tasks** |
| 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:** |
| When presenting information in a teaching situation** |
| Students use ICT in most of my classes.* |
| I have tried visual or other types of programming with my students.* |
| My students assess each others’ work using digital learning environments.* |
| For acquiring and structuring information and for collaborative knowledge-building * |
| Multimedia tools (such as tools for media recording and editing, web production)* |
| I know how to build and program various robots (such as Lego Mindstorms EV3, Bee-Bot, Makeblock mBot).* |
| I am able to guide my students to produce animations (such as iMotion, Giphy, Animaatiokone).* |
| promotes learning and learning outcomes.* |
| I know how to program diversely with students, using a specific high-level programming language (such as C, Java, PHP, Javascript, C++, Python).* |
| Consideration for copyrights Please choose the description below that best fits your situation, even if it is not fully accurate in all respects:* |
| I offer the students experiences of using ICT in interaction and networking* |
| Digital learning environments and cloud services (e.g. Google Classroom, O365, SanomaPro, itslearning)* |
| I use data obtained from electronic assessment tools, i.e., learning analytics to continuous assess my students’ learning.* |
| In my lessons, students study regularly in electronic learning environments.* |
*) The amount of stars implies the statistical significance
This report shows answers between 1.1.2015 and 18.4.2025. Information on this page is fixed.