Changes compared to previous years
Compare group: Year 2024 (14 pcs) | Year 2023 (61 pcs) | Year 2022 (53 pcs) | Year 2021 (147 pcs) | Year 2020 (110 pcs) | Year 2019 (425 pcs) | Year 2018 (475 pcs) | Year 2017 (673 pcs) | Year 2016 (1 pcs)
Hint: click a row for details
| The school has a pedagogical development team for ICT use.** See question distribution: The school has a pedagogical development team for ICT use. Own answers average 1.5 Compare group answers average -0.9 Statistical significance p < 0.01 (very significant difference) |
| Teachers seek alternative pedagogical models in support of teaching.** See question distribution: Teachers seek alternative pedagogical models in support of teaching. Own answers average 1.8 Compare group answers average 1.1 Statistical significance p < 0.01 (very significant difference) |
| The working community has a vision that includes detailed objectives to enable digital learning.* See question distribution: The working community has a vision that includes detailed objectives to enable digital learning. Own answers average 1.0 Compare group answers average 0.4 Statistical significance p < 0.1 (significant difference) |
| I make diverse use of information technology in my school’s internal and external communication.* See question distribution: I make diverse use of information technology in my school’s internal and external communication. Own answers average 1.8 Compare group answers average 1.3 Statistical significance p < 0.1 (significant difference) |
| I am familiar with the content of the plan guiding ICT development work in my town.* See question distribution: I am familiar with the content of the plan guiding ICT development work in my town. Own answers average 1.5 Compare group answers average 0.9 Statistical significance p < 0.1 (significant difference) |
| Target level: Schools have practices in place for jointly developing and sharing competences within the organisation. Please choose the description below that best fits your school’s situation, even if it is not fully accurate in all respects:* See question distribution: Target level: Schools have practices in place for jointly developing and sharing competences within the organisation. Please choose the description below that best fits your school’s situation, even if it is not fully accurate in all respects: Own answers average 0.9 Compare group answers average 0.2 Statistical significance p < 0.1 (significant difference) |
| Utilisation of good practices covers the entire learning community and people are able to take pleasure in experiments even when they fail.* See question distribution: Utilisation of good practices covers the entire learning community and people are able to take pleasure in experiments even when they fail. Own answers average 1.3 Compare group answers average 0.5 Statistical significance p < 0.1 (significant difference) |
| Target level: Schools have good capacities to create an organisational culture supported by digitalisation. Please choose the description below that best fits your school’s situation, even if it is not fully accurate in all respects:* See question distribution: Target level: Schools have good capacities to create an organisational culture supported by digitalisation. Please choose the description below that best fits your school’s situation, even if it is not fully accurate in all respects: Own answers average 1.1 Compare group answers average 0.4 Statistical significance p < 0.1 (significant difference) |
| Teachers develop new practices in support of digitalisation.* See question distribution: Teachers develop new practices in support of digitalisation. Own answers average 1.4 Compare group answers average 0.5 Statistical significance p < 0.1 (significant difference) |
| Good practices are presented to the working community on a regular basis and the working community is encouraged to experiment.* See question distribution: Good practices are presented to the working community on a regular basis and the working community is encouraged to experiment. Own answers average 1.4 Compare group answers average 0.7 Statistical significance p < 0.1 (significant difference) |
| Teachers’ pedagogical choices develop simultaneously with digitalisation development, producing significant changes to the school’s organisational culture.* See question distribution: Teachers’ pedagogical choices develop simultaneously with digitalisation development, producing significant changes to the school’s organisational culture. Own answers average 1.1 Compare group answers average 0.4 Statistical significance p < 0.1 (significant difference) |
| The school’s organisational culture enables various large-scale teaching experiments involving several different teachers and subjects.* See question distribution: The school’s organisational culture enables various large-scale teaching experiments involving several different teachers and subjects. Own answers average 1.6 Compare group answers average 1.2 Statistical significance p < 0.1 (significant difference) |
| Good practices are developed systematically and established as an operating model shared by the whole working community.* See question distribution: Good practices are developed systematically and established as an operating model shared by the whole working community. Own answers average 1.1 Compare group answers average 0.5 Statistical significance p < 0.1 (significant difference) |
| In my school peer teachers are providing ICT guiding.* See question distribution: In my school peer teachers are providing ICT guiding. Own answers average 1.8 Compare group answers average 1.4 Statistical significance p < 0.1 (significant difference) |
| Teachers are able to describe their pedagogical and technical ICT skills and development needs.* See question distribution: Teachers are able to describe their pedagogical and technical ICT skills and development needs. Own answers average 0.6 Compare group answers average 1.3 Statistical significance p < 0.1 (significant difference) |
*) The amount of stars implies the statistical significance
This report shows answers between 31.12.2019 and 26.1.2020. Information on this page is fixed.