Abstract
This study investigated teachers’ perceptions about how information and communications technology (ICT) is being incorporated into teaching and learning, the level of teachers’ digital competence and what factors, in their opinions, might be hindering the use of ICT in schools. A total of 292 Finnish teachers took part in the survey. Activity Theory was chosen for a pedagogical framework. Descriptive statistics, frequency distribution, cross-tabulation and thematic analysis were used to analyse the data statistically. Conclusions include that teachers who have advanced ICT competence use ICT frequently in education. The majority of teachers do not have the means or knowledge to fully use ICT in promoting learning. There still are contradictions between the formal structures of educational institutions and daily classroom practices.
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