ДИДАКТИЧЕСКИЕ АСПЕКТЫ ИНФОРМАТИЗАЦИИ ОБРАЗОВАНИЯ HOW FINNISH TEACHERS ARE ENCOURAGED TO ADOPT INFORMATION AND COMMUNICATION TECHNOLOGY Jari Lavonen Department of Teacher Education University of Helsinki Siltavuorenpenger str., Helsinki, Finland, 00014 The aim of this reflective paper is to analyse how Finnish teachers are encouraged to adopt the use of information and communication technology (ICT) in teaching and learning. <...> The paper is based on our research group experiences. <...> First, a Finnish education context and a Finnish school model are introduced. <...> Second, different approaches, like strategy-based development and pre- and in-service teacher education approaches in the context of ICT use, are discussed. <...> Most examples are presented in the context of science education. <...> Key words: education in Finland, information and communication technologies, teachers preparation and retraining. <...> One important consequence of this policy is effective special education. <...> Education authorities and national-level education policymakers trust teachers, together with principals, headmasters and parents, who know how to provide the best education for children and youth in a particular district. <...> Schools and teachers have been responsible for choosing learning materials and teaching methods since the beginning of the 1990s, when the national-level inspection of learning materials was terminated. <...> Moreover, there have been no national or local school inspectors since the late 1980s. <...> Teachers are valued as experts in curriculum development, teaching, and assessment at all levels [16]. <...> Finnish school operations could be approached using the framework of the National Core Curriculum for Basic Education [16]. <...> This national document 5 Вестник РУДН, серия Информатизация образования, 2014, № 1 describes the values and aims of the Finnish school system, as well as the roles of teachers and principals. <...> National values, like equality and the aims described in the curriculum, are guiding the schools’ processes and the behaviour of school professionals. <...> For example, teachers are to prepare the school curriculum and lessons, and then implement their teaching and assessment in line with the curriculum. <...> The role of a principal is important in school development and in the implementation of the core curriculum at school. <...> The principal is also responsible for quality assurance and school improvement. <...> Goal orientation, interaction, and sharing of responsibilities are key characteristics of school leadership. <...> Physical learning <...>