The University of Helsinki established the Educational Centre for ICT at the beginning of 2000 to help university teachers in their efforts to use information and communication technology in teaching. At the end of 2002, the centre wanted to find out how the use of educational technology had advanced and what kind of factors had possibly impacted the amount of the use.A survey was launched for the teaching personnel of the University of Helsinki (about 3000 persons) and 277 persons responded. The teachers were asked to estimate if their use of educational technology had increased during two last years. 70 % answered that the use, indeed, had increased and 11 % announced that the increase had been immense. The result is understandable. There have been several efforts, in our university, to implement ICT in teaching and learning and it seems that these efforts have had consequences. Teachers were also asked about the reasons why the use had increased. Exploratory factor analysis was used to identify and group variables by their common dimensions. A four-factor solution was interpreted. The first factor was called Support Services. Items which loaded on this factor dealt with a sort of security and easiness to use technology in teaching. There have been different kinds of support services available for university teachers to eliminate possible technological or other problems and the importance of these services loaded on in this factor. The advancement in the field of the problematic copyright issues also belong to this factor. The second factor dealt with Pedagogical Suitability. This factor was loaded by items which concerned teachers' views how the use of ICT suited their own pedagogical views and the characteristics of the discipline they taught. The general positive attitude towards the use of technology also loaded on this factor. Further, awareness of students' needs concerning the skills to use ICT in their future work belonged to this factor.Situation at the Department Level was the third factor. It consisted of support and even pressure by a department as well as support by colleagues. Improved situation concerning the technological infrastructure and increased easiness to use technology had salient loading on this factor. Accordingly, the factor included an aspect of easiness to use ICT in everyday life at the department level.The fourth factor was problematic. In the first hand, it had a clear content. The factor concerned how the extra work, that the implementation of ICT brings about, has been compensated for teachers. Students' needs and teachers' personal eagerness to develop themselves as teachers had negative loadings on this factor. Accordingly, we are dealing with a rather technical view towards teacher's work, more interested in salary than in pedagogical matters. In the other hand, the factor included the importance of support services of videoconferencing. There is no explanation why the use of videoconferencing in teaching correlated with those anti-pedagogical views we described above.The result of the survey was rather expected and the factors which laid behind the increased use of ICT were mainly familiar, although the great advancement of the use of educational technology was somewhat surprising. The factors associated with the basic elements of the use of ICT in education: easiness to use technology, pedagogical suitability and everyday life at the department level. The somewhat anti- pedagogical approach of the fourth factor was an unexpected finding.