The aim of this paper is to examine the principles of pedagogically innovative use of information and communication technology (ICT).  The paper is based on analysis of the results of four recent studies concerning ICT use at educational settings. The research questions are focus on the various pedagogical practices that have been considered as prerequisites for high-quality learning. In many schools the use of ICT has become one of the major tools for diversifying and intensifying teaching and learning. ICT has also proven to be significant in motivating students to learn, authenticating their learning experiences and affording the building of personal learning paths. However, international comparisons have indicated that students in different educational levels are still in an unequal situation in regard to their possibilities to utilize modern ICT tools to enhance their learning and for acquiring the skills important in knowledge society often referred to as 21st century skills (Kankaanranta 2009; Law, Pelgrum & Plomp, 2008; Shear, Gallagher & Patel, 2011). It has been stated that the reasons for such an unequal access to ICT-supported teaching and learning is caused by schools’ restricted access to ICT and quality solutions, as well as on teachers’ lack of necessary skills. Further, teachers’ knowledge and understanding of what kind of ICT tools best support student learning and how to implement them into daily practices of schools, have been reported in recent studies. Some of the findings also show that teachers need deeper knowledge of pedagogical models and principles when using ICT as a part of intentional learning environment. (E.g. Fullan, 2011; Kozma 2003; Voogt & Pelgrum, 2005).

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