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Our society and business life are already highly digitalized, but many educational organizations are still taking their first steps toward becoming digital. ъ. Digitalization of education cannot be achieved simply by buying computers, tablets or interactive whiteboards - as illogical as it may seem, thoughtlessly purchased technological equipment is often an obstacle that slows down digitalization. Information technology is used in Finnish schools to enrich and diversify teaching. The use of information technology in teaching has always been systematic, based on the strategic goals of the curriculum and institution. The focus is not on teaching technical skills, but on the use of information technology in a particular subject or theme. First and foremost, information technology in education is a means of disseminating instructional materials. Educational material can be created by the teacher or available on the Internet. There are now many free digital platforms available on the Internet for teaching basic school subjects. Information retrieval is a key task of the Internet and information technology. The Web and social media are vast sources of information, and in fact, the Internet has been called the "world library." One of the most important functions of technology is communication. The Internet allows us to send email, make voice calls from one device to another, and hold video conferences. Students can use communication platforms to communicate with each other or to communicate with teachers, tutors, and experts in various fields. Information and communication technology is most useful when students use it to create their own content. Students can create their own texts, illustrations, music, etc. Naturally, not just on computers, but now on mobile devices as well. This more advanced use of information technology means that students create interactive content and use programs and algorithms in their output. In particular, the web and social media can be used to publish collaborative outputs. For example, students can create online journals or publish their own music excerpts or video clips. Publishing student results often has a very motivating effect-"the result is not just made for the teacher to see." Using information technology, students can develop their own conceptual artifacts: concept maps, charts, or graphs. In this case, information technology serves as an important thinking tool. What is most important is not the result itself, but the process by which students develop their own information structures and ways of thinking. In today's information society, the role of the computer or information and communication technology is approaching that of a thinking partner. Although computers do not yet think for themselves, they can offer important support for students' thought processes, for example, by asking analytical questions and reflections. Teachers influence learning through means that are different from those used in face-to-face instruction. Therefore, digital learning must be studied and developed more in terms of student learning processes. The development of traditional contact learning was mainly based on the development of teacher activities and the learning process, whereas in the development of digital learning the starting point should be the development of the student's learning process. The development of teacher activities, guidance, and tasks that contribute to the learning process can only happen after the student learning process (or what cognitive activity the student needs to learn the question) has been developed. This can be considered a paradigm shift in educational design. The starting point for the design of the digital learning process is the definition of the learning goal, as well as the students' prior knowledge and competencies. Reflecting the competencies, knowledge, and skills acquired through the learning process provides a clear basis for designing the learning process. A key design challenge is the differences among learners in how they achieve competencies according to the goals. Process-based learning - learning situations, learning objectives, teaching, and tutoring and feedback - are closely related and form a time continuum. In digital learning, situations, both contact and distance, are evenly distributed. The process of digital learning is centrally defined by guided instruction and feedback throughout the learning process, from which learners develop their own competence.