Digitalization has changed Finnish comprehensive school lately. New digital technology has been introduced into school curriculum and this has changed some teaching methods and practices.

The aim of this study was to find out how Finnish teachers use digital technology and to examine their relationship and attitude towards digital technology. Innovation adoption was the basic concept to help approach the phenomenon. Theoretical framework of this study consisted of four theories: Technology acceptance model TAM, Innovation diffusion theory, Theory of reasoned action TRA and the concept of technology identity. Also the TRITS model was examined briefly.

The study took place in Espoo, and five comprehensive school teachers were interviewed. The research method was qualitative and semi-structured interview was used to gather the information. Content analysis was used as a research method.

Perceived usefulness and perceived ease of use were the main things that affected the adaptation of new technology. Compatibility was also an important factor in technology adaptation because the interviewees were willing to use such technology that was compatible with their pedagogical goals and beliefs.

The interviewees held important that technology was used only when it served a clear pedagogical purpose and helped them in daily routines. Digital technology was not appreciated as such and the use of new technology was not seen as an intrinsic value. The relationship towards technology was seen quite critically as a whole.