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1.IntroductionAlthough the Finnish educational system has gotten plenty of global attention as one of the best in the world (Sahlberg, 2014), it still faces many challenges (EU Parliament, 2015). For instance, the PISA results are diminishing, especially in rural areas and among boys (OECD, 2013). Even worse, Finnish adolescents were ranked very low on their liking for school (OECD, 2013). Consequently, reforms in teacher education and school have been suggested by emphasizing 21st Century skills, student-activating methods, inquiry-, project-, problem- and phenomenon-based learning (EU Parliament, 2015).The new national core curriculum also emphasizes on using digital technologies in school in meaningful and inclusive ways. Learning 21st skills is necessary for all citizens in a continually changing society and meaningful use of novel technologies and digital practices are seen as key factors in developing these abilities (Trilling & F adal, 2009). It appears, however, that even though digital technologies have developed exponentially during the recent years, schools have, to some extent, failed to really make use of their full potential. The current knowledge-intensive society needs people who can collaboratively solve complex problems with novel tools and methods, but the conventional knowledge practices at school are considered to be the major hindrance to creating such a workforce (Robinson, 2011). Due to the fact that pedagogical use of technologies is still far from optimal in Finland, heavy users of socio-digital technologies appear to be feeling alienated and bored at school (Salmela-Aro, 2016). Towards that end, we are still struggling with lack of evidence on the relationship between using technologies and academic well-being. Therefore, in this study we are examining how and how much digital technologies are used for learning, students' attitudes towards technologies, perceptions of school and how these are connected to academic well-being.1.1.Digital technologies and learning in schoolTechnology is going to challenge our ability for renewal. It will influence not only economic or social relations but the whole development of the human species (Sitra, 2016). There will be approximately 5 billion internet users by 2020 and every user would have approximately 5 network connected devices (Frost & Sullivan, 2014). Digitalization and globalization has changed our practices, communication and thinking (De Paoli, 2015). In an international and integrated world of cultures and economics every member of community should find better ways to compete and collaborate (Heifetz, Linsky & Grashow, 2009).The concept of 'digital native' (Prensky, 2001) refers those children and young people who have been born into the digital world and have grown up surrounded by novel technology. They cannot recall the world without digital technologies. The term itself is debatable and being a digital native, does not necessarily indicate sophisticated use of technology in educational settings (Hakkarainen, Hietajarvi, Alho, Lonka & Salmela-Aro, 2015). The big question remaining is, how to ensure that school can teach and provide 21st century skills for learners to acquire to cope with the constantly changing world and future work requirements (McFarlane, 2015). Interaction, collaboration, problem solving, social skills are going to be even more important in the future both in education and in work life. In the near future "born global" will be the standard (EK, 2011) and abilities for lifelong learning, professional development and continuous renewal of community and individuals are premises to work, learning and development (Stahle, 2004).Although enriched with novel technologies, people tend to continue working the customary way, by exchanging information and performing tasks, now only in virtual space. Traditions and cultures at work appear quite conservative and unchangeable (De Paoli, 2015). …

Sixth Graders’ Use of Technologies in Learning, Technology Attitudes and School Well-Being