Abstract
The aim of the study was to explore various issues related to the introduction and use of ICT in primary schools in eastern and central Croatia from the viewpoint of informatics teachers. A total of 232 respondents participated in the survey. Both descriptive and inferential statistics were applied in data analysis. The results indicate that the equipment in computer classrooms is only partially satisfactory. LCD projectors and multimedia computers are mostly used in teaching informatics. The research also revealed that teachers are aware of the importance of ICT implementation in classrooms. However, they are less satisfied with the professional development opportunities. Their responses also suggest that they are ready to participate in the curriculum development process, undertake continuing education, and focus on pupils and their learning. In addition, the analysis showed that teachers, regardless of their background characteristics, share similar views. So far, the issues discussed in this paper have only been superficially examined. The present study expands previous research by providing insight into the practice and attitudes of informatics teachers in Croatian primary schools.
Highlights
Information and communication technology (ICT) has become essential in all aspects of modern life, including education
Respondents were first asked to rate the equipment of their classrooms and conditions for teaching informatics on a scale from 1 to 5
The largest standard deviation was obtained for the first item, while the largest interquartile range was found for the last item
Summary
Information and communication technology (ICT) has become essential in all aspects of modern life, including education. The participants largely agree that ICT needs to be implemented more systematically into primary school education, that curriculum must respond to the rapid technological development, that teachers should be better prepared for ICT integration in their classrooms, and that the introduction of ICT in teaching has to be planned more carefully. The surveyed teachers were significantly less likely to agree that ICT training was appropriate and beneficial, and that education authorities provided ICT training for teachers at all levels The means of these items were 3.47 and 3.51, respectively. Education authorities provide ICT training Mean rank 119.68 110.42 123.37 108.10 123.33 119.53 109.76 117.09 114.89 120.04 103.71 125.99 for teachers at all levels p p = 0.502 p = 0.073 p = 0.286 p = 0.819 p = 0.142
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