Use Of Information And Communication Technologies In Education Research Articles

Information Communication Technology (ICT) Integration in Teaching and Learning in Selected Rural Secondary School in Burera District, Rwanda

Studies conducted on the use of information and communication technology (ICT) in education posit its importance in all life domains, without exception to education. ICT has been a vehicle for aspiration, innovation, and quality academic achievement. This paper aimed to investigate the use of information and communication technology in the teaching and learning process at Ecole Secondaire Kagogo in Burera District, Rwanda. The study had two objectives: (1) to assess the benefits of using ICT in rural secondary schools, and (2) to examine the challenges preventing effective ICT integration in secondary schools. The study is descriptive, adopting a mixed-methods approach. Guided by the Diffusion of Innovations Theory (DOI), the study involved a population of 114 participants with a purposive sample size of 52 respondents. Data were collected through a questionnaire and interviews with teachers and school leaders. Findings revealed that ICT enables teachers to share assessments with students and deliver the lessons; helps learners engage in peer assessments and independent learning; and that school leaders use ICT to share resources. Reports identified inadequate infrastructure and a lack of professional development as barriers to the effective integration of ICT into schools. It was recommended that the required facilities, resources, and ICT gadgets be supplied for rural secondary schools so they would not still lag behind in the use of ICT in teaching and learning.

PEMANFAATAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS ICT (INFORMATION COMUNICATON TECHNOLOGES) DALAM MENINGKATKAN SEMANGAT BELAJAR SISWA SMA NEGRI 1 PADARINCANG

Information and communication technology (ICT) has had a major impact on various areas of human life, including the world of education. The use of ICT in education can provide many benefits for students, teachers and educational institutions as a whole. This article aims to examine the use of ICT in the world of education. This article takes data from various literature sources and research that has been conducted in various countries. The research results show that the use of ICT in education can provide significant benefits for students, such as increasing learning motivation, technological skills, cognitive abilities and creativity. Apart from that, the use of ICT can also provide benefits for teachers, such as making the teaching, evaluation and classroom management process easier. In educational institutions, the use of ICT can increase efficiency, productivity and service quality. However, the use of ICT in education also has challenges and risks that need to be considered, such as data security issues, unequal access, and dependence on technology. Therefore, the use of ICT in education needs to be done wisely and balanced with an appropriate approach to achieve the desired learning goals. In conclusion, the use of ICT in education can provide many benefits and opportunities for students, teachers and educational institutions. When using it, it is necessary to pay attention to the challenges and risks involved. Therefore, educational institutions need to carefully consider the use of ICT in education to achieve the desired learning goal

Overview of Professional Digital Competence of Teachers in the DKI Jakarta Regional Mobilizing Ecce Unit

Information and Communication Technology (ICT) is becoming an inseparable part of human life today. Its use gives hope for the rapid improvement of various aspects of human life, including education. The use of ICT in education can support the achievement of learning outcomes, and mass dissemination of knowledge, improve the quality of learning and accelerate educational services, and strengthen communication and coordination with new people or working groups. This is the background of the school digitization program. The success of school digitalization at least requires the availability of technological devices, internet networks, and teachers' digital competencies. This study aims to determine the level of professional digital competence of teachers in the driving PAUD unit in the DKI Jakarta area. The research method used is quantitative descriptive. The study population is teachers in the driving ECD unit located in DKI Jakarta Province. The sampling technique used was multistage sampling so a sample of 73 people was obtained. Data collection using questionnaires shared via Google Forms. Most respondents were in the East Jakarta area as many as 24 people (32.9%), South Jakarta as many as 23 people (31.5%), the West Jakarta area as many as 17 people (23.3%), and the North Jakarta area as many as 9 people (12.3%). With a working period of 0-10 years as many as 43 people (58.9%). Based on the results of the analysis, it is known that the value of teachers' professional digital competence is seen from three aspects, namely technological proficiency with an average value of 40.42, pedagogical compatibility with an average value of 42.15, and social awareness with an average value of 21.81. Thus, it can be concluded that teachers in the driving PAUD unit in the DKI Jakarta area have mastery of aspects of technological proficiency, pedagogical compatibility, and social awareness is very good.

Pentingnya Penggunaan Teknologi Informasi dan Komunikasi dalam Menunjang Pembelajaran Sekolah Dasar

Information and Communication Technology (ICT) plays a crucial role in the current educational context, and it must be introduced by teachers to their students. Teachers in this 4.0 era of Education need to adapt to this rapidly. The use of ICT in teaching helps explain challenging and abstract materials in a more tangible and contextual way. Additionally, it aims to overcome communication barriers between educators and learners. The objective of this research is to explore a deep understanding of the importance of ICT in the context of elementary school education. The research method used is a literature review based on the analysis and synthesis of information sources available in the literature or references that are relevant to this research topic. The research results explain that use of ICT as a learning tool in elementary schools has a positive impact on students' learning achievements and can stimulate their interest in learning. The use of ICT also enables more flexible and effective learning in improving the quality of education. However, there are challenges, including the lack of infrastructure and teacher readiness. Nevertheless, the use of ICT at the elementary school level holds great potential for enhancing the quality of education. Therefore, efforts are needed to improve access to the use of ICT in education.

Use, Misuse, and Abuse of ICT in Nepalese Education Policy: A WPR Analysis

Of late, a young school student from Mahottari's Shree Kishor Janta Madhyamik Vidhyalay, has exposed the administration's blatant deceit. He was most concerned about the conspicuous dearth of high-quality education (see this Facebook video at: https://www.facebook.com/watch?v=308978328234703). Surprisingly, the school is egregiously deficient in even the most basic conveniences required for a conducive learning atmosphere. There are glaringly insufficient restrooms, not enough clean drinking water, and even not enough teachers at this facility. The sheer pace at which the internet and digital learning, among other technological advancements, have become so crucial in today’s everyday academic practices, pedagogy and parlance has become alarming. Owing to its efficiency, reliability, and the liberalization of knowledge, as well as its functionality in addressing crises such as the most recent Covid-19 pandemic, ICT has become an essential, irreplaceable tool. Hence, this paper explores the use, abuse and misuse of Information and Communication Technology, highlighting since its inception in 2012. This study explores how Information and Communication Technology (ICT) has been incorporated into Nepal's educational approach. The study applies the "What is the Problem Represented to be?" (WPR) analytical framework to examine the policy's implementation, outcomes, potential, and challenges within Nepal's educational system. ICT adoption aims to switch from traditional to student-centered learning by 2018 to increase educational access and quality. The report underlines persistent policy implementation, teacher ICT training, public-private partnerships, and community engagement as ways to preserve the use of ICT in education. It exhorts decision-makers to ensure policy objectives are carried out effectively and encourages resource allocation to address these problems. It also emphasizes how ICT may revolutionize schooling. The study uses a thorough WPR analysis to look at how ICT has been incorporated into Nepal's educational policy, highlighting challenges, inconsistencies, and workable solutions to make the most of ICT's potential to improve educational quality and accessibility.

Indicators of knowledge, usefulness, and use of ICT among primary schoolteachers

This paper presents a study on the perceptions of primary school teachers regarding their knowledge, usefulness, and use of Information and Communication Technologies (ICT) in education. Likewise, the relationship between sex, age, working time and the educational center in which it is found with the perceptions about ICT is obtained. To answer these questions, a battery of 14 categorical closed questions is designed, divided into four blocks: socio-demographic information; knowledge of ICT; usefulness of ICT; and use of ICT. In the context of measuring the knowledge, usefulness and use of ICT in education, the novelty of this work relies on the design of an indicator for each of the ICT-related blocks following the methodology of Human Development Indicators created by the United Nations Development Program. In this research, 119 teachers from Spanish primary schools were chosen as the study sample to answer the questions’ battery. The results show a direct relationship between knowledge, usefulness, and use, although not significant. Although teachers are aware of the usefulness of ICT, and the Covid-19 pandemic has increased the use of technological tools for planning teaching in blended or distance learning lessons, this does not mean teachers have a greater knowledge of ICT. In addition, the findings indicate a greater knowledge by teachers in public schools, which contrasts with the finding that teachers in grant-assisted schools make the most use of ICT and find it the most useful. Finally, it is also suggested that the study's methodology and approach could be applied to other contexts or countries.

Information and Communication Technology (ICT) for Online Classes in Economics Education in TU, Nepal

This study intends to investigate how ICT is used for online economics classes and how students view online learning. This study has used a mixed-methods research approach to accomplish the objective. The quantitative findings from the student survey and the qualitative data gained from the evaluation of key informant interviews have provided a level of understanding. Total 28 students of Master Level Economics Education admitted in Mahendra Ratna Campus, Tahachal were taken for the study to investigate the issues. TU altered its academic calendar and closed physical sessions beginning on March 24, 2020, following the finding of the first case of COVID-19 in Nepal on January 23, 2020, in an effort to limit the impact on students' learning and time. The university then made the decision to switch to an online teaching mode. The objective of this action research is to analyze the role of ICT for online classes, to measure students’ positive and negative reactions regarding online classes, and the problems underlying in online classes. The major findings of the study include infrastructure need to be enhanced for the expansion of ICT Services and use of ICT in education. The majority of students said that their online learning experience was normal and online classes were of good quality. Infrastructure connectivity is deemed to be adequate. Online learning platform is new among teachers and students and met educational needs and maintained regularity. Smart Phones were major device for remote learning.

Analysing Italian Inclusive Education Practices in Relation to Universal Design for Learning Principles.

This study aims to investigate how teaching practices in the Italian inclusive education system align with the principles of Universal Design for Learning (UDL), which is aimed at providing access to education for all students, including those with disabilities. In line with Article 2 of the Convention on the Rights of Persons with Disabilities (CRPD), which requires states to promote Universal Design (UD) in all aspects of life, including education, this research examines the extent to which the Italian education system meets this requirement. The study involved teachers who participated in a course on inclusive education. The research was conducted in three phases, including the introduction of UDL, identification of teachers' perceptions and initial reactions to UDL, compilation of a questionnaire related to UDL checkpoints, and a focus group discussion on teachers' attitudes towards UDL and the use of information and communication technologies (ICTs) in the classroom. The analysis focused on the first UDL principle, "Provide Multiple Means of Representation," which emphasizes the need to present information in an accessible way to learners with disabilities. The findings revealed that despite not having previous training on UDL, teachers in the Italian inclusive education system use ICTs in their daily teaching practices to make knowledge accessible, which is in line with the UDL principles. However, the study also highlighted a lack of awareness and reflection on the use of ICTs in teaching, suggesting the need for specific training to enhance inclusive practices. This study contributes to the ongoing dialogue on inclusive education in Italy and highlights the importance of promoting UD principles in education to ensure that all learners, regardless of their abilities, have equal access to education. Furthermore, it underscores the significance of providing adequate training and support to teachers to facilitate inclusive practices and improve learning outcomes for all students.

Role of ICT in Teaching and Learning with Reference to Indian Education System

The Learning system in India is in a period of transition, with significant changes and reforms taking place across the board. With the use of information and communication technologies, this is now achievable. In all spheres of life, information and communication technology (ICT) have become widespread. The usage of ICT has radically transformed the practices and procedures of practically all forms of business and governance over the last twenty-five years. Education is a very social activity, and great education has always been associated with strong teachers who have a lot of one-on-one time with students. ICT in education allows for more student-centered learning environments. However, with the world rapidly shifting toward digital media and information, the function of ICT in education is becoming increasingly important. ICT in education allows for more student-centered learning environments. However, as the world rapidly moves toward digital media and information, the role of ICT in education is growing in importance, and this importance will continue to increase and develop in the twenty-first century. This study provides a literature analysis on the use of ICTs in education, which will benefit us in understanding the ICT aids that can assist stakeholders in delivering high-quality education. This paper will assist us in comprehending the notion of information and communication technology (ICT) and how it can benefit the teaching and learning process

A study on the readiness and attitudes of Sri Lankan Tamil medium teachers towards the use of ICT in teaching and learning

Information and communication technology (ICT) in education refers to the utilization of information and communications technology to support, enhance, and optimize the delivery of information within the educational field. As the global landscape continues to expand, the significance of incorporating ICT in education has grown exponentially. It is crucial for teachers to possess the ability to employ ICT effectively in order to integrate their students' learning experiences and adequately prepare them for the challenges they will face in the future. While the integration of ICT in education offers benefits such as the creation of effective lessons, classroom management, and improved stakeholder communication, its successful implementation hinges upon teachers' possession of the requisite skills, knowledge, and willingness. The objective of this study is to evaluate the attitudes and preparedness of Tamil medium teachers in Sri Lanka with regard to their utilization of ICT in teaching and learning. Various previous studies have examined the use of ICT in education, encompassing investigations into teachers' attitudes and integration of ICT, training in International Computer Driving License (ICDL), and factors that influence teachers' adoption of ICT. However, this study focuses specifically on the readiness of Tamil medium teachers in Sri Lanka, an area that has yet to be thoroughly explored in previous research. A survey was conducted among 400 teachers, revealing that the majority exhibited a positive outlook toward the adoption of ICT and displayed a willingness to incorporate it into their teaching and learning processes. Nevertheless, teachers encountered difficulties when attempting to integrate ICT due to the economic crisis prevailing in the country. Consequently, it is imperative for the government and pertinent authorities to ensure the accessibility of affordable ICT equipment for both teachers and students. This study emphasizes the significance of assessing teachers' readiness and attitudes toward the implementation of ICT in their teaching and learning practices in order to ensure its successful integration.

ICT Application as A Supervisory Tool for Effective Instructional Delivery Approach for Secondary Schools in Kwara State

Information and communication technology (ICT) has become an integral part of modern society, and its applications are not limited to the business and industry sectors alone. The effective use of ICT in schools depends on the availability of appropriate infrastructure and resources. The current research aims to examine the extent to which ICT tools enhance the effectiveness of instructional delivery in secondary schools in Kwara State. This study used a survey research method to conduct a systematic inquiry into a subject. Five research questions will guide the study using qualitative data collection methods. The study will be conducted in three randomly selected secondary schools in Kwara State with a sample of 150 teachers and 60 school leaders participating. The questionnaire used was titled ICT Applications as supervisory tools for effective instructional delivery. The qualitative data will be collected through in-depth interviews with 150 teachers and 60 school administrators in the selected schools. The findings advocate that ICTs have the potential to improve the quality of education and enhance the learning experiences of students. The study also highlights the challenges that teachers face in the use of ICT and the need for the government and other stakeholders to address these challenges to ensure the effective use of ICTs in education.

ICT as a Didactic Tool to Facilitate the Learning Process in the Subject of Mathematics in Combined Classes

Information and Communication Technologies (ICT) has become a common entity in all aspects of life. The use of ICT has fundamentally changed the practices and procedures of almost all forms of endeavor within the learning process. The use of ICT in education lends itself to more learner-centered learning environments, and this often creates some convenience for teachers and students. On the other hand, with the small number of students, schools are facing the merging of several classes led by one teacher. A combined classroom is when students from more than one grade level learn from the same teacher, in the same classroom. Therefore, this study aims to explore the process of integrating ICT into teaching and learning practices in combined classrooms in the subject of mathematics. The study is a qualitative study that focuses on a case of elementary and lower secondary school "River Heroes" in the Republic of Kosovo. In this study, the descriptive survey method was chosen to evaluate teachers' experiences in the integration of ICT in the teaching and learning process in combined classes. The total number of participants in this study was 9 primary school teachers of this school. This particular study used interviews to collect qualitative data. The results of the study show that the use of technology in teaching can be a powerful tool to help students develop their mathematical skills, especially in schools with mixed classes. The results of this study can help the Ministry of Education, Science, and Technology, Municipal Directorates of Education, school teachers and principals, as well as other interested bodies to design intervention and rehabilitative measures related to the integration of ICT in teaching and learning, especially in combined classes.

Adoption of Information and Communication Technology in Teaching and Learning in Secondary Schools in Nairobi County, Kenya

Purpose: The purpose of this study was to determine the adoption of information and communication technology (ICT) in teaching and learning in secondary schools in Nairobi County, Kenya. Specifically, the study aimed to evaluate the ICT adoption level, examine the teachers' training in the use of ICT, determine the ICT infrastructural capacity, and find out the teachers' perception of adopting ICT in public secondary schools in Nairobi County.
 Methodology: The study adopted a descriptive survey design. The target population comprised 475 teachers and 19 principals in secondary schools in Kasarani and Westland's sub-counties, which were randomly sampled. The sample comprised 164 teachers and 19 principals from 19 secondary schools drawn from the chosen sub-counties. Statistical Package for Social Sciences (SPSS version 25.0) was used to analyze quantitative data. Qualitative data were grouped into themes and analyzed thematically.
 Findings: The study found that secondary schools needed to be aware of the advantages of ICT tools to boost learning. Regarding ICT infrastructure, most schools examined had very few computers, which exacerbates the problem considering that most schools in these two sub-counties were county schools. According to the findings, most teachers and students needed easy access to computers for teaching and learning. Furthermore, the study revealed that most secondary school teachers had a positive attitude toward using ICT in teaching and learning. The study found that teachers supported the need for students to use ICT as a tool for practice and learning.
 Unique Contribution to Theory, Practice and Policy: The research indicated that appropriate administrative practices by school heads, teacher attitude, and the degree of teachers' ICT knowledge and abilities all significantly impacted the use of ICT in teaching and learning. The study recommends that secondary schools engage in technology education and training, and that the government and other education stakeholders support regular teacher ICT training to modify their view of using ICT tools in secondary school for teaching and learning. This study may be helpful for both the county and national governments in supporting secondary schools in terms of ICT.

Barriers Teachers Face in using Information and Communication Technology in EFL Classroom at Duhok University

The growth of information and communication technologies (ICT) has considerably altered teaching and learning processes in higher education. Although ICT has the potential to improve the educational system to a great extent, English departments in ‎the university of Duhok seem to be incapable to achieve these benefits because of specific ‎obstacles. This paper investigates the barriers faced by the teachers at English ‎departments in the University of Duhok in integrating ICT tools in teaching the EFL in ‎classrooms. This study aims at determining the reasons teachers do not use ICT in ‎classrooms. A total of thirty-four English teachers from The College of Basic Education ‎and The College of Languages were involved. A closed-ended questionnaire was ‎distributed and interviews were conducted. The results revealed that the teachers are ‎willing to use ICT in their lessons, but they face many barriers. The main barriers are lack ‎of access to ICT resources, lack of access to the internet inside the classroom, lack of ‎training, insufficient technical support. Moreover, lack of institutional encouragement is ‎another discouraging factor for the teacher to use ICT. In addition, this paper also offers ‎a number of recommendations to reduce these barriers and maximize the beneficial use of ‎ICT in education.‎

ЗАСТОСУВАННЯ ІКТ У СУЧАСНИХ УМОВАХ НАВЧАННЯ ІНОЗЕМНОЇ МОВИ МАЙБУТНІХ ІНЖЕНЕРІВ

The article justifies the relevance of the use of information and communication technologies (ICT) in a foreign language and professional disciplines teaching of future engineers in quarantine conditions during the COVID-19 pandemic. The analysis of scientific sources in the context of the use of ICT in education was carried out. One of the most difficult and acute pedagogical problems of foreign language training of students of technical universities in general is to ensure individualization of training and stimulation of students' motivation for self- development. According to the authors of the article, a possible effective means of solving these problems in distance learning is the use of educational blogging technology. The purpose of the article is to highlight and analyze the organization of the educational process in modern conditions with the help of educational ICT during a foreign language and professional disciplines teaching of future engineers, in particular, an educational blog and online exercises of the LearningApps service. The article highlights the main issues of organizing online foreign language teaching for technical students. The method of blogging is partially similar to the project method and the “portfolio” methods. On the one hand, an educational blog should be considered as a project: its creation and regular content requires a pragmatic focus on a result that can be comprehended and applied in real-life practice. In blogging, just like in the project method, students are engaged in a cultural dialogue and have the opportunity to receive feedback from professional linguists and native speakers based on the comment function built into the blog platform. On the other hand, an educational blog serves as an electronic "portfolio" - a means of monitoring and evaluating the quality of a student's independent work and his/her progress in developing professional foreign language competence, which are revealed by comparing the first and last blog post. The blog is also a specific student report, which presents the results of the analysis of English-language materials on professional topics. The article presents a survey of future engineers regarding their assessment of the modern teaching of foreign languages and professional disciplines in higher technical educational establishments. The study was conducted at the Faculty of Electronics at the National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute". A distance learning process based on online classes using an educational blog, mind maps and interactive exercises of the LearningApps service was proposed for consideration. In the course of the study, the insufficient level of students’ knowledge and practical skills of a foreign language was determined. The shortcomings of the professional training of future engineers during the study of a foreign language and professional disciplines have been revealed, in particular, the traditional nature of training and the limited use of ICT. It is concluded that the use of ICT in the educational process significantly improves the quality and effectiveness of education, brings students closer to the real conditions of the professional environment, and allows them to qualitatively improve their practical skills. Taking into account the results of the study, it is possible to determine the prospects for further research on the implementation of the above ICT in the study of humanities and science disciplines in the current conditions of the COVID-19 pandemic and martial law in Ukraine.

Philosophical aspects of application of information and communication technologies in contemporary continuous education of adults

The widespread use of Information and Communication Technologies (ICTs) in education has raised a number of philosophical questions regarding their role, impact and ethical implications. As technology becomes more integrated into our lives, it is increasingly important to understand the philosophical underpinnings that shape our relationship with it. In the field of education, the use of ICTs has the potential to transform teaching and learning, but also raises concerns about issues such as access, equity, privacy, and control. Philosophical inquiry into the use of ICTs in education can help to illuminate the values and assumptions that underpin different approaches, and can provide a critical lens for evaluating the benefits and drawbacks of different technological interventions. This essay will explore some of the key philosophical questions surrounding the use of ICTs in education, and will consider the implications of different philosophical approaches for the design and implementation of educational technology.

Investigating Palestinian in-service teachers' beliefs about the integration of information and communication technology (ICT) into teaching English.

The purpose of this study was to look into how Information and Communication Technology (ICT) is used in teaching English language from the point-of-view of English language teachers in Palestine. A quantitative approach was employed to collect data from 780 language school teachers from 260 schools who participated in a course project utilizing ICT in English as a Foreign Language teaching (TEFL). These participants responded to a questionnaire survey about the effects of the Covid-19 epidemic on language education and how they dealt with these. We statistically analysed the responses through four domains: the use of ICT in students' lives; the use of ICT in education generally; the use of ICT to support learning and teaching in EFL; and teachers' perceived skills for using ICT in education. Results indicated that English language teachers in Palestinian public schools believed that ICT has clear potential to support the learning of English, but that there remain barriers to its implementation. Teachers feel equipped to use ICT but would like to see a greater emphasis on training in order to maximise their teaching.

Does the use of ICT by Teachers Influence Learners’ Academic Performance during the COVID-19 Environment?

Information and Communication Technology (ICT) use in the education sector has gained momentum ever since the outbreak of the COVID – 19 pandemic. This study critically analysed the use of ICT tools by secondary school teachers to ascertain if they had an influence on learner academic performance during the era of the COVID – 19 pandemic. A mixed approach which employed both the use of quantitative and qualitative research methods was used to collect data for this study. The finding of this study showed that information communication technology tools have a positive influence on improving academic performance. The study recommended that schools should be provided with enough and relevant resources needed to make a huge impact on education. Teachers and facilitators should be trained on the best use and pedagogies which involves the use of ICT in teaching and learning. In addition, the Ministry of Education and Skills Development Botswana and all the concerned education stakeholders need to make sure that ICT teaching and learning workshops are conducted in every educational sphere so that every teacher, facilitator and learner is well equipped with the appropriate use of technology to achieve the desired results. The results of this study advised on the use of ICT to improve learner academic performance. . Keywords: Academic performance, Technology use, Technology adoption, Learners

The Impact of Perceived Teacher IT Use on Information Literacy among Chinese Secondary School Students

This study was conducted to explore the relationship between secondary school students’ perceived teacher use of Information and Communication Technology (ICT) and their information literacy. The research used three scales to assess 502 students in vocational and technical schools in Shenzhen: The Information Technology Application Scale for Primary and Secondary School Teachers Scale, the ICT Self-Efficacy Scale, and the Information Literacy Scale for Secondary School Students Scale. The results indicated that male students had a significantly higher ability to share information than female students, and students’ perceived use of ICT for teaching and learning varied significantly based on the amount of time they spent using information devices. The study also found that teachers’ ICT self-efficacy, their use of ICT for student learning, and their collaboration with other teachers were positive predictors of students’ information literacy. On the other hand, teachers’ use of ICT for teaching and learning was a negative predictor of students’ information literacy. Additionally, the results showed that perceived ICT use had a positive and significant impact on students’ information literacy, and that perceived teacher ICT use had a positive and significant effect on ICT self-efficacy, which in turn

ICT Technologies in the Education of Elementary School Pupils in the Czech Republic

The paper deals with the state of implementation and usage of Information and Communication Technologies (ICT) in the education of elementary school pupils in the Czech Republic. The aim of the research is to find out the opinions of teachers on the use of ICT in teaching and the extent to which these teachers use ICT technology in teaching, how, for what purpose and how, the use of ICT technologies is related to subjects and other relevant variables in the school context. The questionnaire survey was conducted among 103 primary school teachers in several primary schools. Respondents were selected on the basis of their willingness and voluntariness to participate anonymously in the research survey. The results of the research showed that the competencies of primary school teachers using ICT in teaching were relatively developed. We found that teachers use ICT not only in the teaching process, but also for communication with students, colleagues and parents. Our assumption was confirmed that ICT technologies were used significantly more in science than in humanities (except language subjects). According to teachers, the reaction of pupils to the use of ICT in teaching was positive.