Abstract:

The paper presents partial results of research in the area of digital competences by secondary school teachers in the Czech Republic realized within the project of Technological Agency of Czech Republic (TACR) number TL01000192. The aim of this part was to find out the perception of knowledge in the area of digital competences by secondary school teachers.

Based on the literature analysis, the research focused on these main research questions:
1) How do teachers subjectively perceive their ICT knowledge?
2) How do the respondents self-assess how advanced are in using digital technologies?
3) Are there any statistical links between the self-perception and ICT knowledge?
4) Are there any statistical implications in terms of selected demographic indicators?

Quantitative research has been conducted in the form of online questionnaires (N = 2015). The data were collected between September 2018 and January 2019. In terms of knowledge, there were differences according to the research areas. In the software area, ICT teachers have the highest perception of their knowledge. On the contrary, in the areas of digital communication and digital security teachers of humanities and social sciences have the highest perception of their knowledge. Secondary school teachers are most often considered as pre-intermediate and intermediate users. A statistically significant relationship (p <0.001) between the degree of assessment of teachers´ knowledge in ICT and the assessment of user experience was confirmed. In terms of demographic data, age, gender and education have been proved to be significant in relation to both knowledge in ICT and user-friendliness. All significancies were at p <0.001.

Keywords:

Teachers' digital competence, ICT teachers' knowledge, digital technology in education, secondary education.