Abstract:

Information and communication technologies now provide a wide range of opportunities for improvement of the educational process. Therefore, they are coming to the forefront of teachers who thus face new challenges and on whom new demands are placed. They have to be ready not only to use modern didactic resources and technology, but also to create suitable teaching materials, and apply the later in classes.
The widely proclaimed need of the involvement of new media and new education technologies in the educational process thus represents a precondition of further development of both educational science and practice. Along with the promotion of new teaching techniques and methods derived therefrom, it is necessary to monitor the state and the degree of implementation of ICT into the life of schools. The authors of the submitted paper are not aware of the existence of current overall analysis dealing with the issue. That is why they decided to map the current state of implementation of modern didactic means and tools of ICT at selected primary and secondary schools.
As the basic means of collection of the necessary research data, the tool Profile School21 was used which represents a complex online tool for discovering the degree of ICT implementation into the educational process of a school. The authors have designed it to help with a structured evaluation of the current situation and to plan strategically the further development of a school in the area of ICT. It enables to map and realize which areas of ICT in the life of a school they affect, to identify the connections between them and it therefore helps to plan the further steps.
The use of the tool Profile School21 described above was constituted by several stages. It was closely related to the realization of a project “Modern Teacher”, whose main aim of the joint-project was the preparation, realization and evaluation of the impact of teacher training at partner schools which was dealing with the implementation of ICT into the educational process with a special focus on modern touch devices. The initial state was observed even before the beginning of educational activities at individual schools – in November and December 2014. The final state was observed after the conclusion and evaluation of all educational activities – from June to August 2015. This time between the individual evaluations enabled not only the comparison of initial and final states at individual schools, but also the overall advance from the perspective all involved schools.
The submitted paper presents the preparation, processing, and outputs of the investigation research, conducted by means of the module Profile School21.

Keywords:

Information and communication technology in school, innovation in education, modern teaching materials, school evaluation, module Profile School21.