Abstract:

The constant evolution of information and communications technology, including its implementation in education, places new demands on teachers who have to be prepared to work with modern ICT (hardware and software) and at the same time create appropriate educational materials for such tuition. This need stems not only from practice but also from the necessity to accept modern paradigm of teaching, the flagship of which being constructivism. The latter perceives the importance of student’s inner conditions of learning as well as their contact and/or interaction with the environment.

Based on the aforementioned assumptions, we proceeded to analyze the methods and approaches to the use of ICT by the teachers in primary and secondary schools, who implement teaching supported by up-to-date didactic means and digital technologies. As the basic method for gathering the necessary research data, the questionnaire was chosen. The created research questionnaire was distributed to primary and secondary schools` teachers, and included both closed and open questions. The acquired research data were subjected to statistical analysis using multidimensional statistical methods. Within the framework of the conducted research it was proved that teachers use ICT tools in teaching profusely. Furthermore, it was possible to deduce in which teaching situations they use ICT tools more than others, and also which particular type of tool is frequent. The paper summarizes selected partial results of a project called “Attitudes of Pupils and Teachers toward Educational Content in the Subject of Informatics at Primary and Secondary Schools“. This project was solved in 2017 at the Department of Technical Education and Information Technology at Faculty of Education, Palacký University Olomouc.

Keywords:

ICT tools, models of ICT tools supported teaching Information and communications technology, modernisation of education.