Abstract:

The article presents partial results of research on the digital competences of secondary education teachers, realized within the project of Technological Agency of Czech Republic (TACR) number TL01000192. The aim of the article is to present results related to the identification of barriers of secondary school teachers in the use of ICT for teaching. Quantitative research was focused on cognitive and emotional barriers in a sample of 2015 respondents. Data were collected through an online questionnaire between September 2018 and January 2019. Among the cognitive barriers, we have included a lack of knowledge and skills. Among the emotional barriers, we have included concerns about the use of digital technology and the lack of confidence in new and untested procedures.

Two hypotheses have been tested.
Hypothesis 1: Teachers, who feel more cognitive barriers, use digital technologies in teaching less often.
Hypothesis 2: Teachers, who feel more emotional barriers, use digital technologies in teaching less often.

Neither of the above hypothesis has been confirmed. Considering gender differences, women are more motivated to use digital technologies in teaching. In terms of the lack of knowledge and skills, ICT and technical sciences teachers show the least intense barriers. The greatest barriers were found among teachers of medical, economic and human and social sciences. The same conclusions are applicable also for the emotional barriers.

Keywords:

Cognitive barriers, emotional barriers, digital competence of teachers, digital technologies in education.