EDUCATIONAL HARDWARE AND SOFTWARE IN MATH EDUCATION AT ELEMENTARY SCHOOLS IN CZECH REPUBLIC
The paper continues the article by authors Nocar, Tang, Bártek: “Educational Hardware and Software: Digital Technology and Digital Educational Content” published in EDULEARN16 Proceedings in June 2016.
The paper deals with the conditions for successful implementation of modern teaching methods i.e. effective use of modern digital technologies and effective use of digital learning materials this time in the conditions of Czech elementary schools.
There were published the results of the first part of the research realized within the specific student grant project “ICT in Mathematics at elementary schools in Olomouc and Leshan City” in the previous article in EDULEARN16 Proceedings. The use of ICT in mathematics teaching in primary schools in the Czech Republic (Olomouc) and China (Leshan City) was investigated in this project. The teachers' competencies in ICT and teachers' attitudes towards ICT were also investigated in this project. Published survey results from the first part of the research were carried out in China. Comparison of using ICT in schools in these regions will be performed. Optimal ways of using ICT in math education at elementary schools will be searched for. The following topics were investigated through the questionnaire survey and interviews with teachers: ICT implementation to schools; use of digital technologies, software and electronic resources in lessons; teachers' competencies in ICT; teachers' attitudes towards the implementation and use of ICT in the educational process. The survey was realized by questionnaires and interviews with teachers.
The paper presents the results of the second part of the research - the results of an identical survey, which was carried out in China, this time realized in the conditions of Czech elementary schools.
Comparison of both regions will be prepared at the end of the project. The outputs of this research will represent a background for future projects which according to demonstrated needs will be focused e.g. for retrofitting schools with the necessary technology, preparation of digital learning objects for mathematics teaching at primary schools, preparation of courses for teachers to use of digital technologies in education, work with educational programs and specific mathematical software or constructivist approaches to teaching wit use of ICT such as the Inquiry-based education.