Knowledge society failure? Barriers in the use of ICTs and further teacher education in the Czech Republic

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60461373%3A22810%2F20%3A43920768" target="_blank" >RIV/60461373:22810/20:43920768 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.3390/su12176933" target="_blank" >https://doi.org/10.3390/su12176933</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3390/SU12176933" target="_blank" >10.3390/SU12176933</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Knowledge society failure? Barriers in the use of ICTs and further teacher education in the Czech Republic

Popis výsledku v původním jazyce

The study investigates barriers of Czech secondary school teachers in the use of Information and Communication Technologies (ICTs) in teaching and in further education in ICTs. The Czech Republic is used as an example of a post-communist country with an evident gap between the digital competencies in general and teachers&apos; didactic skills necessary for their implementation in teaching. To explore how teachers deal with the challenges of digitalization of the education system, an online questionnaire was created to analyze the use of ICTs in teaching, as well as barriers teachers encounter when using digital technologies and when participating in further education. The results indicate that respondents have average understanding of ICTs and use them rather occasionally in teaching. Data show gender and age differences in the use of various digital means and in the barriers, the importance of social support in using ICTs in teaching, and also the necessity to eliminate prevalent gender stereotypes. Systematic further education that focuses on lowering computer anxiety and the distrust in new technologies might be also a major key in successful digital transformation of schools. © 2020 by the authors.

Název v anglickém jazyce

Knowledge society failure? Barriers in the use of ICTs and further teacher education in the Czech Republic

Popis výsledku anglicky

The study investigates barriers of Czech secondary school teachers in the use of Information and Communication Technologies (ICTs) in teaching and in further education in ICTs. The Czech Republic is used as an example of a post-communist country with an evident gap between the digital competencies in general and teachers&apos; didactic skills necessary for their implementation in teaching. To explore how teachers deal with the challenges of digitalization of the education system, an online questionnaire was created to analyze the use of ICTs in teaching, as well as barriers teachers encounter when using digital technologies and when participating in further education. The results indicate that respondents have average understanding of ICTs and use them rather occasionally in teaching. Data show gender and age differences in the use of various digital means and in the barriers, the importance of social support in using ICTs in teaching, and also the necessity to eliminate prevalent gender stereotypes. Systematic further education that focuses on lowering computer anxiety and the distrust in new technologies might be also a major key in successful digital transformation of schools. © 2020 by the authors.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50701 - Cultural and economic geography

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Sustainability

ISSN

2071-1050

e-ISSN

—

Svazek periodika

12

Číslo periodika v rámci svazku

17

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

19

Strana od-do

—

Kód UT WoS článku

000569732400001

EID výsledku v databázi Scopus

2-s2.0-85090580238