The Current Challenges of Further Education in ICT with the Example of the Czech Republic

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60461373%3A22810%2F21%3A43921911" target="_blank" >RIV/60461373:22810/21:43921911 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.mdpi.com/2071-1050/13/8/4106" target="_blank" >https://www.mdpi.com/2071-1050/13/8/4106</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3390/su13084106" target="_blank" >10.3390/su13084106</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The Current Challenges of Further Education in ICT with the Example of the Czech Republic

Popis výsledku v původním jazyce

Schools have an irreplaceable role in preparing the young generation for educational, professional, and social challenges, however, this effort fails if teachers themselves are not equipped with sufficient ICT competencies and do not work on their constant development. The presented quantitative study analyzed how secondary school teachers understand and actively use Information and Communication Technologies (ICT) in their teaching practice and what barriers they encounter in terms of the further education in ICT provided by accredited institutions. In a sample of 1846 Czech teachers who completed an online survey, results showed they lacked both understanding and active use of new technologies, rarely participated in further education, and were unsatisfied with the courses provided to them. Their main barriers to further education were the lack of sufficient technology available in school, insufficient knowledge and skills in ICT, and the lack of support from school management. Unlike in other studies, time was not identified as an important barrier. Possible legislative, educational, and school management consequences regarding the further education in ICT based on the barriers in attending the courses and identified age and gender differences are discussed.

Název v anglickém jazyce

The Current Challenges of Further Education in ICT with the Example of the Czech Republic

Popis výsledku anglicky

Schools have an irreplaceable role in preparing the young generation for educational, professional, and social challenges, however, this effort fails if teachers themselves are not equipped with sufficient ICT competencies and do not work on their constant development. The presented quantitative study analyzed how secondary school teachers understand and actively use Information and Communication Technologies (ICT) in their teaching practice and what barriers they encounter in terms of the further education in ICT provided by accredited institutions. In a sample of 1846 Czech teachers who completed an online survey, results showed they lacked both understanding and active use of new technologies, rarely participated in further education, and were unsatisfied with the courses provided to them. Their main barriers to further education were the lack of sufficient technology available in school, insufficient knowledge and skills in ICT, and the lack of support from school management. Unlike in other studies, time was not identified as an important barrier. Possible legislative, educational, and school management consequences regarding the further education in ICT based on the barriers in attending the courses and identified age and gender differences are discussed.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50704 - Environmental sciences (social aspects)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

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

13

Číslo periodika v rámci svazku

8

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

17

Strana od-do

4106

Kód UT WoS článku

000645372500001

EID výsledku v databázi Scopus

2-s2.0-85104665498