CLASSROOM APPLICATION OF NEW EDUCATIONAL TECHNOLOGIES WITH REFERENCE TO ICT COMPETENCE AMONG TEACHERS

The subject of this study is focused on questioning teachers’ attitudes in reference to using ICT competencies in the classroom, considering the gender, years of service and education, while the problem of the research concerns the question: What are the teachers’ attitudes in reference to using ICT competencies in the classroom? The aim of this research is to question the attitudes of teachers ‐ reflective practitioners in reference to using ICT competencies in the classroom considering the gender, years of service and the education. The teachers’ attitudes in reference to using ICT competencies in the modern teaching, in the teaching practice research and for self‐development were examined by using the Likert scale which consists of 31 items, especially constructed for the need of this research. The research included 100 primary school teachers with various years of service from the city of Luck now (N=100). The results showed that there are no statistically significant differences in reference to the variables: gender, years of service and the education concerning the teachers’ attitudes towards importance of using ICT competencies in the classroom. They are mostly considered to be insufficient. The data analysis has shown that there are no statistically significant differences in the teachers’ attitudes in reference to using ICT competencies in teaching considering the gender, years of service and education because the teachers, despite the observed variables (gender, years of service, education), equally observe the lack of competencies for applying ICT in teaching, therefore the necessity for professional development in this field as an important precondition for innovation and the development of skills that are necessary for applying the modern technology in the work with students. This has also been confirmed by extracting the fourth (Skills) and the eighth factor (Interests) in factor analysis of the teachers’ attitudes. Thus, the respondents recognize the need and the importance of using ICT in preparation and teaching realization and they consider it as an important part of their professional development