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Statements

Subject Item
n2:RIV%2F00216224%3A14210%2F12%3A00061464%21RIV13-MSM-14210___
rdf:type
skos:Concept n8:Vysledek
dcterms:description
The paper focuses on the story told by quantitative data on ICT in Czech basic schools. The results suggest that thanks to the State Policy for Information in Education, all schools in the Czech Republic have been equipped with ICT tools (even though the scope and quality may differ). Data analysis however shows that students and teachers have largely access to dated technology (especially PCs), which may pose a barrier to ICT use in class. It also turns out that although a high share of teachers has undergone ICT training, only a few of them have also received training in the didactics of modern technology use. It is worth noticing which percentage of PCs in schools is situated in special PC rooms dedicated to ICT technologies – such rooms have become one of the key elements schools use to forge their reputations. The author uses available data to show that the role of PC rooms in schools is ambiguous: they may even hinder the use of ICT in schools in some cases. The paper focuses on the story told by quantitative data on ICT in Czech basic schools. The results suggest that thanks to the State Policy for Information in Education, all schools in the Czech Republic have been equipped with ICT tools (even though the scope and quality may differ). Data analysis however shows that students and teachers have largely access to dated technology (especially PCs), which may pose a barrier to ICT use in class. It also turns out that although a high share of teachers has undergone ICT training, only a few of them have also received training in the didactics of modern technology use. It is worth noticing which percentage of PCs in schools is situated in special PC rooms dedicated to ICT technologies – such rooms have become one of the key elements schools use to forge their reputations. The author uses available data to show that the role of PC rooms in schools is ambiguous: they may even hinder the use of ICT in schools in some cases.
dcterms:title
Ten Years After... or ICT in Czech basic schools, 2001 - 2011 Ten Years After... or ICT in Czech basic schools, 2001 - 2011
skos:prefLabel
Ten Years After... or ICT in Czech basic schools, 2001 - 2011 Ten Years After... or ICT in Czech basic schools, 2001 - 2011
skos:notation
RIV/00216224:14210/12:00061464!RIV13-MSM-14210___
n8:predkladatel
n9:orjk%3A14210
n3:aktivita
n13:S
n3:aktivity
S
n3:dodaniDat
n14:2013
n3:domaciTvurceVysledku
n15:7894457
n3:druhVysledku
n16:O
n3:duvernostUdaju
n7:S
n3:entitaPredkladatele
n17:predkladatel
n3:idSjednocenehoVysledku
173742
n3:idVysledku
RIV/00216224:14210/12:00061464
n3:jazykVysledku
n6:eng
n3:klicovaSlova
ICT; education; basic schools; teachers; research; PC rooms; educational policy
n3:klicoveSlovo
n11:education n11:PC%20rooms n11:research n11:ICT n11:teachers n11:basic%20schools n11:educational%20policy
n3:kontrolniKodProRIV
[8E53373069A9]
n3:obor
n4:AM
n3:pocetDomacichTvurcuVysledku
1
n3:pocetTvurcuVysledku
1
n3:rokUplatneniVysledku
n14:2012
n3:tvurceVysledku
Zounek, Jiří
n12:organizacniJednotka
14210