@article {1136,
	title = {INFORMATION AND COMMUNICATION TECHNOLOGIES AND INCLUSIVE TEACHING: PERCEPTIONS AND ATTITUDES OF FUTURE EARLY CHILDHOOD AND PRIMARY EDUCATION TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {380-392},
	abstract = {This research analysed future teachers{\textquoteright} perceptions and attitudes towards the use of Information and Communication Technologies (ICTs) in the development of inclusive educational practices. Adopting a quantitative research approach, data were collected through an ad hoc questionnaire administered to fourth-year early childhood education and primary education degree students from the Catholic University of Murcia (UCAM), southeast Spain (n=231). Results revealed favourable perceptions towards ICT use in the classroom, with students viewing these resources as contributing to their professional development and improving digital competence. Furthermore, they report how ICTs present didactic opportunities for the development of the teaching-learning process when working with learners with specific educational support needs. Lastly, the research highlights statistically significant differences in future teachers{\textquoteright} perceptions towards the implications of ICT for teaching when developing inclusive educational processes as well as in their attitudes towards professional development and the training needs required for supporting learners with special educational needs. These differences are appreciated between early childhood education degree students and their primary education peers, the latter reporting more favourable assessments.},
	keywords = {early childhood education, educational inclusion, future teachers, information and communication technologies, primary education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.380},
	url = {http://oaji.net/articles/2017/457-1529089863.pdf},
	author = {M{\textordfeminine} del Carmen Pegalajar Palomino}
}
@article {809,
	title = {THE INFLUENCE OF OWNERSHIP AND USING OF PC ON THE ATTITUDES TOWARD GEOGRAPHY},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {23-31},
	abstract = {The influence of information and communication technologies (ICT) is investigated in the present days on the attitudes toward different school subject by the relatively high number if investigators in the whole world. The research is focused on the finding of the influence of the ownership of ICT and using of ICT on the attitudes toward geography. The sample size was created by 351 czech lower secondary school pupils. The research tool was questionnaire, where demographic variables were ownership of PC, ownership of internet, gender, residence and class of pupils. Last demographic variable was how often pupils use ICT in the geography lessons. The attitudinal part was created by 23 5-point Likert type items. The reliability was determined by the using of Cronbach{\textquoteright}s alpha coefficient. The construct validity was determined by the using of exploratory factor analysis. From the next analysis was used analysis of variance to find out the influence of using and ownership of ICT on the attitudes toward geography.},
	keywords = {attitudes toward geography, information and communication technologies, lower secondary school pupils},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.23},
	url = {http://oaji.net/articles/2014/457-1419345632.pdf},
	author = {Milan Kubiatko and Katerina   Mrazkova}
}
@article {731,
	title = {TEACHERS{\textquoteright} ICT INTEGRATION STATES ON THE EVE OF FATIH PROJECT},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {29-42},
	abstract = {Integration of Information and Communication Technologies into education has recently been one of the most challenging issues in educational improvement and recovery plan of Turkish government. Immediately before the implementation of Fatih Project (Action for Increasing Opportunities and Improving Technology), it is important to have a look at the insights of teachers. In this study, it was aimed to find out the level of background knowledge about the usage of Information and Communication Technologies (ICT) and the integration of ICT in education process by today{\textquoteright}s teachers. So as to find the answers to this question, the study was designed in quantitative research model as a survey research in cross-sectional survey design. The work group included 172 teachers who works in MNE schools. The data were collected through {\textquoteleft}ICT Integration in Education{\textquoteright} questionnaire. In the analysis of data; descriptive statistics, t-tests and Anova tests were used. And as a result, the study showed that current initiatives with ICT need further investigation for a successful implementation of ICT usage.},
	keywords = {information and communication technologies, technology integration},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.44.29},
	url = {http://oaji.net/articles/2014/457-1413726598.pdf},
	author = {{\.I}smail   Y{\"u}ksel and Melek   Alemdar}
}
@article {612,
	title = {IN AND AGAINST RADICAL MONOPOLY: CRITICAL EDUCATION AND INFORMATION AND COMMUNICATION TECHNOLOGIES},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	type = {Original article},
	chapter = {70-84},
	abstract = {In the recent study {\textquotedblleft}Ivan Illich Gone Digital: Convivial Information and Communication Technologies for Critical e-Learning{\textquotedblright} Jandric and Boras (2011) conducted counterfoil research of e-learning technologies. Results of this study strongly indicate that information and communication technologies might possess potentials to develop various radical monopolies, while education might be one of the main vehicles for such developments. Using the aforementioned study as the point of departure, this study confirms that information and communication technologies have the potentials to develop Illich{\textquoteright}s radical monopolies and asserts that critical educators have a moral duty to act against such developments. Based on similarity between the position in and against radical monopoly of information and communication technologies and the position in and against the state, it adapts the conclusions developed in 1979 by the London Edinburgh Weekend Return Group to the context of contemporary information and communication technologies. Finally, it identifies oppositional possibilities for critical action against radical monopoly of information and communication technologies in the context of educational praxis. 
 
},
	keywords = {critical education, information and communication technologies, radical monopoly},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=968803},
	author = {Petar  Jandric}
}
@article {424,
	title = {THE CONTEMPORARY INFORMATION TECHNOLOGIES IN THE SERVICE OF THE PRIMARY AND SECONDARY EDUCATION: THE CASE OF GREECE},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Original article},
	chapter = {60-86},
	abstract = {The introduction of technology in general and especially information technology in education is a big change in the educational concepts which has taken place during the last two or three decades all over Europe. Besides, Europe through the process of continuous education improvement tries to maintain maybe the unique but also so much decisive comparative advantage that it possesses against all the other countries of our planet that is nothing else but the quality of its human potential. This article presents with brevity the important steps that the main European countries have made in the introduction of modern technologies of information technology in the primary and secondary education, as well as the process and the problems of their introduction in the Greek school. We believe that this experience will be very useful in a country like Lithuania that has already made very important steps in this sector simultaneously with its successfully continuing transition in the market economy system.},
	keywords = {e-learning, information and communication technologies, primary and secondary education},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594594},
	author = {Michalis  Evripiotis and Vassilis  Orfanos}
}
@article {256,
	title = {CHANGING THE EDUCATION CULTURE THROUGH TECHNOLOGY},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {127-137},
	abstract = {Technology has a potentially rich, but largely unrealized, role in teaching and learning. This role is defined variously by what the teacher has available, has had time to learn, or can find an appropriate use for, and by what students have access to, are familiar with, and are willing to use. In all of these ways, technology usually plays an adjunct role to others, more traditional modalities for teaching and learning, including lecture, laboratory, library, textbook, tutorial, and practicum.
 Researchers perceive problems arising from the significant cultural and organizational differences affecting the management and leadership environment of the education institutions integrating technology in relation to traditional higher education institutions. 
The study describes and analyzes the culture effects in higher education organizations and supports the view that transformational leadership, collaboration and the classroom culture are three major characteristics of change in higher education institutions, where integrating technology is considered as a way to help the university to be a more effective learning organization. 
The problem is approached by analyzing and evaluating the scientific literature for the development of the methodological basis of research. The article includes theoretical analysis of topical issues, like definitions of organization culture, interaction of the culture of education institutions and achievement, efficient ingredients of school culture as well as some important aspects of school culture.},
	keywords = {culture of education institutions, information and communication technologies, organisation culture},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393666529.pdf},
	author = {Anna Vintere and Larisa Malinovska}
}
@article {95,
	title = {STUDENTS{\textasciiacute} POINT OF VIEW OF THE BIOLOGY LECTURE TAUGHT WITH AN ICT ASSISTANCE: PRELIMINARY RESULTS},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {75-79},
	abstract = {In our contribution, we focused on using of information and communication technologies in the biology lessons concretely on birds{\textasciiacute} class. We find out the students{\textasciiacute} points of view of this lesson. The five-point Likert scale questionnaire was used as a measurement tool. The questionnaire included 27 statements and there was a place for expressing of the own student{\textquoteright}s opinion there. The results were processed by using of factor analysis and ANOVA. The sample consisted of 70 secondary grammar schools students. We were concerned on finding out the differences in results between gender and students{\textasciiacute} native town. General result should goes first {\textendash} it means what was found in the research? Was ICT assistance considered to be important for students/positively appreciated? In every dimension, the students from bigger town (according to the number of inhabitants) reached more positive score in questionnaire than the other students in sample. Gender differences were generally weak.},
	keywords = {biology, information and communication technologies},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392223888.pdf},
	author = {Milan Kubiatko and Zuzana Hal{\'a}kov{\'a}}
}
@article {45,
	title = {EDUCATION REALITY IN CONDITIONS OF DEVELOPING INFORMATION SOCIETY},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {67-72},
	abstract = {Contemporary society is witnessing changes and processes triggered by the groundbreaking development of humankind{\textquoteright}s technical capacity, especially in the area of informational and communication technologies (ICT). In this new society, learning and a continual educational process constitute basic preconditions for the success of individuals as well as for the entire society. In this context, information literacy is becoming increasingly important. Informational literacy is generally understood as the ability to use information sources and communication technologies in order to solve problems in one{\textquoteright}s everyday activities, or to increase one{\textquoteright}s labour efficiency or the quality of life, respectively.
 The Faculty of Education at Charles University in Prague is currently dealing with a research project entitled {\textquotedblleft}Changes in education reality in conditions of developing information society{\textquotedblright}. The research focused on five thematic fields: Education reality, the dynamics and connections to the spheres of knowledge and the ICT; curricular and procedural aspects of changes in context of the integration of the ICT into schools and of the training for life in the knowledge society; information and communication technology as the component of educative environment of the knowledge society; models of the support of learning and instruction via the ICT and their evaluation; preparing the teachers for educational tasks in the knowledge society and the integration of ICT into education.
 Teacher-training colleges should consistently and purposefully prepare would-be teachers for education that encourages functional literacy, or for the implementation of a broadly defined information-based education that transcends the constraints of a specialized subject. These are the most relevant focus areas: gathering, analysing and organizing information; disseminating ideas and information, and understanding an entire complex interconnecting system; planning and organizing one{\textquoteright}s work activities; adopting teamwork and cooperation; using systemic procedures, terminology and methodology; developing the ability of logical reasoning and strategies aimed at dealing with problems; being able to use technical equipment; cultivating a spirit of solidarity and cooperation among students; using active learning methods; providing quick feedback and testing one{\textquoteright}s knowledge by means of ICT; emphasizing the deadline by which the assigned problem task has to be solved; taking into consideration the diversified talents of individual students and various ways of teaching.
 This paper deals, in general, with the consequences of deep impact of the new information and communication technology on the society and describes its characteristic features and contributions for education. It also offers the characteristics subject of the one of meaning longitudinal research orientation of Faculty of Education of Charles University in Prague.},
	keywords = {education in science, information and communication technologies, information literacy},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220182.pdf},
	author = {Vladimir Rambousek and Pavel Bene{\v s} and Martin Adamec}
}
