Relationship between teachers' age, education, work experience, and teacher ability to use ICT effectively in their teaching practices

Abstract

Information and Communication Technology (ICT) pervades all aspects of life, including education. Educators are constantly encouraged to incorporate ICT into their teaching practices, with technology evolving rapidly. The significance of this study lies in the fact that ICT has become an indispensable tool in education, applied from early childhood to university-level education. Its use has facilitated changes and reforms in the field. The impact of ICT on education is significant, causing changes to the very structure of the educational process and the roles of its key players, namely students and teachers. Given the need to adapt to a changing reality in secondary education, particularly among elderly educators, the importance of specific requirements for ICT use cannot be overstated. This is critical for the school administration in terms of the professional development of teachers. Our study aims to examine teachers' perceptions of the use of ICT in secondary school education and the relationship between teachers' age, education, work experience, and ability to use ICT effectively in their teaching practices. We will use an exploratory-descriptive research approach, employing qualitative and quantitative methods to gather information from secondary school teachers through surveys and on-site observations. Our study's findings demonstrate that technology in education enhances teachers' professional competence, increases student motivation, produces valuable results in teaching, and improves the overall quality of education. However, it also presents specific challenges for teachers and school administrators. Based on our research data, we offer potential solutions to enhance the use of ICT in education and provide insights into effective teaching practices using technology in secondary schools.