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Educational use of information and communication technology (ICT) is an important aspect of keeping the curriculum relevant and preparing students for a knowledge-based society. In this paper we discuss ICT use in Croatian schools and its implications for curriculum reform and teacher education programs. The research, results of which we present in this paper was conducted in 2003 on a sample of 2134 subject teachers, 1134 classroom teachers and 120 school principals from 121 primary school in Croatia. The research findings indicate that there is a significant relation between age of survey participants’ (i.e., school principals, subject teachers, and classroom teachers) and their technology literacy skills (i.e., personal computer use, Internet use and email use). Data indicate that most teachers rarely use information and communication technology as a tool in the teaching process. Personal computer, Internet, educational software and LCD projector are among the educational technology tools that are least used in the teaching process. There is a relation between a subject area and use of a specific educational technology tool. Furthermore, the study findings suggest a relation between teachers’ technology literacy (indicated by level of personal compute use ; Internet use ; and email communication) and use of a specific educational technology tools. For more than a decade, technology literacy training is an integral part of teacher education programs in Croatia. On the other hand, teacher education students are not receiving training on methods, barriers and benefits of use of ICT in the classrooms. Rare educational use of ICT, demonstrates a need for more effective education on use of ICT in classrooms, both for teacher education students and the in-service teachers. |
