This Bachelors’ thesis describes the current situation in the field of ICT-supported learning in primary and secondary schools. The data show that the equipment of schools with ICT technology is good, which was also proven by comparing data from related countries within the EU. However, the data also showed that actual use of ICT is limited and below the average of comparable countries within the EU. This is likely to be attributed to the relatively low level of digital literacy among teachers and the rest of population, as evidenced by data from OECD surveys. The empirical research conducted on the sample of primary school teachers using the SPSS software package showed that the school equipment is good, and we did not detect statistically significant differences in the considered variables between primary and secondary schools. However, it has emerged that teachers at all levels want more professional support and, in particular, more training in ICT, which face all those involved in the field of use ICT in education by important challenges in the future.
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