The contribution deals with preliminary results of Attitudes towards Computer Assistant Teaching (abbr. as „ATCAT”) research into the issue of educational implementation of ICT tools in the primary school context. In this respect, I focus on primary mathematics. The model of teacher development with respect to the level of ICT implementation (the ACOT research) is given as a theoretical base of the presented classification of teachers according to their attitudes to utilizing computers when teaching primary mathematics.
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These days computers are a common part of our daily life. Success of each person in this global information age is measured by their ability to obtain, analyze and use information. Schools, as integral part of the global information system, should reflect the current needs for information exchange.
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