Učitelé základních a středních škol se zúčastnili intenzivního školení zaměřeného na integraci digitálních nástrojů do výuky. V průběhu třídenního kurzu se seznámili s moderními vzdělávacími platformami, interaktivními aplikacemi a online zdroji, které mohou obohatit učební proces. Účastníci školení sdíleli své zkušenosti a diskutovali o výzvách a příležitostech, které digitální technologie přinášejí do vzdělávání. Program zahrnoval praktické workshopy a případové studie úspěšné integrace technologií v různých předmětech. Tento kurz je součástí širší snahy posílit digitální kompetence učitelů a připravit je na výuku v době rychle se měnícího technologického prostředí.

Elementary and High School Teachers Attend Intensive Training on Integrating Digital Tools in the Classroom

In May 2026, a group of elementary and high school teachers participated in a three-day intensive training program focused on effectively integrating digital tools into teaching practice. The training, organized within the framework of ongoing efforts to strengthen the digital competencies of educators, aimed to familiarize teachers with modern educational platforms, interactive applications, and online resources that can enrich the learning experience for students across subjects.

Throughout the program, participants engaged with a variety of digital technologies designed specifically for educational purposes. These included classroom management platforms, tools for creating interactive presentations, educational games, and collaborative online environments that facilitate communication between teachers and students. Hands-on workshops enabled teachers to use these resources in practical settings, simulate lesson activities, and learn how to tailor digital content to meet both curriculum standards and the diverse needs of their students.

One key feature of the course was the sharing of personal experiences among educators from different schools and subject areas. Teachers discussed the opportunities that digital innovation brings to education, such as increased student engagement, differentiated instruction, and the ability to access a wide range of learning materials in real time. At the same time, the group addressed challenges associated with technology integration—such as disparities in student access to devices and the internet, the need for technical support, and the importance of digital safety and ethical guidelines.

The training program included case studies highlighting successful implementation of digital technologies in a variety of disciplines. For instance, science teachers shared how simulation tools and virtual labs can make complex phenomena more comprehensible, while language teachers discussed how interactive applications and online dictionaries support vocabulary development and conversational skills. Workshops further provided guidance on evaluating and selecting appropriate digital resources, with an emphasis on aligning tools with pedagogical goals and ensuring accessibility for all students.

In addition to practical sessions, the curriculum featured discussions led by experienced educators, IT specialists, and educational technologists. These sessions explored broader issues, such as how emerging technologies like artificial intelligence could shape teaching in the near future, and how schools can support teachers in adopting new practices sustainably. Participants also received up-to-date information on legal and ethical aspects of digital education, including data protection and intellectual property rights.

By the end of the three-day course, teachers had developed concrete strategies for incorporating technology into lesson planning, assessment, and student collaboration. Most importantly, the training empowered them to approach digital innovation not as an isolated addition to existing methods, but as an integral part of a modern, responsive, and engaging educational environment.

This training initiative forms part of a national strategy to prepare schools and educators for teaching in an era marked by rapid technological change. By fostering digital literacy among teachers and providing forums for professional dialogue, schools are better positioned to equip students with critical skills for lifelong learning and future careers. The positive feedback from participants confirmed the value of regular, practice-oriented professional development focused on digital education, and similar programs are planned in the following academic year.

We would like to thank all participating educators for their enthusiasm and openness to innovation, as well as the organizers and expert instructors for delivering a comprehensive and inspiring program. Through continued investment in teacher development, schools can ensure quality, inclusive, and future-oriented education for all students. 

PhDr. Pavel Bartoš, LL.M., DBA (Evropská akademie vzdělávání / European Academy of education)