Application of computers in a school context undoubtedly speaks in favour of the changes which have been directed towards modernisation and school work improvement. Although the application of computers in schools depends on many objective factors, one should not neglect those subjective factors which are connected with the personalities of teachers who organise and carry out the teaching process. Accordingly, the aim of our research was to examine how often the computers are used in different segments of the teaching process, i.e. while preparing the activities, working on a new syllabus, doing homework, evaluating and establishing the connection between the use of computers and personal characteristics of teachers. The data obtained from the sample of 154 teachers of primary and secondary schools in Serbia confirmed the starting hypothesis that the largest number of teachers usually use the computers while teaching and presenting the new content, while the application of computers in other areas, especially in the segment of evaluation, is much less common. One can be pleased with the fact that the second hypothesis regarding the connection between personal characteristics of teachers and the frequency of computer use has only been partially confirmed. According to the results of the research, there are no differences when it comes to the frequency of computer use and teachers? gender or the level of school they work in, while statistical significance is very conspicuous regarding the length of service. A matter to be concerned about is reflected in the fact that out of the total number of respondents some 19,2% of them do not use computers at all in their teaching work. The results of the research point to the fact that the existing state of affairs is not satisfactory, and there is a suggestion that teachers should systematically improve themselves by developing their IT competencies, especially with respect to the use of computers in all segments of the teaching process.

Computers, school, teachers, personal characteristics of teachers