Eureka! Institutional Repository

The constant evolution of technology, its integration into education as well as the changing demands on it to follow the modern era, were the reason for the present work. It is a prerequisite for the completion of the postgraduate program "Management and Organization of Educational Units" of the International University of Greece (former Alexandria University of Thessaloniki). More specifically, in this work we look at measurable factors that indicate the degree of ICT adoption by primary education teachers in the learning process. These factors have to do with the value of ICT in teaching, the extent to which teachers know about ICT, whether they are interested in it and use it, whether they admit that there is a benefit in using it, if there are barriers to their integration into the classroom. teaching and if there is interest in their future education about them. The results prove that the educational value of ICT for teachers is great not only because it facilitates and improves their work but also affects students positively as well. They have no difficulty in adopting ICT in their daily routines and they know and use the essential ICT objects. There are obstacles that hinder the use of ICTs, most notably their poor technological equipment and technical support in schools, and their inadequate ICT training. In general, teachers' attitude towards ICT is positive and there is a desire for their training and / or further training in ICT. Also factors that differentiate results are the gender of teachers, whether or not they are trained in ICT and whether they hold a master's degree. There are also differences in teachers' attitude towards ICT involving their age groups.