Conversations, research and numerous debates about the digital transition and the implementation of new technologies in education are available at every step. It takes a click, so to speak, for all to find valuable tips, suggestions and recommendations about the use of digital tools and educational technologies that need to be included in regular teaching to correspond to the needs of the students and make teaching more interactive and efficient. But what does meaningful, that is, efficient and effective integration of technology into teaching really mean? Does this mean it is enough for the school to have (a) classroom/s equipped with computers? Also, can the occasional use of digital tools without integration and continuous connection with the teaching plan and curriculum have a long-term effect on the quality of teaching? Rooms equipped with computers and digital tools that can be at the service of education are certainly a prerequisite; however, in order to integrate technology into teaching, fully implemented changes and reforming the way teaching is done are necessary. In the rest of the blog, we will discuss what needs to be considered to discuss the effective integration of digital solutions in education.

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From the beginning of the 2000s until the middle of the second decade of the 21st century, educational systems in countries worldwide invested millions in purchasing computer equipment and equipping classrooms for computer science and digital teaching. This equipment is almost obsolete in many institutions, and the teaching staff and students hardly use it. In most cases, the reason is that there was no strategic thought about integrating technology into teaching, that is, how to actively include it in education. For this to be feasible, in parallel with providing computers, it was necessary to consider reforming instructional models, the pedagogical approach and the very concept of teaching, which would include digital tools in the curriculum. Therefore, if we were to follow only one school, that is, observe it independently as a system, it would mean that the first step in integrating technology into regular teaching requires analysis and seeing how ready that system is to accept it. Readiness, first of all, refers to the knowledge and competencies of teaching and school staff to accept new technologies. At the same time, it is necessary to look at the profile of school students and their existing knowledge and abilities to receive teaching that will include digital tools. In that process, it is necessary to define what knowledge is missing and what preparations are needed according to the framework of reforming the curriculum that would be planned to be introduced by integrating technology into teaching. In other words, the readiness of a school institution to incorporate technology into teaching requires a parallel assessment of the readiness of the staff and the assessment of capacity in terms of equipment that should support teaching reform. Only then is it possible to assess to what extent and in how many iterations it is possible to integrate technology into teaching units. Accordingly, it is necessary to plan a gradual reform of the curriculum that would meaningfully introduce educational technologies and digitisation of content. Therefore, the primary, i.e., fundamental prerequisites that should be considered when integrating technology into education include:

Readiness of participants/students:

• How much experience do they have with using digital technologies (tablet, computer)

• What are the work habits of the participants/students

• What is the participant's/student's learning style

• Motivation-interests of participants/students

• Independence in learning (how the student manages time)

• Do they have access to a computer or tablet and high-speed internet (at home)

Readiness of teaching and administrative staff:

• Computer skills, knowledge of hardware and software (adaptability)

• Do they use digital tools for communication

• Do they have experience in using digital content in the curriculum (e-textbooks, online courses, mobile learning applications)

• Checking students' knowledge with the help of applications, including interactive materials such as quizzes and tests.

Readiness of institutions/schools:

• Coverage with fast internet connections

• Equipped with computers

• Technical support

It seems that the pandemic period highlighted the unpreparedness of educational systems and, above all, the discrepancy in how different interested parties understand the digital transition process. Although the flipped classroom, the rotation model and, in general, various hybrid and personalised teaching models are not new, in the broader context of accepting innovations, we are only talking about attempts to implement teaching models that meaningfully connect the digital environment and live work with students in the last ten years. The actual integration of technology implies including digital learning management systems (LMSs) that enable individual monitoring of students in all teaching units, not only those that specifically deal with the digital training of students (computer science, etc.). The teacher can hold one part of the teaching unit live and then, in the same class, conduct a quiz or a small project with the students, which is available in the teaching material on the school's LMS platform. Based on the results, the teacher will have the opportunity to see how much each student has individually understood the framework of the teaching unit and to map parts into existing difficulties on the spot. Also, by introducing activities that are, so to speak, gamified through digital tools, it is possible to achieve more significant interaction among students during class. Of course, when choosing activities, approaches to younger students will be different compared to adult students, especially students in the so-called third age. As indicated at the beginning, before integrating technology into teaching, it is necessary to look at the profile and readiness of the students, that is, the participants, to work with new technologies because they should contribute to the quality of teaching and not make it more difficult.

Technology integration into teaching is a complex process and requires adaptation of the teaching system at multiple levels to be successfully implemented. It primarily involves using technology in a classroom or training environment where students can use it to gain a deeper understanding of the content. Effective technology integration will result in greater engagement of students because they will be in a student-centred environment, most often oriented toward a project-based approach to teaching.

In conclusion, I would like to share the Technology Integration Matrix developed by the Centre for Instructional Technologies in Florida, that provides a framework for describing and targeting the use of technology to improve teaching and learning.