ICT TEACHERS` COMPETENCIES FOR THE KNOWLEDGE SOCIETY Dragan Soleša, full professor University of Business Academy Faculty of Economics and Management Engineering Novi Sad, Serbia

INTRODUCTION Constant changes in various aspects of society have resulted in changes in the educational function of the teacher. Teacher training for the "knowledge society" is a challenge for every society. The main characteristics of the knowledge society are: 1. "Knowledge Society" is a networked society. 2. "Knowledge Society" is a society in which collective intelligence is developed.

INTRODUCTION Being a teacher in a networked knowledge society requires new competencies - the most important role of teachers is: To help the student to move within a networked knowledge. To evaluate new knowledge. To find new knowledge and ways of acquiring new knowledge. The knowledge society must be encouraged and development of different forms of collective intelligence.

INTRODUCTION The aim of the education system should be the development of individual intelligence and abilities of students, as well as the development of collective intelligence and abilities. The classroom is the first place where the collective intelligence can be developed and used. Teachers have to work in the context of collective intelligence and abilities - must develop collective intelligence of students, to develop the ability to cooperate, to use their own cooperation.

METHODOLOGY ICT competencies are one of the areas of competencies required by the knowledge society. By this we mean basic knowledge of computer science, information and communication technologies. This paper describes research aimed to determine the existing ICT competencies for teachers in practice, as well as their preparedness to adopt new skills and improvement of existing competencies to the demands of a knowledge society.

METHODOLOGY The sample in this study consisted of teachers in primary schools (N = 92) in the territory of Vojvodina, where the majority of respondents professional development of undergraduate studies at the Pedagogical Faculty in Sombor. The survey was conducted through a questionnaire as a research technique in which ICT competence of the test indicators of computer, information and communication aspects of ICT competence. The questionnaire consisted of 25 questions. The survey was conducted in Sombor, Beocin, Novi Sad and Subotica.

Results of descriptive analysis of the data Br. Question Teachers Mean Min. Max. 1. Understanding computer hardware 2.56 1 5 2. Factors affecting the characteristics of computer 2.61 3. Working with different software applications 2.71 4. The use of ICT in everyday life (e-learning, e-commerce, e-banking, e-government) 3.04 5. The functions of the operating system 2.60 6. Working with word processing software 2.30 7. Knowledge of spreadsheet programs 2.66 8. Using Databases 2.45 9. Using software to create presentations 2.63 10. Use of software for web browsing 2.21 11. Communication on the Web 12. Using e-mail 2.39 13. The selection of educational software for individual subjects 2.85 14. The use of educational web portal 2.92

Results of descriptive analysis of the data Br. Question Teachers AS Min. Max. 15. Setting the educational content of educational web portal 3.56 1 5 16. Digitalization of learning materials 3.17 17. The use of digital materials in teaching and learning process. 3.07 18. Using final website content (movies, animations, graphics, sound) 2.67 19. The use of social web applications (blogs, Wikipedia) 2.81 20. Fostering on-line learning 3.11 21. The use of online communication in the classroom (messenger, skype ...) 3.61 22. Using the online exam in class 4.12 23. The distinction of teaching content in the educational software 3.83 2 24. The use of digital interactive table for joint work in the use of educational software 4.04 25. The use of videoconferencing 4.30

RESULTS Respondents showed excellent results in the following competencies: (Mean is between 2.21 - 2.71) with the understanding and knowledge of the application software functions, and we have to say that the best ICT skills. Very good results with the respondents showed knowledge of computers as machines for data processing and Internet usage. Respondents showed disturbing results in the following competencies: The results show that the majority of respondents answered "almost never" and "never" on the use of online exams, digital boards and videoconferencing systems in the classroom - Mean ranges from 4.04 to 4.30, which indicates that teachers do not have any competence when it comes to this area.

RESULTS Also of concern data obtained research when it comes to ICT competence: the use of ICT in everyday life, setting up the educational content of educational web portal, the use of digital materials in the teaching and learning, participation in online communication and online learning, the distinction of teaching the teachers software. The survey shows that respondents in these competencies in most cases correspond to "sometimes" (Mean ranges from 3.04 - 3.83) or use these applications in the teaching and learning.

RESULTS The correlation between the indicators and ICT skills The analysis of correlations between individual indicators of ICT skills we tried to establish in order flowing training and training of teachers. The correlation coefficient demonstrates a relationship: If r > 0, we conclude that there is a positive correlation between the indicators, that results in an increase in causes an increase in results in the second indicator. If r < 0, we conclude that there is a negative correlation between the indicators, that results in an increase causes a decrease results in the second indicator.

RESULTS The correlation between the indicators and ICT skills Table 3: Results of correlation between knowledge of computers as machines for data processing and higher level of ICT skills Indicators Understanding of computer hardware r p > 0.05 The use of online communication in the classroom (messenger, Skype ...) 0.08 0.29 Using the online exam in class 0.07 0.38 The use of digital interactive table for joint work in the use of educational 0.12 0.11 Using video conferencing software 0.14 As shown in Table 3, knowledge of computers as machines for processing data is not correlated with participation in online communication and online learning. This result shows that if one uses a computer knows that does not mean they know how to cope and online features on the computer.

and higher level of ICT skills With software for word processing RESULTS Table 4: Results of correlation between knowledge of the application software functions and higher level of ICT skills               Indicators With software for word processing Using Databases r p > 0.05 Setting the educational content of educational web portal. 0.137 0.09 - Fostering on-line learning 0.115 0.16 0.06 The use of online communication in the classroom (messenger, Skype ...) 0.1 0.18 Using the online exam in class -0.03 0.07 0.11 0.15 The use of digital interactive table for joint work in the use of educational software 0.05 0.47 0.98 0.32 The use of videoconferencing 0.13 0.02 0.74 The results in Table 4 show that knowledge of the functions of software applications not associated with the use of educational web-portal, with the use of online communication and learning or using interactive forms of teaching.

and lower level ICT skill Use online exam in class RESULTS Table 5: Results of correlation between the use of online exams in classes and lower level ICT skill Indicators Use online exam in class r p> 0.05 Using the software for browsing the web -0.025 0.764 Communication on the Web 0.156 0.06 Using e-mail 0.124 0.128 Based on the results, we conclude that there is no correlation between the successful use of online examinations in teaching and knowledge and use of software have to see the Internet, communication on the web and use e-mail.

RESULTS Table 6: Results of correlation between the use of digital interactive table for joint work in the use of educational software and low level of ICT skills     Indicators Use of digital interactive table for joint work in the use of educational software r p > 0.05 Use of software for browsing the web 0.021 0.795 Communication on the Web 0.157 0.054 Use e-mail 0.149 0.067 Taking advantage of the interactive work of teaching involves the use of digital boards in the use of educational software. As seen in Table 6, this competence is not associated with any successful use of the Internet, or from taking possession of communication skills on the Web or sending e-mail.

RESULTS Table 7: Results of correlation between the use of videoconferencing and the lower level of ICT skills                 Indicators Use of videoconferencing r p > 0.05 Use the software to view Internet 0.03 0.63 Use e-mail 0.142 0.08 The use of social web applications (blogs, Wikipedia) 0.153 0.06 Based on the results in Table 7, we conclude that the mastery of basic skills in ICT does not affect the use of videoconferencing. Videoconferencing involves specific knowledge and skills that are significantly different from those required for Internet use, e-mail and the use of social web applications like blogs and Wikipedia.

DISCUSSION The fact that only 11.96 % teachers possess skills that are above average grades three, i.e.. These teachers use the computer as an everyday machine for processing data in their teaching. We cannot be satisfied with the information that teachers of 92 for only 11.96 % of them there is no secret when it comes to functioning as a computer data-processing machines. 11.96 % said they "never" do not use any software applications in everyday life, and 4.35 % to "always" using just the software. 10.87 % of teachers said they "always" use of ICT in everyday life to solve the problems of e-learning and e-commerce, while only 7.61 % of them responded that it "never" used.

DISCUSSION Answers to questions (5-9), which relate to how well teachers know the functions of software applications show that teachers are not familiar with the work of application software (Word, Excel, PowerPoint), i.e.. are not trained to use them in their work and everyday life. The results of this study show that teachers communicate on the Web, but lacked the use of standard software applications to search and communication - about 30 % of teachers said they "never" used any software to search the Web and approximately the same percentage that does not use e-mail.

DISCUSSION The question: How successful teachers use educational software and educational web portals. It must be emphasized that there can be a pleasure for these results because a large group of teachers has no knowledge in this field, which certainly indicates a tendency to increase in complexity with the use of ICT, the number of those who have no knowledge or use of this software in their teaching work. The highest level of ICT skills are the skills, knowledge and use of digital interactive table for joint work in the use of educational software and the use of videoconferencing. The results show that respondents did not understand these issues, it is possible to have misunderstand the proposed arrangement and thus respond to "always", "almost always" and "sometimes" use the interactive features of teaching.

CONCLUSION The basic concepts discussed in this paper ICT competence of teachers, i.e. how they are prepared for the knowledge society. Research conducted for the purpose of this work is the basis for proposing new solutions, which are directed towards increasing the ICT skills of teachers. The results of our study show a very poor state of teacher competence in the field of ICT. As for the willingness of teachers to adopt new competencies that provide a knowledge society results show that positive motivation for most teachers there.

CONCLUSION The research presented in this paper suggests several courses of action: That all teachers must complete the ECDL courses. That all teachers complete the basics of e-learning. That all universities where future teachers are educated, you should have in their curricula implemented courses in e-learning. In the programs of professional training in e-learning in teacher promotion system it is necessary to incorporate criteria that include e-learning. In all subjects, and other forms of school work, it is necessary to gradually include the elements of e-learning and carefully evaluate results, develop innovative resources and services for e-learning with which children will be able to overcome the most difficult areas of curriculum.

CONCLUSION The long term goal should be our teacher involvement in the process of improving learning in the first place we think of making online learning materials, educational web-portals, information management systems and similar schools.

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