It is commonly accepted that the COVID-19 pandemic has had a crucial effect on many aspects of people’s lives. The limitations placed on human relations have also affected education. The mandatory implementation of e-learning and the use of the information and communication technology tools in the teaching process have been the most important changes at all educational levels. However, the teaching staff plays a key role in every educational change. In this study, we examined the intention of elementary school teachers to use an e-learning platform. Our findings are consistent with those of previous studies, which have found that teaching skills, teachers’ beliefs, and the appropriate infrastructure are all critical factors for the successful implementation of information technology in the educational process.

Innovative learning methods including the increasing use of Information and Communication Technologies (ICT) applications are transforming the contemporary educational process. Teachers’ perceptions of ICT, self-efficacy on computers and demographics are some of the factors that have been found to impact the use of ICT in the educational process. The aim of the present research is to analyze the perceptions of primary school teachers about ICT and how they affect their use in the educational process, through the case of Greece. To do so, primary research was carried out. Data from 285 valid questionnaires were statistically analyzed using descriptive statistics, principal components analysis, correlation and regression analysis. The main results were in accordance with the relevant literature, indicating the impact of teachers’ self-efficacy, perceptions and demographics on ICT use in the educational process. These results provide useful insights for the achievement of a successful implementation of ICT in education.

This research study is undertaken in order to explain the unexpectedly slow rate of ICT diffusion in education. Recent and prior research literature for ICT in education has been evaluated to answer the four questions which have been stated by Rogers for the individual users of innovation. Our findings show that despite the obvious benefits of ICT for the potential users in educational contexts, the adoption of ICT requires a deep focus on the teachers' and students' needs as well as the barriers to ICT diffusion in education. Also, we consider that the relevant research studies confirm the critical role of teachers and students in the efficient implementation of innovative technological tools in the educational process.

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