The article presents the analysis of the introduction of the technology enhanced learner-centered learning (TEL) and its opportunities in the vocational training organization. Research aim was to reveal how the vocational training organizations are ready to introduce technology enhanced training (learning). In the study was applied the Connectivism theory based on TEL introduction quality criteria groups - strategy and management; information communication technology (ICT) and infrastructure; training and learning content and methods; continuous professional development; TEL support system in the educational organization; TEL content quality assurance; internal and external communication. From research the following conclusions were formulated:
• Participation in the TEL raises challenges for administration staff and teachers of vocational training organizations. On the one hand, this is an aspiration for meaningful and qualitative learning outcomes; on the other hand, this is the appearance of responsibility and liability which encourages all education participants to accept the resulting change in the training and learning processes.
• TEL introduction quality criteria enable organizations to integrate TEL in a coherent and systematic way, but the accomplished research in vocational training organizations shows that TEL introduction was carried out being insufficiently ready.
• TEL introduction is implemented inconsistently in vocational training; more emphasis is put on one or the other sphere. According to the respondents, the support of the TEL system is especially weak, because it is not recognized in the organization. If the technological, organizational and educational, consulting and information support for teachers and learners are not properly implemented and ensured, effective, acceptable and effective TEL outcomes as well as learning quality cannot be expected.
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