Goal: This article focuses onthe relationship between information technologies and theiruse by senior citizens. The main objective of the research is to identify the problems that encompasssenior citizenuse of information technologies.Methods: The research sample consisted of 5 participants aged 62 years to 66 years, from which 2 participants were women and 3 were men. The research method used was a semi-structured interviews of own design.Results: The largestbarrier between information technology and senior citizens is its modernization which puts a pressure on the education of seniors in this area of technology. Communication via internet or telephone with remote family members has been shown to have a positive effecton the lives of seniors, which in turn reduces barriers between seniors and society. An important finding was that all participants in the research samplewereinterested in further development of their understanding in these areas, but lackededucational opportunities.Conclusions: We concludethat themajorproblem faced by senior citizens is the rapid advancement of modernization of information technologies, which leaves the means to educate seniorspredominantly the responsibility of family members. In the future it would be appropriate to corroborate our findings with a higher number of participants, for example in a social services home, which could bring further new insights into our results regarding the opportunities of education for senior citizens.

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Goal: The main objective of this research is to identify the causes of difficulity that pupils from socially disadvantaged backgrounds face in technical subjects at primary school. Methods: The research group consisted of 65 respondents, of whom 59 were women teachers and 6 were man teachers. The research method was a questionnaire of our own production. Results: The biggest barrier that pupils from socially disadvantaged backgrounds face is the insufficient conditions for education (97%). From our research results we also perceive the parents' lack of cooperation with teachers (68%). As many as 63% of respondents do not use any form of intervention for disadvantaged pupils. 37% of respondents use methods such as: experiential methods, motivational methods, reward and punishment methods, demonstration and observation methods, brainstorming, repetition methods, practical demonstrations, competitions and games, individual approaches, informationcommunication technologies and teaching aids. Conclusions: The biggest problem is the lack of cooperation between the socially disadvantaged pupil's family and the school. In the future, it would be appropriate to measure the issue with a higher number of respondents as well as focus on the teaching process with the intent to determine the different methods which are used to prevent the difficulty that pupils from socially disadvantaged backgrounds face. UDC classification number: 376,