Page 165 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 165
Teachers and Challenges of Digital Technology
dear, I think the new technology has given more importance to your vocation
without taking anything away, possibly allowing it to be used and transferred
by the tools unimaginable until recently. It is, therefore, about enrichment,
not about expropriation.’ (Andreoli 2007, 24). Despite the enviable mastery
of new technologies, educators should not allow children to be educated by
the media, but by the school. The school teaches true values and develops
the critical thinking of young people.
When it comes to adapting teaching to the interests of contemporary in-
ternet generations, Fullan and Langworthy (2014) maintain that educators do
not have too many choices or options, can not choose between change and
non-change, but need to think how they will react to change and what ac-
tions they will apply in teaching. Even in classroom teaching, it is unthinkable
today to present teaching content without any presentation tools. Students
increasingly require that their teachers have the knowledge of and can ap-
ply technology when presenting information and facts. Also, it is not uncom-
mon for students to be more familiar with the technological achievements
than their teachers, giving them a certain advantage when searching for con-
tent they are interested in. The teacher’s word is no longer the only source
of knowledge, but is replaced by a computer, internet, different web appli-
cations that often attract more of the students’ attention. That is exactly the
reason for raising the question of educating teachers in an informatics sense.
Are teachers educated enough and can they cope with the constant
progress that technology provides them? What are their attitudes on the
use of digital technology in teaching the mother tongue? Do they think their
word is irreplaceable or is technology something that further enriches teach-
ing? In this text we will try to answer these questions.
Croatian Language in the New Media Environment
The twenty-first century education is marked by major changes caused by
the fast paced way of life and the influence of information and communica-
tion technology. Progress in the development of digital technology strongly
influences today’s children and the phenomenon of education, so we are not
wrong to call the ICT a functional co-educator of the new age (Mlinarević
and Brust Nemet 2012). In this context, the teaching field of media culture
is of great importance in the education of media literate young people. The
media culture can thus be figuratively called the fourth pillar of Croatian lan-
guage teaching.
Lower class students are often more familiar with the capabilities of mod-
ern technology than their teachers who should be educating them about
165
dear, I think the new technology has given more importance to your vocation
without taking anything away, possibly allowing it to be used and transferred
by the tools unimaginable until recently. It is, therefore, about enrichment,
not about expropriation.’ (Andreoli 2007, 24). Despite the enviable mastery
of new technologies, educators should not allow children to be educated by
the media, but by the school. The school teaches true values and develops
the critical thinking of young people.
When it comes to adapting teaching to the interests of contemporary in-
ternet generations, Fullan and Langworthy (2014) maintain that educators do
not have too many choices or options, can not choose between change and
non-change, but need to think how they will react to change and what ac-
tions they will apply in teaching. Even in classroom teaching, it is unthinkable
today to present teaching content without any presentation tools. Students
increasingly require that their teachers have the knowledge of and can ap-
ply technology when presenting information and facts. Also, it is not uncom-
mon for students to be more familiar with the technological achievements
than their teachers, giving them a certain advantage when searching for con-
tent they are interested in. The teacher’s word is no longer the only source
of knowledge, but is replaced by a computer, internet, different web appli-
cations that often attract more of the students’ attention. That is exactly the
reason for raising the question of educating teachers in an informatics sense.
Are teachers educated enough and can they cope with the constant
progress that technology provides them? What are their attitudes on the
use of digital technology in teaching the mother tongue? Do they think their
word is irreplaceable or is technology something that further enriches teach-
ing? In this text we will try to answer these questions.
Croatian Language in the New Media Environment
The twenty-first century education is marked by major changes caused by
the fast paced way of life and the influence of information and communica-
tion technology. Progress in the development of digital technology strongly
influences today’s children and the phenomenon of education, so we are not
wrong to call the ICT a functional co-educator of the new age (Mlinarević
and Brust Nemet 2012). In this context, the teaching field of media culture
is of great importance in the education of media literate young people. The
media culture can thus be figuratively called the fourth pillar of Croatian lan-
guage teaching.
Lower class students are often more familiar with the capabilities of mod-
ern technology than their teachers who should be educating them about
165
