Page 167 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
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Teachers and Challenges of Digital Technology
much better in other European countries. The results of research on media
education in thirty countries show the neglect of media education in primary
education. UNESCO also emphasizes the need to develop media literacy with
an emphasis on students’ critical relationship to the media content that sur-
rounds them. Still, in many European countries, media education is included
in primary school programs. For example, in Austria, France and Germany,
media culture is separated as an independent subject. The media are today
audio-visual grammar of the new era (Gabelica 2012).
Digitalization in Teaching the Mother Tongue
The use of digital technology⁴ in teaching the mother tongue is ambiguous
because the tasks of language teaching are the development of oral expres-
sion and communication skills; in the teaching of the initial reading and writ-
ing the tasks are exercises of graphomotors in writing letters and composing
sentences. Some methodologists believe that the teacher’s word is an irre-
placeable source of knowledge, and digital technology an unnecessary ad-
ditional component. Numerous studies have been carried out on the expedi-
ency of digital technology in teaching, and some authors have also looked at
its effectiveness in teaching mother tongue. Klemše (2010) examined the at-
titudes of primary school teachers on the use of computers in the classroom.
The results showed that teachers who own a computer in the classroom have
a more positive view on its utility. Ljubešić (2009) looked at the experiences of
the students of the final year of Croatistics about the application of personal
computers in teaching. Respondents indicated that their Croatian language
teachers did not use a computer in teaching, and the vast majority thinks that
it would be more interesting to adopt the content of language and literature
by using a computer.
Rosen and Beck-Hill (2012) tested the influence of computer programs
Time To Know on the reading and math skills of students in the fourth and
fifth grade of an English primary school. They observed students’ achieve-
ments in the controlled and experimental classes of two different schools
during the school year. The study showed that respondents who used the
computer program achieved significantly better results in reading and math
skills. In addition, they were less absent from classes and their discipline was
significantly better in comparison to the controlled group.
⁴ Digital technology does not only refer to physical devices but, in the broader sense, it encom-
passes all technology based on the principle of binary data reading – different computer pro-
grams, software and network tools.
167
much better in other European countries. The results of research on media
education in thirty countries show the neglect of media education in primary
education. UNESCO also emphasizes the need to develop media literacy with
an emphasis on students’ critical relationship to the media content that sur-
rounds them. Still, in many European countries, media education is included
in primary school programs. For example, in Austria, France and Germany,
media culture is separated as an independent subject. The media are today
audio-visual grammar of the new era (Gabelica 2012).
Digitalization in Teaching the Mother Tongue
The use of digital technology⁴ in teaching the mother tongue is ambiguous
because the tasks of language teaching are the development of oral expres-
sion and communication skills; in the teaching of the initial reading and writ-
ing the tasks are exercises of graphomotors in writing letters and composing
sentences. Some methodologists believe that the teacher’s word is an irre-
placeable source of knowledge, and digital technology an unnecessary ad-
ditional component. Numerous studies have been carried out on the expedi-
ency of digital technology in teaching, and some authors have also looked at
its effectiveness in teaching mother tongue. Klemše (2010) examined the at-
titudes of primary school teachers on the use of computers in the classroom.
The results showed that teachers who own a computer in the classroom have
a more positive view on its utility. Ljubešić (2009) looked at the experiences of
the students of the final year of Croatistics about the application of personal
computers in teaching. Respondents indicated that their Croatian language
teachers did not use a computer in teaching, and the vast majority thinks that
it would be more interesting to adopt the content of language and literature
by using a computer.
Rosen and Beck-Hill (2012) tested the influence of computer programs
Time To Know on the reading and math skills of students in the fourth and
fifth grade of an English primary school. They observed students’ achieve-
ments in the controlled and experimental classes of two different schools
during the school year. The study showed that respondents who used the
computer program achieved significantly better results in reading and math
skills. In addition, they were less absent from classes and their discipline was
significantly better in comparison to the controlled group.
⁴ Digital technology does not only refer to physical devices but, in the broader sense, it encom-
passes all technology based on the principle of binary data reading – different computer pro-
grams, software and network tools.
167
