Page 168 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 168
inko Lazzarich and Marija Vlahović
The linguistic reality and the linguistic fact that actually exist in life prac-
tice reflect in the Croatian language we find on the global network, or the
interwebs (Milinović and Nemeth-Jajić 2011). By reviewing the literature on
digital technology in teaching, we can conclude that a relatively small num-
ber of studies is devoted to its advantages or weaknesses within the subject
of the Croatian language, especially in classroom teaching. The most com-
mon are studies on the forms of application of technology in the teaching of
language or literature of the subject teaching, but there is a lack of studies
on the attitudes of teachers and lower grade students. There is a general pre-
vailing public opinion that teachers oppose digital technology in teaching,
not considering it too useful in comparison to traditional teaching methods.
Research Methodology
In 2016, we conducted research on the application of digital technology in
the teaching of the Croatian language in the lower grades of primary school.
The purpose of the research was to examine the attitudes of teachers on
the use of digital aids, to identify possible differences in attitudes due to
age and work experience, and to assess the frequency of use and teachers’
self-assessment of their own competence to apply digital technology in the
teaching of the Croatian language. The research was conducted in fifteen
primary schools in three counties: Lika-Senj, Zadar and Primorje-Gorski Ko-
tar counties.⁵
Research Objectives
1. To determine the distribution of results with respect to the positive or
negative attitude of teachers on the application of digital technology
in the teaching of the Croatian language.
2. To determine whether there is a statistically significant difference in
teachers’ attitudes on the application of digital technology in the
teaching of the Croatian language with regard to age.
3. To determine whether there is a statistically significant difference in
teachers’ attitudes on applying digital technology in the teaching of
the Croatian language with regard to working experience.
⁵ The participant from the Lika-Senj County was the Elementary School (ES) Antun Gustav Matoš
from Novalja, and from the Zadar County the ES Juraj Dalmatinac from Pag. All other schools
are located in the Primorje-Gorski Kotar County, namely: ES Trsat, Eugen Kumičić, Belveder,
Kantrida, Gelsi, Brajda, San Nicolo, Pećine, Vladimir Gortan, Vežica (Rijeka), Sveti Matej (Viškovo),
Zvonko Car (Crikvenica).
168
The linguistic reality and the linguistic fact that actually exist in life prac-
tice reflect in the Croatian language we find on the global network, or the
interwebs (Milinović and Nemeth-Jajić 2011). By reviewing the literature on
digital technology in teaching, we can conclude that a relatively small num-
ber of studies is devoted to its advantages or weaknesses within the subject
of the Croatian language, especially in classroom teaching. The most com-
mon are studies on the forms of application of technology in the teaching of
language or literature of the subject teaching, but there is a lack of studies
on the attitudes of teachers and lower grade students. There is a general pre-
vailing public opinion that teachers oppose digital technology in teaching,
not considering it too useful in comparison to traditional teaching methods.
Research Methodology
In 2016, we conducted research on the application of digital technology in
the teaching of the Croatian language in the lower grades of primary school.
The purpose of the research was to examine the attitudes of teachers on
the use of digital aids, to identify possible differences in attitudes due to
age and work experience, and to assess the frequency of use and teachers’
self-assessment of their own competence to apply digital technology in the
teaching of the Croatian language. The research was conducted in fifteen
primary schools in three counties: Lika-Senj, Zadar and Primorje-Gorski Ko-
tar counties.⁵
Research Objectives
1. To determine the distribution of results with respect to the positive or
negative attitude of teachers on the application of digital technology
in the teaching of the Croatian language.
2. To determine whether there is a statistically significant difference in
teachers’ attitudes on the application of digital technology in the
teaching of the Croatian language with regard to age.
3. To determine whether there is a statistically significant difference in
teachers’ attitudes on applying digital technology in the teaching of
the Croatian language with regard to working experience.
⁵ The participant from the Lika-Senj County was the Elementary School (ES) Antun Gustav Matoš
from Novalja, and from the Zadar County the ES Juraj Dalmatinac from Pag. All other schools
are located in the Primorje-Gorski Kotar County, namely: ES Trsat, Eugen Kumičić, Belveder,
Kantrida, Gelsi, Brajda, San Nicolo, Pećine, Vladimir Gortan, Vežica (Rijeka), Sveti Matej (Viškovo),
Zvonko Car (Crikvenica).
168
