Page 169 - 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
4. To determine the distribution of results on the frequency of use of dig-
ital technology in the teaching of the Croatian language.
5. To determine the distribution of results on teachers’ self-assessment on
their own competence for the application of digital technology in the
teaching of the Croatian language.
Research Hypotheses
1. Teachers mostly have a positive attitude on applying digital technology
in the teaching of the Croatian language.
2. There is a statistically significant difference in the attitudes of teachers
on applying digital technology in teaching of the Croatian language
in terms of age, showing younger teachers having more positive atti-
tudes.
3. There is a statistically significant difference in teachers’ attitudes on the
application of digital technology in the teaching of the Croatian lan-
guage with regard to working experience, showing that teachers with
less work experience have more positive attitudes.
4. Teachers use digital technology in teaching of the Croatian language
several times a month.
5. The estimate is that teachers are quite qualified for the application of
digital technology in the teaching of the Croatian language.
Research Methods and Sample Survey
The survey was conducted in fifteen primary schools using a sample of 124
classroom teachers. For the purpose of research, data were collected by
means of a questionnaire consisting of a total of eight questions. The first
two questions included entering teachers’ age and years of service. Next,
there were a series of five questions that respondents answered by round-
ing out the answers that best describe their point of view. The last question
was an open type, requiring a brief descriptive answer. The variables that
emerged in the research are: teacher’s attitude, teacher’s self-assessment of
own ability, the frequency of use of digital technology in the teaching of the
Croatian language, the age and work experience of the teacher.
Methods of Data Collection and Processing
Prior to conducting the research, school principals were provided with ques-
tionnaires that class teachers had to complete within the next seven days.
The collected data was organized and entered into the SPSS database. A
multivariate data processing method was used in the research, according to
169
4. To determine the distribution of results on the frequency of use of dig-
ital technology in the teaching of the Croatian language.
5. To determine the distribution of results on teachers’ self-assessment on
their own competence for the application of digital technology in the
teaching of the Croatian language.
Research Hypotheses
1. Teachers mostly have a positive attitude on applying digital technology
in the teaching of the Croatian language.
2. There is a statistically significant difference in the attitudes of teachers
on applying digital technology in teaching of the Croatian language
in terms of age, showing younger teachers having more positive atti-
tudes.
3. There is a statistically significant difference in teachers’ attitudes on the
application of digital technology in the teaching of the Croatian lan-
guage with regard to working experience, showing that teachers with
less work experience have more positive attitudes.
4. Teachers use digital technology in teaching of the Croatian language
several times a month.
5. The estimate is that teachers are quite qualified for the application of
digital technology in the teaching of the Croatian language.
Research Methods and Sample Survey
The survey was conducted in fifteen primary schools using a sample of 124
classroom teachers. For the purpose of research, data were collected by
means of a questionnaire consisting of a total of eight questions. The first
two questions included entering teachers’ age and years of service. Next,
there were a series of five questions that respondents answered by round-
ing out the answers that best describe their point of view. The last question
was an open type, requiring a brief descriptive answer. The variables that
emerged in the research are: teacher’s attitude, teacher’s self-assessment of
own ability, the frequency of use of digital technology in the teaching of the
Croatian language, the age and work experience of the teacher.
Methods of Data Collection and Processing
Prior to conducting the research, school principals were provided with ques-
tionnaires that class teachers had to complete within the next seven days.
The collected data was organized and entered into the SPSS database. A
multivariate data processing method was used in the research, according to
169
