Page 172 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 172
inko Lazzarich and Marija Vlahović
Table 3 Attitudes of Teachers with Different Work Experience on the Effectiveness
of Teaching Technology
Work experience M SD F
.
– . .
– . .
– . .
– . .
Total . .
Table 4 Frequency of Use of Digital Technology in Teaching Croatian Language Content
Answer f f
Once a week .
Once a month .
Few times a month .
Once to twice in semester .
Total .
experience, wherein teachers with less work experience have more positive
attitudes.
Do You Think the Application of Digital Technology Helps in the Adoption of the
Content of the Croatian Language?
Table 3 shows that there is no statistically significant difference in the atti-
tudes of teachers about the application of digital technology in the teach-
ing of the Croatian language, given the work experience. Taking this into ac-
count, there was no need to apply the SCHEFFE test. The hypothesis is com-
pletely rejected. Given the above results, we can conclude that teachers are
indeed ready to introduce digital technology, not only in the teaching of the
Croatian language, but also in teaching in general.
Regarding the fourth objective, we wanted to ascertain how often teach-
ers use digital technology in the teaching of the Croatian language and to do
so we used a test for the distribution of results. Hypothesis was: Teachers use
digital technology in the Croatian language teaching several times a month.
How Often Do You Use Digital Technology to Teach Croatian Language
Content?
Since we determined that teachers, regardless of their age and work experi-
ence, have a positive attitude towards digital technology in teaching Croa-
tian language, it was necessary to determine how often they use it in their
172
Table 3 Attitudes of Teachers with Different Work Experience on the Effectiveness
of Teaching Technology
Work experience M SD F
.
– . .
– . .
– . .
– . .
Total . .
Table 4 Frequency of Use of Digital Technology in Teaching Croatian Language Content
Answer f f
Once a week .
Once a month .
Few times a month .
Once to twice in semester .
Total .
experience, wherein teachers with less work experience have more positive
attitudes.
Do You Think the Application of Digital Technology Helps in the Adoption of the
Content of the Croatian Language?
Table 3 shows that there is no statistically significant difference in the atti-
tudes of teachers about the application of digital technology in the teach-
ing of the Croatian language, given the work experience. Taking this into ac-
count, there was no need to apply the SCHEFFE test. The hypothesis is com-
pletely rejected. Given the above results, we can conclude that teachers are
indeed ready to introduce digital technology, not only in the teaching of the
Croatian language, but also in teaching in general.
Regarding the fourth objective, we wanted to ascertain how often teach-
ers use digital technology in the teaching of the Croatian language and to do
so we used a test for the distribution of results. Hypothesis was: Teachers use
digital technology in the Croatian language teaching several times a month.
How Often Do You Use Digital Technology to Teach Croatian Language
Content?
Since we determined that teachers, regardless of their age and work experi-
ence, have a positive attitude towards digital technology in teaching Croa-
tian language, it was necessary to determine how often they use it in their
172
