Page 173 - 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
teaching practice. Processing data we have received feedback that teach-
ers use technology to teach language content several times a month and
hence the hypothesis is fully accepted. Given that this research has proven
the positive attitudes teachers express towards technology, it is not surpris-
ing they use it in teaching even several times a month. However, as technol-
ogy today is an unavoidable part of students’ lives and teaching, the ques-
tion remains why teachers do not use it more often, for example once a
week, as it was offered in the questionnaire. The reasons can be gathered
from the respondents’ descriptive answers: Unfortunately, my classroom is
not equipped with digital technology.; Unfortunately, not every student has
their own computer, so I cannot use technology to produce teaching ma-
terials.; It is necessary to provide a minimum digital standard in all primary
schools so that all students have the same learning conditions.; There are no
computers or LCD projectors in the classroom so I use the opportunity while
working in the library.; I would like the technical conditions to be better and
that all schools are equipped with at least a minimum amount of technology.
What can be derived from above statements is that one of the most im-
portant assumptions of using digital technology in Croatian language teach-
ing, and in general, is the technical equipment of the classroom. We could
conclude that the percentage of teachers using technology in the language
teaching would be higher if they have access to computerized classrooms.
The fifth and final objective of our research was to find out how teachers
are self evaluating in terms of their own ability to use digital technology in
the teaching of the Croatian language. To process data we used the test for
the distribution of results. The hypothesis was: Teachers estimate themselves
to be quite qualified for the application of digital technology in the teaching
of the Croatian language.
How Much do You Feel Qualified for the Application of Digital Technology in the
Teaching of the Croatian Language?
With the final data processing we found that most teachers estimate that
they are quite well trained for the application of digital technology in the
teaching of the Croatian language. Therefore, the hypothesis is fully ac-
cepted. Research has shown that, regardless of age or work experience, most
teachers estimate that they are quite well trained to work with technology,
with only a sole teacher expressing a poor qualification, which is very posi-
tive.
The results lead us to conclude that teachers are really aware of the im-
portance of digitalization of teaching. Moreover, they have a positive atti-
173
teaching practice. Processing data we have received feedback that teach-
ers use technology to teach language content several times a month and
hence the hypothesis is fully accepted. Given that this research has proven
the positive attitudes teachers express towards technology, it is not surpris-
ing they use it in teaching even several times a month. However, as technol-
ogy today is an unavoidable part of students’ lives and teaching, the ques-
tion remains why teachers do not use it more often, for example once a
week, as it was offered in the questionnaire. The reasons can be gathered
from the respondents’ descriptive answers: Unfortunately, my classroom is
not equipped with digital technology.; Unfortunately, not every student has
their own computer, so I cannot use technology to produce teaching ma-
terials.; It is necessary to provide a minimum digital standard in all primary
schools so that all students have the same learning conditions.; There are no
computers or LCD projectors in the classroom so I use the opportunity while
working in the library.; I would like the technical conditions to be better and
that all schools are equipped with at least a minimum amount of technology.
What can be derived from above statements is that one of the most im-
portant assumptions of using digital technology in Croatian language teach-
ing, and in general, is the technical equipment of the classroom. We could
conclude that the percentage of teachers using technology in the language
teaching would be higher if they have access to computerized classrooms.
The fifth and final objective of our research was to find out how teachers
are self evaluating in terms of their own ability to use digital technology in
the teaching of the Croatian language. To process data we used the test for
the distribution of results. The hypothesis was: Teachers estimate themselves
to be quite qualified for the application of digital technology in the teaching
of the Croatian language.
How Much do You Feel Qualified for the Application of Digital Technology in the
Teaching of the Croatian Language?
With the final data processing we found that most teachers estimate that
they are quite well trained for the application of digital technology in the
teaching of the Croatian language. Therefore, the hypothesis is fully ac-
cepted. Research has shown that, regardless of age or work experience, most
teachers estimate that they are quite well trained to work with technology,
with only a sole teacher expressing a poor qualification, which is very posi-
tive.
The results lead us to conclude that teachers are really aware of the im-
portance of digitalization of teaching. Moreover, they have a positive atti-
173
