Page 174 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
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inko Lazzarich and Marija Vlahović
Table 5 Self-Assessment of the Ability to Apply Digital Technology in the Teaching
of the Croatian Language
Answer f f
Not at all .
Some .
Fairly .
Completely .
Total .
tude towards the changes that are taking place and consider that it is much
easier to transfer the knowledge to the students and to motivate them to
work with the use of technological aids. This knowledge is very significant
because there is still a prevalent thinking that teachers resist digital tech-
nology in teaching and consider it useless. From the obtained data we are
sure that this is not entirely so. A large number of teachers said that they use
technology mostly in the introductory part of the lesson as a motivation, in
an introduction to text processing or interpretation, during lecture lessons,
and teaching media literacy. The most prominent forms of digital technol-
ogy in Croatian language classes are computer, projector, PowerPoint pre-
sentations, educational games, digital textbooks, quizzes, TV and radio. Al-
most all teachers agree that technology in the language teaching should be
used cautiously and moderately.
Conclusion
Historical changes in communication technology have a significant impact
on the education system. The digitization of teaching in the 21st century
is a real challenge for teachers and educational authorities alike. Teaching
the mother tongue is specific because it implies the development of basic
skills such as speech, writing, reading, and communication, so it was partic-
ularly interesting to explore whether technology could be applied in teach-
ing, making content more accessible to students. We are aware of the fact
that over the last few years there has been a great development of various
web-based language learning tools, applications for grammar exercises and
dramatization training, quizzes that check knowledge, educational games,
and many other aids, so it is not hard to assume that technology could well
enrich the teaching of the mother tongue.
The most important thing we wanted to explore and determine by under-
taking this research was the attitudes of those who are in charge of imple-
menting change in practice – those of the teacher. With fast technology ad-
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Table 5 Self-Assessment of the Ability to Apply Digital Technology in the Teaching
of the Croatian Language
Answer f f
Not at all .
Some .
Fairly .
Completely .
Total .
tude towards the changes that are taking place and consider that it is much
easier to transfer the knowledge to the students and to motivate them to
work with the use of technological aids. This knowledge is very significant
because there is still a prevalent thinking that teachers resist digital tech-
nology in teaching and consider it useless. From the obtained data we are
sure that this is not entirely so. A large number of teachers said that they use
technology mostly in the introductory part of the lesson as a motivation, in
an introduction to text processing or interpretation, during lecture lessons,
and teaching media literacy. The most prominent forms of digital technol-
ogy in Croatian language classes are computer, projector, PowerPoint pre-
sentations, educational games, digital textbooks, quizzes, TV and radio. Al-
most all teachers agree that technology in the language teaching should be
used cautiously and moderately.
Conclusion
Historical changes in communication technology have a significant impact
on the education system. The digitization of teaching in the 21st century
is a real challenge for teachers and educational authorities alike. Teaching
the mother tongue is specific because it implies the development of basic
skills such as speech, writing, reading, and communication, so it was partic-
ularly interesting to explore whether technology could be applied in teach-
ing, making content more accessible to students. We are aware of the fact
that over the last few years there has been a great development of various
web-based language learning tools, applications for grammar exercises and
dramatization training, quizzes that check knowledge, educational games,
and many other aids, so it is not hard to assume that technology could well
enrich the teaching of the mother tongue.
The most important thing we wanted to explore and determine by under-
taking this research was the attitudes of those who are in charge of imple-
menting change in practice – those of the teacher. With fast technology ad-
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