Page 175 - 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
vances and students who are more and more familiar with its capabilities,
teachers have a very responsible task to properly apply digital materials in
teaching. We had to take into account the age of the teachers and their work
experience because it is realistic to assume that older teachers and those
with more work experience will show a somewhat greater resistance to us-
ing digital technology. However, research results reject this thesis – regard-
less of their age or experience, teachers are equally prepared, not only to
accept changes but also to apply them in classroom and teaching. Croatian
language is a curriculum that can be enriched with the use of various digi-
tal aids and teaching materials. Apart from making the content much clearer
to students, digital aids help teachers in writing preparations and preparing
teaching materials at home. However, teachers have warned, as indicated in
the research, that one must be careful to use technology in stride; otherwise
it may overshadow the most important objective, namely the development
of the graphomotor and communication skills. The issue of digitization of
teaching is very important and requires further exploration. Teachers should
be educated and trained as much as possible to be able to follow the pace of
continuous technology advancements. Lifelong learning in this context is an
important prerequisite for the informational advancement of educators. All
teachers have the right to improve their teaching abilities, aiming to provide
their students, with the aid of the endless digital possibilities, the greatest
possible pleasure in learning the mother tongue.
References
Andreoli, Vittorino. 2007. Lettera a un insegnante. Milano: Rizzoli.
Carr, Nicholas. 2011. Plitko: što internet čini našem mozgu. Zagreb: Jesenski Turk.
Fullan, Michael, and Maria Langworthy. 2014. A Rich Seam: How New Pedagogies
Find Deep Learning. London: Nesta / Pearson.
Gabelica, Marina. 2012. ‘Poticanje čitanja uz nove medije.’ Dijete, škola, obitelj 30
(2): 2–8.
Jandrić, Petar. 2013. ‘Odgoj i obrazovanje u razdoblju tehničke reprodukcije.’
Školske novine 35 (1): 14.
Jandrić, Petar. 2015. Digitalno učenje. Zagreb: Školske novine.
Klemše, Nataša Ljubić. 2010. ‘Web 2.0 alati i e-učenje u primarnom obrazo-
vanju.’ https://pogledkrozprozor.wordpress.com/2010/11/27/web-2-0
-alati-i-eucenje-u-primarnom-obrazovanju/
Labaš, Danijel. 2013. ‘Od digitalne gluposti do digitalne mudrosti.’ Školske
novine 35 (1): 8.
Ljubešić, Marko. 2009. ‘Računalom kroz nastavu Hrvatskoga jezika i književnosti.’
Život i škola 2 (2): 23–49.
175
vances and students who are more and more familiar with its capabilities,
teachers have a very responsible task to properly apply digital materials in
teaching. We had to take into account the age of the teachers and their work
experience because it is realistic to assume that older teachers and those
with more work experience will show a somewhat greater resistance to us-
ing digital technology. However, research results reject this thesis – regard-
less of their age or experience, teachers are equally prepared, not only to
accept changes but also to apply them in classroom and teaching. Croatian
language is a curriculum that can be enriched with the use of various digi-
tal aids and teaching materials. Apart from making the content much clearer
to students, digital aids help teachers in writing preparations and preparing
teaching materials at home. However, teachers have warned, as indicated in
the research, that one must be careful to use technology in stride; otherwise
it may overshadow the most important objective, namely the development
of the graphomotor and communication skills. The issue of digitization of
teaching is very important and requires further exploration. Teachers should
be educated and trained as much as possible to be able to follow the pace of
continuous technology advancements. Lifelong learning in this context is an
important prerequisite for the informational advancement of educators. All
teachers have the right to improve their teaching abilities, aiming to provide
their students, with the aid of the endless digital possibilities, the greatest
possible pleasure in learning the mother tongue.
References
Andreoli, Vittorino. 2007. Lettera a un insegnante. Milano: Rizzoli.
Carr, Nicholas. 2011. Plitko: što internet čini našem mozgu. Zagreb: Jesenski Turk.
Fullan, Michael, and Maria Langworthy. 2014. A Rich Seam: How New Pedagogies
Find Deep Learning. London: Nesta / Pearson.
Gabelica, Marina. 2012. ‘Poticanje čitanja uz nove medije.’ Dijete, škola, obitelj 30
(2): 2–8.
Jandrić, Petar. 2013. ‘Odgoj i obrazovanje u razdoblju tehničke reprodukcije.’
Školske novine 35 (1): 14.
Jandrić, Petar. 2015. Digitalno učenje. Zagreb: Školske novine.
Klemše, Nataša Ljubić. 2010. ‘Web 2.0 alati i e-učenje u primarnom obrazo-
vanju.’ https://pogledkrozprozor.wordpress.com/2010/11/27/web-2-0
-alati-i-eucenje-u-primarnom-obrazovanju/
Labaš, Danijel. 2013. ‘Od digitalne gluposti do digitalne mudrosti.’ Školske
novine 35 (1): 8.
Ljubešić, Marko. 2009. ‘Računalom kroz nastavu Hrvatskoga jezika i književnosti.’
Život i škola 2 (2): 23–49.
175
