Teacher Assessment Related to the Use of Digital Media and Constructivist Learning in Primary and Secondary Education=Nastavnicke procjene upotrebe digitalnih medija i konstruktivisticke nastave u primarnom i sekundarnom obrazovanju

N

41

Constructivism (Learning); Elementary School Teachers; Secondary School Teachers; Foreign Countries; Correlation; Learning Activities; Visual Aids; Teaching Methods; Technology Uses in Education; Information Technology; Teacher Evaluation; Teacher Motivation; Educational Environment; Likert Scales; Surveys; Questionnaires; Factor Structure; Factor Analysis; Statistical Analysis

The aim of this study was to examine the frequency of use and the motivation to use digital media in teaching and in the organisation of constructivist learning, as well as differences between teachers in elementary and secondary school (N = 368). The results of the study show that both subgroups of teachers only sometimes or rarely use various digital media, with the exception of the frequent use of PowerPoint presentations. On the other hand, all teachers are positively motivated to use digital media in teaching. Both elementary and secondary school teachers hold that the teaching they organise is constructivist learning; elementary school teachers assess such forms of learning somewhat more positively. More positive values and expectations from the use of digital media are correlated, in both groups of teachers, with the more frequent use of such media in teaching. The use of certain digital media by both elementary and secondary school teachers is correlated with teaching where pupils learn collaboratively and have control over their own process of learning. It is justified to conclude, based on the interpretation of the results of this study, that despite the positive motivation to use digital media in teaching and the assessment that the learning organised by teachers is constructivist, in general teachers still work to a great extent in a way that is focused on the teacher and the subject, which is confirmed by the frequent use of PowerPoint presentations (frontal teaching). Interpretation and the implications of the results are presented in this paper. [This article is presented in both English and Bosnian.]

As Provided

41

2017

ED578015