Attitudes Towards using Digital Technologies in Education as an Important Factor in Developing Digital Competence: The Case of Slovenian Student Teachers

Authors

  • Tina Štemberger University of Primorska, Faculty of Education, Cankarjeva ulica 5, SI 6000 Koper
  • Sonja Čotar Konrad University of Primorska, Faculty of Education, Cankarjeva ulica 5, SI 6000 Koper

DOI:

https://doi.org/10.3991/ijet.v16i14.22649

Keywords:

digital technologies, student teachers’ attitude, teachers

Abstract


The purpose of the study was to determine what attitudes specifically Slove-nian student teachers hold towards using digital technologies in education, their self-reported proficiency in using digital technologies in education and to what extent their attitudes towards using digital technologies in education predict their self-reported proficiency in using digital technologies. We measured the attitudes towards using digital technologies in education through four dimensions: Teaching and learning, Assessment and critical thinking, Empowering learners and Facilitating learner’s digital competence. Self-reported proficiency in using digital technology was measured on four groups of digital technologies: Digital resources, Communication tools, Digi-tal tools and Online learning tools. The results show that Slovenian student teachers predominantly hold positive attitudes towards using digital technol-ogies in education, but they assess themselves as low-level users. Also, the student teachers’ attitudes towards using digital technologies in education were proved as an important predictor of their level of proficiency in using digital technologies.

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Published

2021-07-28

How to Cite

Štemberger, T., & Čotar Konrad, S. (2021). Attitudes Towards using Digital Technologies in Education as an Important Factor in Developing Digital Competence: The Case of Slovenian Student Teachers. International Journal of Emerging Technologies in Learning (iJET), 16(14), pp. 83–98. https://doi.org/10.3991/ijet.v16i14.22649

Issue

Vol. 16 No. 14 (2021)

Section

Papers

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