Teachers’ Attitudes to Incorporation Digital Means in Teaching Process in Relation to the Subjects they Teach

Abstract

The paper presents some of the empirical results of the research focused on iden-tification of the ways the primary and secondary school teachers use interactive educational activities and digital means in their teaching practice in dependence on the subjects they teach. The main research question was whether the ways of the use of interactive educational activities and digital means are the same for all teachers, independently on the character of the subject they teach, or whether it depends on the taught subject. As the results have showed, the purposes signifi-cantly differ in dependence on the character of the taught subjects. In the paper, in more detail results for teaching natural science subjects and foreign languages are discussed.

The Training and Use of ICT in Teaching Perceptions of Melilla’s (Spain) Mathematics Teachers

“…From the analysis of PCA (Figure 3), the most representative variables are ICT training for the teaching function (FTD), the selection of teaching technologies (TED), and the use of materials and strategies that combine content and technologies (MDE). The results are in line with previous studies that claimed teachers used ICT to teach mathematics [53] and incorporated new methodological strategies [55]. In addition, ICTs make it possible to develop content more effectively as didactic support [93] and to distribute and share these resources online, thereby facilitating collaborative work [26][27][28].…”

“…In line with these results, the scientific literature posits that teachers, once the initial reservations have passed, emphasize the importance of expanding their knowledge of ICT tools for both personal and professional use and implementing methodological strategies in the classroom [55]. Similarly, Daniels et al (2013) highlighted the relevance of methodological elements associated with the didactic of mathematics, considering technology to be a tool to optimize them but incapable of influencing the learning of students.…”

“…Despite this, technological advances are a challenge for many teachers, due to the complexity of the continuously changing software [52,53]. In addition, there is the difficulty of training teachers to adapt new methodological strategies in their teaching style and to expand their ICT tool knowledge in both their personal and professional environment [54,55].…”

Transformation the Meaning of Learning for Millennial Generation on Digital Era

“…Millennials who are currently students at the State University of Malang, apparently have different learning meanings in the learning process that they do every day in the tertiary education environment. In their view the principle of learning is an activity of democratic self-actualization process, using information technology devices, comfortable conditions, there are no exams or tests, curricula that are in accordance with the conditions of developing societies, gaining appreciation for the achievers, knowledge-oriented towards acceptance in the working environment, stick to applicable values and norms, and prioritize the abilities and skills of students [9].…”

“…Learning for current generation students strives to form positive attitudes both for themselves and for others [9]. Knowledge and information are not only obtained from teaching but also knowledge from experience.…”