Information and Communication Technology (ICT) represents a significant part of our daily lives, and its impact on the education system is becoming increasingly important. It brings modern teaching approaches, forms, and methods to education, along with new possibilities for learning and teaching. The use of ICT in the classroom not only motivates students but also enables collaboration, individualization, and differentiation. It promotes interactivity, stimulates creativity and critical thinking, and helps students develop digital abilities and skills needed for the 21st century. Teachers play a crucial role in creating an engaging learning environment through the use of ICT. While curriculum guidelines strive for the integration of ICT in education, it is essential for teachers to have the necessary professional competence to implement ICT effectively. Digital literacy, which is also part of the Slovenian learning curriculum, is closely linked to the development of communication skills. It is important for teachers to integrate ICT in Slovenian language teaching while ensuring that the primary objectives of language instruction are not overlooked. In our master's study, we investigated the opinions of class curriculum teachers (in the first and second educational period) and Slovene language teachers (in the second and third educational period) regarding the integration of ICT in Slovenian language teaching. Our objectives were to determine the frequency of ICT integration, types of ICT (devices, tools and e-materials) used, preferred teaching approaches for ICT usage, parts of lesson where ICT is incorporated, teachers’ contentment with the availability of ICT devices, tools, and e-materials, how ICT was incorporated in teaching during the Covid-19 coronavirus pandemic, teachers’ level of digital competences, and potential differences in ICT usage among Slovene language teachers based on teaching level, age, and work experience. We conducted a quantitative research study to gather the teachers' opinions. Our findings revealed that teachers frequently integrate ICT in Slovenian language teaching, most commonly during content review and when introducing new learning content. Frontal teaching approaches are most frequently used for ICT integration. Teachers most commonly use LCD projectors, computers, interactive whiteboards, e-workbooks, audio recordings, videos, online spelling and language resources, slide creation and editing tools, websites, as well as text creation and editing tools. Teachers expressed moderate contentment with the available ICT devices, tools, and e-materials and feel moderately competent in integrating ICT in Slovenian language teaching. To enhance their ICT-based teaching, teachers expressed a desire for general presentations on available materials and their usage, training on creating and utilizing interactive materials, and training on interactive whiteboard usage. During the Covid-19 coronavirus pandemic, the majority of teachers incorporated ICT in every Slovenian language lesson. They frequently communicated with students through video conferences, email, or online learning platforms. Videos, audio recordings, and visual materials were commonly used to introduce new content, along with the frequent use of e-workbooks. Additionally, our research indicated that there were no statistically significant differences in ICT usage among Slovenian language teachers based on teaching level, age, or work experience. Through our master's study, we aim to encourage Slovenian language teachers to integrate ICT in their teaching and pursue further training in this area. The research results will contribute to the ongoing development of Slovenian language didactics and the integration of ICT in Slovenian language teaching. The formulated guidelines for working with ICT will provide valuable assistance to teachers.
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