Symposium Two

The Use of ICT in Learning and Teaching: Contemporary Experiences in Croatia


The aim of this symposium is to present and discuss today’s experience of introducing information and communication technologies into the learning and teaching process in Croatian educational system.

In the first part, specialists from the Croatian Academic and Research Network – CARNet will present the project “e-Schools: Establishment of the system for the development of digitally mature schools (pilot project)”.

After that, scientists from the Center for Applied Psychology will show the study results of the determinants of students’ and teachers’ attitudes toward ICT in learning and teaching and their perceived digital competencies.

In the third part, teachers from the Primary school Vežica, Croatian pioneer in introducing the tablets in education, will show how the use of iPads makes both the learner and the teacher change.



Zoran Sušanj and Svjetlana Kolić-Vehovec

Center for Applied Psychology

Department of Psychology

Faculty of Humanities and Social Sciences

University of Rijeka


  • Specialists involved in “e-Schools” project from CARNet, Zagreb
  • Members of the Center for Applied Psychology, Rijeka
  • Teachers from the Primary school Vežica, Rijeka

Duration: 90 minutes

Pilot project “e-Schools” – pilot project implementation

Andrijana Prskalo Maček and Zvonimir Stanić

CARNet, Zagreb

ICIE Symposium

Croatian Academic and Research Network – CARNet has initiated the project “e-Schools: Establishment of the system for the development of digitally mature schools (pilot project)”. This structural project is about developing digitally mature schools and it will include 150 primary and secondary schools in the pilot phase 2015 – 2018, while the next phase 2019 – 2022, should include 60 % of all schools in Croatia. Through the project schools will not only be provided with modern equipment, infrastructure and digital content, but will be encouraged to implement new methods in teaching and learning and also new and more transparent administrative procedures. This includes better Internet access and network infrastructure; computers, tablets and presentation equipment for easier use of digital contents produced during the project; new e-services and training for school staff. Most of these activities have already started in the year 2015 in the first 20 schools.

The main objective of this project is not purchasing equipment for schools but developing digitally mature schools, schools in which students will become digitally competent, directed towards learning and research and prepared for further studying and for the labour market in the 21st century.



Students’ Attitudes Towards ICT in Learning and their Perceived Digital Competence

Tamara Mohorić, Svjetlana Kolić-Vehovec, Barbara Rončević Zubković, Barbara Kalebić Maglica and Vladimir Takšić

Center for Applied Psychology, Faculty of Humanities and Social Sciences, University of RijekaICIE SYMPOSIUM

Information and communication technology (ICT) can lead to improved student learning and better teaching methods. During recent years, digital competence has become a key concept in the discussion of what kind of skills and understanding students should have in the knowledge society. The purpose of this study was to investigate determinants of students` attitudes toward ICT in learning, as well theirs perceived digital competences. A sample of 1256 elementary school and 1494 high school students from 20 schools (13 elementary schools and 7 high schools) completed several online questionnaires. The data were collected in spring and autumn 2015. as a part of a larger baseline study conducted within the first phase of the “e-Schools” pilot project (CARNet). Results of hierarchical regression analysis showed that significant predictors for perception of benefits of ICT use in learning were perception of benefits and risks of ICT use in general, perception of school value and self-efficacy and intrinsic interests for ICT use. The most important predictor of risks perception of ICT use in learning was risk perception of ICT use in general which is expected since they are very similar constructs. Single best predictor of students’ perceived digital competence is perceived self-efficacy, followed by perception of advantages in using ICT activities. Those students who see more advantages in using ICT activities (as opposed to those students who perceive more risks in using ICT activities) and who perceive themselves as more self-efficient also have better self-assessed digital competence.


Perceived Digital Competence and Teachers’ Attitudes and Usage of ICT in Teaching

Rosanda Pahljina Reinić, Sanja Smojver-Ažić, Tamara Martinac Dorčić, Zoran Sušanj and Irena Miletić

Center for Applied Psychology, Faculty of Humanities and Social Sciences, University of RijekaICIE symposium

This study is focused on the identification and analysis of important determinants of teachers' successful implementation of ICT in classrooms. Specifically, the study aimed to investigate which factors contribute the most to explaining teachers’ attitudes towards ICT in education, their self-reported digital competence and their use of ICT based activities for students. The data were collected in spring and autumn 2015 as a part of a larger baseline study conducted within the first phase of the “e-Schools” pilot project (CARNet). An online survey methodology was employed involving a sample of nearly all the teachers in 13 middle (N=307) and 7 high schools (N=306). The results indicated that student-centered teaching, teachers’ positive attitudes to ICT in general and especially their strong sense of self-efficacy in using ICT were the most relevant predictors for teachers’ perception of possible benefits of ICT in education. Similarly, teachers’ favorable perceptions of the potentials of using ICT in education as well as their perceived self-efficacy in ICT use were best predictors of their self-reports on actual use of ICT based activities for students. Teachers holding more positive attitudes towards ICT in education reported higher levels of digital competence. However, the most relevant predictors of teachers’ perceived digital competence were fewer years of teaching service and higher mastery goal orientation. These results suggest that for teachers, fostering student-centered and mastery oriented teaching along with training in how to use the potentials of ICT in teaching and direct experience of how to handle ICT in classrooms is needed.



Presentation of the Implementation of iPads in the Teaching and Learning Process in Primary School "Vežica" – Rijeka

Klara Starkl Crnković and Davor Kolarić

Primary School Vežica, Rijekaicie symposium

The use of iPads brings changes to the way teaching takes place, but it also makes the learner and the teacher change. This is what our four years' experience in the implementation of iPads in all school subjects with different age groups has shown. The more dynamic teaching process demands a bigger involvement of the learner as well as of the teacher. Teachers are mentors and assistants to learners who become researchers, inventors and creators. Problem solving activities, which allow students to find solutions and come to conclusions by themselves, arise learners' interest and motivation. The use of iPads offers a new range of possibilities of individualization of the teaching and learning process as well as various opportunities of developing students' teamwork and social abilities. Students become more autonomous and more responsible. The teaching and learning environment also changes. The classrooms' appearance changes according to the new approach. iPads allow teachers and students to leave the classroom virtually, but also to experience different field trips of a different kind.