Teacher Educators’ Attitudes Towards Using Digital Technologies for Learning and Teaching: The Case of Slovenia

Abstract

This study aimed to identify teacher educators’ attitudes towards using digital technologies in teaching and learning and their self-reported proficiency in using digital tools. It also explored whether and how attitudes towards the use of digital technologies in education predict selfreported proficiency in the use of digital technologies. Sixty-one teacher educators completed a “teachers’ attitudes towards the use of digital technologies in education” questionnaire. The results point to the fact that the teacher educators self-reported being more proficient in using digital technologies that do not demand an advanced level of competence; a lower level of proficiency was reported in using digital technologies that included the co-construction and co-creation of teaching and learning materials.