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DigitalDespite methodologicaltheir templatesavailability, facilitateease studentof engagementuse, and the benefits they provide, videos are still rarely used in the processeducation of learningour future classroom teachers. Although students prepare and enhanceimplement lessons within the developmentframework of linguisticteaching competencemethodology (Budinskicourses, &we Kolarnoticed Billege,that 2015).they Digitalrarely textbooksand alsoreluctantly enablecomment a methodological approach inon the processlessons of masteringtheir reading, and digital methodical instruments facilitate the understanding of the main term (Gazdić-Alerić, Alerić, Budinski & Kolar Billege, 2016). Croatian language teaching can benefit from incorporating new ICT tools in structured methodological acts, especially the methodological procedures that are assumed, within an optimal timeframe and with the use of suitable content, to facilitate student learning and competence acquisition more efficiently in comparison to usual media (Kolar Billege, 2020).colleagues. The goalpurpose of this action research was to determine ifimprove the teachers’existing perceptionsmethodological practice by involving students in a productive discussion about videos of the effectivenessinitial ofmathematics digitallesson. textbooksA havenew anonline impactapplication onwas theirused employment in teachingfor the Croatiandiscussion, languagewhich inallows primarylinking education.comments Thisto researchthe involvedcorresponding 301 primary school teachers from all countiesparts of the Republic of Croatia. This original survey questionnaire was created using the Microsoft Forms tool and distributed to the teachers through social networks. The research goal was achieved, and the analysis confirmed that the employment frequency of Croatian language digital textbooks in primary education increases as their effectiveness is perceived. Alongside the effectiveness of Croatian language digital textbooks, future research should examine the advantages and disadvantages of their usage in the teaching processvideo, as well as creating and using different protocols for systematic observation of classes. In order to participate in the methodologicaldiscussion arrangementabout teaching, the students received methodical instructions on the features of quality elementary mathematics teaching and examples of university teachers' teaching comments. Six teams of five students participated in three debates during one semester. After each discussion, the teams commented on what was written based on pre-agreed criteria. At the end, each student independently had to write a commentary on the teaching video according to the structure proposed by Hemmeter et al. (2011). The research showed that the discussions were successfully carried out using the new online application. Based on the analysis of online discussions, we found that it was difficult for the students to focus on the important aspects of the contentlesson thatin reachesthe beginning. However, by the end, they were able to discuss the features of quality elementary mathematics teaching and give suggestions for its improvement. Considering the observed advantages, we believe it is necessary to consider the training of students throughto digitalparticipate textbooks.in productive discussions about teaching videos within Mathematics Methodology, as well as in other teaching methodology areas.
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Croatianelementary language,mathematics, primaryteacher education, teaching methodologyobservation, technology, video
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