Abstract:

Recent education reform processes in Croatia is a classic example of an effort that is trying to restructure educational standards which in turn should lead to improvement of teaching and learning processes. As any other education reform, the one that recently took place in Croatia was aimed at closing the gap between purely academic knowledge and skills that are truly needed in contemporary economic surroundings and in a development of free market. Croatian education reform documents emphasize two preconditions for achieving that aim: 1) mastering digital technology and 2) developing high order skills as for example critical thinking and sound reasoning. Both are believed to be the key elements for avoiding traditional teaching and learning processes that risk unsatisfactory development of skills and staying within useless set of skills that are applicable only in a purely academic circles. If that is the case then the following questions are legitimate: 1) does the use of digital technology necessarily lead to development of desired set of skills witch are propagated in aforementioned education reform documents and if so, how? and 2) is there a way in which we can use both sustainable and disruptive technologies to form disruptive teaching and learning processes? The aim of this research is to detect how much and in which way digital technology is being used in accomplishing the learning outcomes that are set by the curriculum of school subject Logic by using quantitative and qualitative content analysis. For the purpose of this research we use specific example of teaching and learning school subject Logic because it can be considered as the cornerstone for developing high order skills such as critical thinking and sound reasoning. The results of this research show that the application of digital technology in schools is reduced to only one of common learning media, thus, we offer some practical solutions in applying digital technology in schools by which disruptivity of teaching and learning process can really be accomplished.

Keywords:

Digital technology, disruptive teaching, disruptive learning, education reform, logic.