Abstract:

Technologies related to Digital Transformation or technologies of Industry 4.0 are shaping the development of a modern society. Mobile and cloud technologies, social media and platforms, big data and data analytics, artificial intelligence, virtual and augmented reality, autonomous systems and robotics are some of them. Their role in the teaching processes is twofold: they can be the subject of research or means of learning and teaching. Relevance of digital skills and competences increases in every workplace at the labor market; therefore, universities have to include digital technologies into the curricula and operationalize their application in agendas for future professionals. In order to prepare students for resolving complex domain problems by using their digital skills, teachers apply different approaches and initiatives for digital transformation of teaching processes. In case of treating digital technologies as a means of learning and teaching, the usage level of these technologies depends on the teacher’s competences and their readiness to apply technology in the teaching process. Therefore, it is important to understand which elements can affect the readiness of teachers to use technology in performing teaching processes.

In that context, we analyze the application of digital technologies in teaching based on academic publications since the time of intense development of digital technologies. Then we explore which organizational and individual factors can affect the teacher's readiness to use digital technologies in order to identify their impact. Based on this impact factors, we propose a model for developing strategies for raising the readiness for using digital technologies in teaching processes.

Keywords:

Readiness, digital technologies, teaching process.