Does More Frequently Mean Better? The Current Teacher View of the Use of Digital Technologies in Higher Education

The paper deals with the research that focuses on three areas within the higher education: (1) the frequency of the use of digital technology, in particular, types of digital devices, resources, tools for collecting feedback on student learning, and preferences for classroom management systems; (2) what digital devices teachers expect that students have available for learning; (3) whether teachers think that a more frequent use of digital technologies can improve the quality of the process of instruction in the future. Applying the IMRaD structure, six hypotheses were set. Data were collected using the online questionnaire from 176 respondents working for four faculties of one Czech university. Findings reveal that a computer/notebook and presentation are the leaders in the field of digital technology area. However, more than half of respondents do not think that a more frequent use of technology can improve teaching in the higher education environment in the future.