Digital Immigrant Teachers and Their Implementation of Technology
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Authors
Birch, Nicole Warren
Issue Date
2020-12
Type
Dissertation
Language
en_US
Keywords
Computer-assisted instruction , Digital divide , Dissertations, Academic--United States , Educational technology , Public schools , Teachers--Effect of technological innovations on , Teachers , Technology
Alternative Title
Abstract
As educators now welcome students who have spent their lives immersed in technology, far removed from the passive learners of the past, a shift has had to occur in order to meet these students’ needs and learning styles. However, many educators who are teaching these students have not spent their lives immersed in technology and must master technology in order effectively teach these students. This qualitative study examined teachers who were born before 1980, Digital Immigrants, who have effectively integrated technology into their instruction of students born after 1980, Digital Natives. Participants were culled from two public school systems through an on-line survey, where participants self-ranked a LoTi level. Participants took part in three in-depth interviews, a classroom observation, and submitted lesson plans for review. The study revealed several participants attitudes had shifted to recognize the crucial role technology plays in their teaching throughout their teaching career, while others had a positive attitude toward technology from the start of their career. The challenges faced by participants were relatively similar in that students themselves posed challenges, along with time and access to technology. Implications of the research suggest it is realistic for Digital Immigrant teachers to effectively implement technology into their teaching of Digital Native students. As technology continues to advance at lightning speed, the knowledge gap between educators and students will remain and it is crucial educators continue to work to bridge the gap, in order to effectively address students’ learning styles and needs.
Keywords: Teachers, Technology, Digital Immigrant, Digital Native, Public School, Technology Use
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This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.