Digital Immigrant Teachers and Their Implementation of Technology

Show simple item record Birch, Nicole Warren
dc.coverage.spatial United States en_US 2021-07-08T18:18:21Z 2021-07-08T18:18:21Z 2020-12
dc.identifier.other 0DFD655E-3425-4A8B-4D53-060E6D45C3B5 en_US
dc.description.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 en_US
dc.description.tableofcontents Chapter I. Introduction 1 -- Introduction 1 -- Statement of the Problem 9 -- Purpose of the Study 10 -- Research Questions 11 -- Conceptual Framework 12 -- Definition of Terms 14 -- Procedures 15 -- Significance of the Study 17 -- Author’s Disclosure 20 -- Limitations of the Study 20 -- Organization of the Study 22 -- Chapter II. Review Of Literature 24 -- The Evolution of Education and Federal Reform in America 24 -- Barriers to Technology Implementation 50 -- Digital Immigrants and Digital Natives 61 -- Implications of Digital Natives 73 -- Chapter III. Methodology 77 -- Research Design 77 -- Setting 79 -- Participants 80 -- Data Collection Procedures 80 -- Selection Criteria 80 -- Selection Procedures 81 -- Data Collection Procedures 83 -- In-Depth Interviews 84 -- Direct Observation 88 -- Field Notes 89 -- Document Review 90 -- Journaling/Memoing 91 -- Instrumentation 91 -- LoTi “Sniff” Test 91 -- In-Depth Interviews 94 -- Observations and Observation Guides 95 -- Data Analysis 96 -- Validity and Credibility 98 -- Limitations 99 -- Ethical Considerations 101 -- Chapter IV. FINDINGS 103 -- Overview of Participants 104 -- Research Questions Addressed 110 -- Summary 145 -- Chapter V. Conclusion 148 -- Discussion 148 -- Interpretation of Findings 151 -- Digital Immigrants’ Attitude Toward Technology 151 -- Digital Immigrants’ Change in Technology Use 152 -- Challenges Faced by Digital Immigrants 153 -- Implications 156 -- Recommendations for Future Research 157 -- Summary and Conclusion 158 -- References 160 -- Appendix A Valdosta State University Qualtrics Survey 175 -- Appendix B Consent to Participate 179 -- Appendix C Interview #1 Guiding Questions 184 -- Appendix D Interview #2 Guiding Questions 187 -- Appendix E Interview #3 Guiding Questions 189 -- Appendix F Interview Reflection Sheet 191 -- Appendix G LoTi "Sniff" Test 193 -- Appendix H Valdosta State IRB 196 -- Appendix I Interview Reflection Sheet 198 -- Appendix J Observation Guide 200 en_US
dc.format.extent 1 electronic document, 212 pages. en_US
dc.format.mimetype application/pdf en_US
dc.language.iso en_US en_US
dc.rights 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. en_US
dc.subject Computer-assisted instruction en_US
dc.subject Digital divide en_US
dc.subject Dissertations, Academic--United States en_US
dc.subject Educational technology en_US
dc.subject Public schools en_US
dc.subject Teachers--Effect of technological innovations on en_US
dc.subject Teachers en_US
dc.subject Technology en_US
dc.title Digital Immigrant Teachers and Their Implementation of Technology en_US
dc.type Dissertation en_US
dc.contributor.department Department of Curriculum, Leadership, and Technology of the College of Education and Human Services en_US
dc.description.advisor Kim, Daesang
dc.description.committee Downey, Steven
dc.description.committee Bochenko, Michael J.
dc.description.committee Marciano, Deborah L. Ed.D. en_US
dc.description.major Education in Curriculum and Instruction en_US

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