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Author(s) + contact information
Ellen M. (Peterson) Martin   - emartin@mpsd.org
Digital natives and digital   immigrants: teaching with technology
Education is witnessing an increasing demand for   technology use in the classroom. At the same time, new teachers are entering   the profession in high numbers, some being labeled as “Digital Natives” while   others are labeled “Digital Immigrants”. This qualitative case study   investigated the technology practices of Digital Native and Digital Immigrant   new teachers and examined the role of Situated Learning in technology   integration learning and practices among new teachers. The sample population   included six Digital Native teachers and six Digital Immigrant teachers who   were full-time, core content area, K-12 classroom teachers with one to five years of teaching experience. Data collection consisted of artifacts,   surveys, individual interviews, and focus group interviews. Data analysis   revealed three themes: (a) there are more similarities than differences   between Digital Natives and Digital Immigrants in regards to background   experience and classroom technology use, (b) accessibility and time are   factors that influence classroom 11 technology use by both Digital Natives   and Digital Immigrants, and (c) Situated Learning is a vital part of   technology learning and use by all new teachers regardless of whether they   can be characterized as Digital Natives or Digital Immigrants. The data   provided useful information that suggests opportunities for professional   development and teacher preparation programs. Additional research could   include the following questions: (a) How do Digital Native teachers and Digital Immigrant teachers have their students utilize technology?, (b) What   impact do teacher preparation programs have on classroom technology   integration and what are characteristics of successful programs?, and (c)  What districts provide ample access to technology and provide time to learn   how to integrate it, and what impact does this have on teacher use of   technology, student use of technology, and/or student achievement?
Key words
Digital Natives/Immigrants,   New Teachers, Technology, Situated Learning
Other interesting information
Interest for the project
Contributor´s name + email
Stéphanie Barillé - stephanie@unak.is
Co-funded by The Erasmus+ programme of the European Union.
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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