Effective Use of Digital Technologies of High School Teachers as Digital Immigrants in Six Rural Public Schools
Pattee, Andrew Robert
MetadataShow full item record
Problem: A widening experiential gap of effective use of technology in K-12 schools between “digital immigrants” and “digital natives” (Prensky, 2001) is becoming more evident as digital natives become classroom teachers and showcase pedagogical strategies with digital technologies. There is a dearth of research on digital immigrants who effectively use of digital technology in teaching and learning in high school classrooms. Methods: Using a phenomenological (Creswell, 2007) approach to explore “lived experiences” (Van Manen, 1990) of secondary teachers who use technology effectively in their classrooms for teaching and learning. I conducted in depth semi-structured individual interviews with five digital immigrants who fit this description. Using purposive sampling (Bogdan & Biklen, 2007) participants were selected through nomination from their administrators. Data collection methods included verbatim transcriptions following each interview, sample lesson plans from each teacher, field notes, my reflexive journal, and member checks for data triangulation. Using open coding and recoding strategies (Strauss & Corbin, 1998) major themes and commonalities emerged from the data. The process of member checking and data triangulation ensured that participants’ voice, experiences, and viewpoints were rich descriptions of their technology experiences. Findings: The participants’ stories revealed four key themes that captured the essence of their effective technology experiences: (a) motivation for being an effective technology user, (b) identity as a life long learner, (c) learner focused pedagogy, and (d) effective mentorships. Conclusions: Participants focused on effective pedagogy as essential to student learning with technology as vehicle for instruction, not a stand-alone tool. They exhibited intrinsic motivation and enthusiasm for continuous learning. Recommendations: Teachers may benefit from district level professional development opportunities to collaborate and showcase effective classroom technologies, particularly in rural areas. Districts should increase administrative support for teacher use and exploration of digital technologies in order to pique curiosity, build skills, and increase motivation.
Showing items related by title, author, creator and subject.
Digital Immigrants Teaching Digital Natives : A Phenomenological Study of Higher Education Faculty Perspectives on Technology Integration with English Core Content Corey, Robert C. (Drake University, 2012-04)In the last two decades, technology use has escalated and educators grapple with its advances and integration into the classroom. Issues surrounding what constitutes a literate society, the clarion calls for educational ...
"An examination of gender differences in elementary constructionist classrooms using Lego/Logo instruction" Beisser, Sally R. (Haworth Press, Inc., 2006-01)Gender disparity exists in many educational environments despite conscientious attempts to equalize opportunities and outcomes. Research studies indicate females are less likely to effectively engage in the use of technology ...
Middle School Girls' STEM Education: Using Teacher Influences, Parent Encouragement, Peer Influences, And Self Efficacy To Predict Confidence And Interest In Math And Science Rabenberg, Tabetha A. (Drake University, 2013-12)Reports are clear that there is an underrepresentation of women in science, technology, engineering, and mathematics (STEM) careers. With the current and predicted future shortage of STEM workforce, it is more important ...