Effective Use of Digital Technologies of High School Teachers as Digital Immigrants in Six Rural Public Schools

DSpace/Manakin Repository

Show simple item record

dc.contributor.author Pattee, Andrew Robert
dc.date.accessioned 2012-02-07T17:20:40Z
dc.date.available 2012-02-07T17:20:40Z
dc.date.issued 2011-12
dc.identifier.uri http://hdl.handle.net/2092/1621
dc.description 1 online resource (103 leaves) en_US
dc.description.abstract 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. en_US
dc.language.iso en_US en_US
dc.publisher Drake University en_US
dc.relation.ispartofseries Drake University, School of Education;2011
dc.subject High school teachers--Technological innovations en_US
dc.subject High school teachers--Education--Digitization en_US
dc.subject Education, Secondary--Digital techniques en_US
dc.title Effective Use of Digital Technologies of High School Teachers as Digital Immigrants in Six Rural Public Schools en_US
dc.type Thesis en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search DSpace


Advanced Search

Browse

My Account