Effective Use of Digital Technologies of High School Teachers as Digital Immigrants in Six Rural Public Schools
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Authors
Pattee, Andrew Robert
Issue Date
2011-12
Type
Thesis
Language
en_US
Keywords
High school teachers--Technological innovations , High school teachers--Education--Digitization , Education, Secondary--Digital techniques
Alternative Title
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.
Description
1 online resource (103 leaves)
Citation
Publisher
Drake University