| 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 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. |
