Abstract
This study examined if professional development needs of digital native and digital immigrant teachers differed in order for them to successfully integrate technology into teaching in the Chinese education setting. Quantitative and qualitative data were collected from 500 teachers in six schools in the southwest of China. The digital native teachers and the digital immigrant teachers were compared in terms of their different technology use behaviors and integration skills. The findings indicated that even though the digital native teachers had greater comfort with basic technology than the digital immigrant teachers, they still required training for integrating technology effectively in their teaching. The digital immigrant teachers needed more basic technology operations training as well as connections between technologies and teaching. Future technology professional developments in developing countries should 1) consider the different needs of digital native teachers and digital immigrant teachers; 2) prepare them to make meaningful connections between technologies and their teachings; and 3) adopt individual coaching with on-site designated specialists.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Technology in Teaching and Learning
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
