An Investigation of Middle School Science Teachers and Students Use of Technology inside and outside of Classrooms: Considering Whether Digital Natives Are More Technology Savvy than Their Teachers

Autor/inn/en	Wang, Shiang-Kwei; Hsu, Hui-Yin; Campbell, Todd; Coster, Daniel C.; Longhurst, Max
Titel	An Investigation of Middle School Science Teachers and Students Use of Technology inside and outside of Classrooms: Considering Whether Digital Natives Are More Technology Savvy than Their Teachers
Quelle	In: Educational Technology Research and Development, 62 (2014) 6, S.637-662 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-014-9355-4
Schlagwörter	Middle School Students; Middle School Teachers; Educational Technology; Computer Literacy; Mixed Methods Research; Surveys; Focus Groups; Barriers; Technology Uses in Education; Technology Integration; Technological Literacy; Teacher Competencies; Teacher Education; Science Teachers + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Unterrichtsmedien; Computerkenntnisse; Survey; Umfrage; Befragung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Lehrkunst; Lehrerausbildung; Lehrerbildung; Science; Science teacher; Wissenschaft
Abstract	The purpose of the study is to investigate the popular assumption that the "digital natives" generation surpasses the previous "digital immigrants" generation in terms of their technology experiences, because they grow up with information and communication technology. The assumption presumes that teachers, the digital immigrants, are less technology savvy than the digital natives, resulting in a disconnect between students' technology experiences inside and outside of the formal school setting. To examine the intersection of these generations and their technology experiences, this study used a mixed-methods approach to survey and compare middle school science teachers' (n = 24) and their students' (n = 1,060) inside-outside school technology experiences, and conducted focus group interviews to investigate any barriers that prevented them from using technology in school. The findings imply that the concept of digital natives may be misleading and that the disconnect between students' inside-outside school technology experiences may be the result of the lack of sufficient teacher training concerning technology integration strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10