Exploring Technology Professional Development Needs of Digital Immigrant Teachers and Digital Native Teachers in China

Yi Li, Qiu Wang, Jing Lei

Source Title: International Journal of Information and Communication Technology Education (IJICTE)16(3)

ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781799803492|DOI: 10.4018/IJICTE.2020070102

MLA

Li, Yi, et al. "Exploring Technology Professional Development Needs of Digital Immigrant Teachers and Digital Native Teachers in China." IJICTE vol.16, no.3 2020: pp.15-29. http://doi.org/10.4018/IJICTE.2020070102

APA

Li, Y., Wang, Q., & Lei, J. (2020). Exploring Technology Professional Development Needs of Digital Immigrant Teachers and Digital Native Teachers in China. International Journal of Information and Communication Technology Education (IJICTE), 16(3), 15-29. http://doi.org/10.4018/IJICTE.2020070102

Chicago

Li, Yi, Qiu Wang, and Jing Lei. "Exploring Technology Professional Development Needs of Digital Immigrant Teachers and Digital Native Teachers in China," International Journal of Information and Communication Technology Education (IJICTE) 16, no.3: 15-29. http://doi.org/10.4018/IJICTE.2020070102

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Abstract

This study examined if professional development needs of digital natives and immigrant teachers differed for technology integration in a Chinese education setting. Quantitative and qualitative data was collected from 500 teachers at six schools in China. The digital native teachers and 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 effective integration of technology in their teaching. The digital immigrant teachers needed more basic technology operations training 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.