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

Jing Lei, Yi Li, Qiu Wang

OAI: oai:igi-global.com:252188 • DOI: 10.4018/IJICTE.2020070102

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.

Distance Education Education Educational Technologies