How and Why Digital Generation Teachers Use Technology in the Classroom: An Explanatory Sequential Mixed Methods Study

While teachers’ conservative attitude toward technology has been identified as a barrier to effective technology integration in classrooms, it is often optimistically assumed that this issue will resolve when the digital generation enters the teaching profession (Morris, 2012). Using a mixed methodology approach, this study aimed to examine the current technology usage of digital generation student teachers and the impact of possible internal and external barriers (such as self-efficacy, risk taking, and technology access and support) on their use of technology. Seventy-one student teachers first responded to an online survey regarding their technology use in classrooms. Afterwards, six participants were purposefully selected, based on their survey responses, to participate in follow-up interviews about their attitudes toward technology and challenges of integrating technology to teaching. Findings of the study suggested that digital generation student teachers’ use of technology in the classroom was significantly correlated with their self-efficacy, perceived computer skills, and technology access and support. However, the participants’ perceived level of risk taking was not related to their use of technology in the classroom. Findings of the study suggest that digital native student teachers have not necessarily become more comfortable keeping pace with the fast rate of change in technology. Implications of findings are discussed

How and Why Digital Generation Teachers Use Technology in the Classroom: An Explanatory Sequential Mixed Methods Study

While teachers’ conservative attitude toward technology has been identified as a barrier to effective technology integration in classrooms, it is often optimistically assumed that this issue will resolve when the digital generation enters the teaching profession (Morris, 2012). Using a mixed methodology approach, this study aimed to examine the current technology usage of digital generation student teachers and the impact of possible internal and external barriers (such as self-efficacy, risk taking, and technology access and support) on their use of technology. Seventy-one student teachers first responded to an online survey regarding their technology use in classrooms. Afterwards, six participants were purposefully selected, based on their survey responses, to participate in follow-up interviews about their attitudes toward technology and challenges of integrating technology to teaching. Findings of the study suggested that digital generation student teachers’ use of technology in the classroom was significantly correlated with their self-efficacy, perceived computer skills, and technology access and support. However, the participants’ perceived level of risk taking was not related to their use of technology in the classroom. Findings of the study suggest that digital native student teachers have not necessarily become more comfortable keeping pace with the fast rate of change in technology. Implications of findings are discussed