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Pre-Service Teachers and Technology Integration: International Cases and Generational Attitudes toward Technology in Education

Pre-Service Teachers and Technology Integration: International Cases and Generational Attitudes toward Technology in Education

David J. Mulder
Copyright: © 2016 |Pages: 21
ISBN13: 9781466699489|ISBN10: 1466699485|EISBN13: 9781466699496
DOI: 10.4018/978-1-4666-9948-9.ch005
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MLA

Mulder, David J. "Pre-Service Teachers and Technology Integration: International Cases and Generational Attitudes toward Technology in Education." Handbook of Research on Global Issues in Next-Generation Teacher Education, edited by Jared Keengwe, et al., IGI Global, 2016, pp. 83-103. https://doi.org/10.4018/978-1-4666-9948-9.ch005

APA

Mulder, D. J. (2016). Pre-Service Teachers and Technology Integration: International Cases and Generational Attitudes toward Technology in Education. In J. Keengwe, J. Mbae, & G. Onchwari (Eds.), Handbook of Research on Global Issues in Next-Generation Teacher Education (pp. 83-103). IGI Global. https://doi.org/10.4018/978-1-4666-9948-9.ch005

Chicago

Mulder, David J. "Pre-Service Teachers and Technology Integration: International Cases and Generational Attitudes toward Technology in Education." In Handbook of Research on Global Issues in Next-Generation Teacher Education, edited by Jared Keengwe, Justus G. Mbae, and Grace Onchwari, 83-103. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9948-9.ch005

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Abstract

The current generation of young teachers entering the profession is often presumed to have an easy comfort with and seemingly innate understanding of technology. Prensky (2001) has gone so far as to name them “digital natives” and has claimed that members of the millennial generation “think and process information fundamentally differently from their predecessors” (p. 1). However, recent studies in several English-speaking western nations call the millennial generation's innately skillful use of technology into question, and some studies of millennial teachers indicate that they are, in fact, no better at integrating technology into their teaching than their colleagues from other generations. Rogers' (2003) diffusion of innovations theory provides an alternative to the digital native/digital immigrant approach for explaining teachers' technology integration habits. Based on this approach, suggestions for teacher educators are recommended for training millennial teachers to integrate technology and pedagogy.

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