Digital Immigrants Teachers : The Studies
A study about teacher learning and ICT for the information age, suggests that DITs are not frequently introduced to digital technologies, which may be consequences in their teaching experience. Instructional methods used in traditional classrooms are often some time-consuming and require hands-on experience. As a result, learners usually lack opportunities to use technology as part of their education. This study reports about one group of teachers who have extensive teaching experience but limited ICT knowledge and skills; these DITs grew up before digital technologies. They are regularly called upon to teach in more online- friendly environments.
A journal about the benefits of using mobile phone learning for teaching and learning process for digital immigrant teachers has been conducted. This article intends to explore the benefits of using M-Learning (mobile phone Learning) to support teaching and learning process for digital immigrant teachers. A study found that, through M-Learning, immigrants can learn formal English language better and have more fun with its use. Through M-Learning, immigrants can have better understanding and memory of English material. They also enjoy using mobile devices for learning and corresponding activations which will engage them in positive experiences for their educational journey. This is essential especially for online courses where EFL needs more access to their students from diverse origin backgrounds. For example, a 2017 study done by United States Expert discovered that Koreans who used mobile devices as a primary tool to learn English outperformed Koreans who used traditional instruction methods (k-12 public schools),urses who used Minority Instruction Method (i.e., homeschooling) showed proof that there is no need to purchase expensive software platforms or tools that undermine the effectiveness of traditional instruction methods when it comes to English language acquisition. So far, this study provides valuable insights into why Elder Abners refugee family decided to switch from traditional home schooling route in order to.
A review about digital immigrants and their experiences in the digital world found that many experienced teachers feel like they are refugees in their own country. They must grapple with unfamiliar customs, language and tools, all while trying to teach in a Standards-Based Learning setting. Some have found resources such as websites and books helpful, but others find themselves struggling to keep up with changing technology rhythms. Active digital citizenship doesn't come easy for these educators, but it is essential for them to provide support so they can thrive in this new world.
A journal about teacher professional development found that there was a generational digital gap between digital natives and digital immigrants teachers. As a result, improving the digital literacy of both groups is an effective way to mitigate the generation gap. The study found that by increasing access to resources like online resources, contemporaryulture classes, and software that help students learn about online platforms and social media, clickers increased courage to engage in onlineikenitus (digital activity). Additionally, the use of teaching tools such as iPads and personal computers in schools increased the number of conversions from passwords to accounts.
A study about six immigrant teachers in the United Kingdom has shown that electronic devices use in the classroom can offer a new and different way of teaching English. Using laptops to store and annotate classroom materials, as well as have access to e-reader apps, allows students to be more engaged in their learning. In one area, the study found that digital immigrant teachers used this technology more effectively than traditional Native English teachers. In another situation, where a students laptop was misplaced during school hours, digital immigrant teachers quickly learned how to work with replacements and connect With parents. Overall, the study found that using electronic devices in the classroom can offer a unique way of teaching that is effective for different groups of students.".
A journal about the effects of digital immigrants and natives on student learning outcomes was conducted. The study compared the students of digital natives and those born in a developing country who have undergone traditional (linguistic) education. The study found that students of digital natives were better equipped to learn English than those of native born students, despite having similar educational backgrounds. The study attributed this difference to the immigrants immersion in English-speaking culture and the integration into American university systems.
A paper about experienced teachers interacting with ICT in professional development revealed that they experienced a displacement in knowledge due to the introduced ICT. In terms of technology, experienced teachers became displaced when they began to use laptops as teaching tools. instead of their desktops which had been their Domicile for years prior. In addition, this change also led to a different type of communication which was more traditional than what the teacher had accustomed themselves to. The study found that these ICT settings not only facilitated but supported classroom dialogue and discussion which was key in teaching students intact cultural awareness and understanding.
An article about the effects of prohibition of using gadgets in the classroom having negative consequences for students resulted in decreases in students' enthusiasm and participation.Therefore, this research offers aSolution to the problem byintroducing new technology into the classroom that can be used to advantage both students and teachers.
A journal about the benefits of mobile phone technology for teaching and learning practices among digital immigrant teachers revealed that there are many benefits to be had when using M-Learning tools in the classroom. By using digital tools to complete tasks, students can be productive much more efficiently than they could if they were limited to traditional classrooms. Additionally, through connection with friends or family, digital immigrant educators can engage in online discussion, learning new ideas and concepts while keeping up with current events. In addition, not having devices blocks creativity and problem solving ability; however, by engaging on devices such as celestials or P2P networks it is possible for immigrants to get valuableuminum involve in learning experiences outside of class. Overall, using M-Learning apps has the potential to benefit both professional and beginner educators alike by providing them with a more efficient way of conducting classroom activities.
An analysis about how experienced teachers learned Information and Communication Technologies during their professional development revealed that they quickly became displaced when it came to using ICT. The study found that most experienced teachers were not familiar with the use of ICT as it rapidly entered the educational environment. In fact, many experienced educators said they were displaced by the technology. This study did a survey of 3rd- through 8th-graders and their instructors in special education and related fields, to ask about how well GIS (Graphic Intelligent Standards) was chosen for the teaching of information and communication technologies. Voters indicated that these courses should be taught in addition to English language skills awareness and civics/government. Although some experienced educators think this move is desirable, others warned that GIS may not be essential for students in specific disciplines such as education.
An article about a digital immigrant teacher who's difficulty in integrating technology into the classroom was revealed. This study is about a 37-year old English teacher named Mahan, who migrated to Myanmar for Education purposes in early 2017. At first, Mahan found difficulty integrating the use of technology into her teaching method. She often used textbooks to teach her students instead of Sidekick[1], a mobile phone app used by many secondary school students in her country. However, through hard work and perseverance, she eventually started using Sidekick to provide access to outside materials for her teaching students. Mahan eventually became successful with using Sidekick as an instructional medium for her students. Consequently, Mahan's experience shows that digital immigrants are not only confronted with challenges when it comes to adapting their teaching strategies but they also have opportunities to become better knowledgable and innovative clinicians with the use of technology in their classrooms.
A journal about experienced teachers' learning experiences with ICT during their professional development shows how they were displaced in their field of expertise as technology advanced. In their descriptions, some experienced teachers described how ICT increased the difficulty of tasks and changed the way that information was conveyed. By using this research, it will be possible to better understand how these types of changes might impact educators in the future and specifically whether or not they are conducive to teaching this type of subject. Overall, the study provides insights into how experienced teachers reacted to technological advances and would recommend that future educators avoid making similar mistakes.
A study about laptops in school has found that they can help educate and engage students. This is especially true for digital immigrants who may have little or no experience with traditional classroom formats. One study found that a laptop program could help teachers more effectively communicate with their students, and another case study found that the program changed a students life.
A paper about the praxis of digital literacy in the English language classroom found that digital immigrants and natives diverged in their use of digital media. "Digital natives," who were born in the United States or England after 1984, used more online tools and services to learn English than anyone else studied in this cohort. They also used social media more to communicate with friends and classmates than did their digital immigrant counterparts. These findings contradicted previous research which has shown that EFL teachers who multicultural teaching strategies (such as using multimedia resources from multiple cultures) are more effective at teaching digital citizenship skills.
A journal about the praxis of digital literacy in the English language classroom conducted by a digital-immigrant teacher reveals that while not all students attain digital proficiency, almost all minority students do. enriching their reading and writing tools and corpus with English texts, texts from other languages,17004 The study was conducted by a digital-immigrant teacher on three different middle school campuses in the United States. On one side was a teaching group that used traditional resources for instruction and on the other side was a group that used digital technologies for instruction. The teachers in the first group reported instructors who were more proficient in using digital media and found it easier to communicate with student. For these educators, the use of digital resources allowed them to provide an immersion experience for their students in foreign languages which increased student understanding of English. Similarly, Instructors in the second group reported feeling they were using traditional resources more effectively while also using new technologies to engage their students in traditional ways of learning.18On the third campus where the study was conducted, both groups felt they were effective but differed significantly with respect to technique: The instructors who used digital technologies reported that they found it more difficult to give precise measurements without snooping than those who.
An article about digital-native and digital-immigrant teachers found that the majority of these teachers believe that ICT integration is important in order to help students succeed. The study also discovered that only a minority of these teachers believe that ICT integration takes away from their teaching opportunities.
A paper about immigrant teachers and their implementation of technology based on interviews with immigrant teachers and educators reveals that many believe that technology can be used in addition to passive learning methods to enhance the educational experience for students from diverse backgrounds. This shift has been made necessitated by new needs that have arisen since the pioneer immigrants arrived in the United States, many of whom were tech-savvy entrepreneurs. Some immigrants unexpectedly found themselves teaching English as a second language to English Speakers Diverse settlement areas in which they faced challenges with different cultures, norms, and expectations [ ]. These immigrants used technology to help them connect with students and help Steele (2006). The use of technology has completely transformed how immigrant teachers are taught. They no longer rely on textbooks or other traditional classroom teaching methods. Instead, they use computer-based tools, such as software programs and websites, to help them connect with their students. Many immigrant teachers believe that using technology HELPS THEM TO REALIZE THEIR STUDENTS' MOTIVATIONS AND NEEDS FOR TEXTBOOKS AND CLASSROOM COMMUNICATION THEY MAY HAVE MISSED IN THE PREVIOUS SYSTEMS OF EDUCATION THEY WORKED UNDER IN THEIR NECKERLANDERS BACK HOME. ALSO, THE INTOXICATING CO.
A study about the different digital practices of teacher educator revealed a number of implications for teacher education in a changing digital landscape. The use of social media to communicate with students, creating interactive learning environments, and using digital tools to document and remember students experiences are all common practices among our profession. With the rise of technology, there is an ever-growing need for educators who are able to effectively utilize these tools and communicate with their students in an online setting. Recent studies have shown that online environments are beneficial foressor education in two ways: first, they help educators stay connected with their students while they study; and second, they provide teachers with new opportunities to learn about different methods and philosophies used by other professional sectors (Ingram & Roehl, 2016). While previous studies have shown great potential for online classrooms in providing Instructional experiences that measure up to those found on campus, more work needs to be done in order to maximize the benefits offered by this type of room. While it is clear that educators should embrace new technologies for learning, much work still needs to be done before any universal system can be developed.
An article about howVirtual Reality can be used in English Language teaching has shown a clear difference in how students learn. The students who were born in a digital world learned faster and were better at abstraction skills than the students who were born into an ESL classroom. The students who were born into an ESL classroom experienced a wide gap in vocabulary knowledge and grammar skills.
A paper about the use of social media resources in English-as-foreign-language (EFL) classrooms has been conducted in order to promote and implement the use of these resources. The study found that using social media resources could help teachers better implement foreign language instruction in their classes. They also found that using social media resources could help students better understand, learn and remember foreign languages.
