The Digital Native in the Classroom: The Impacts of Technology on Education and Future Educators - A Preservice Teacher's Reflective Journal

As a student teacher, I've been profoundly impacted by technology's influence on education and future educators. Witnessing the coexistence of digital natives and immigrants in classrooms has shown me the transformative power of technology in teaching and learning.

Initially, I was intrigued by the concept of digital natives and immigrants, observing their interactions with technology and how it influenced education. As a self-identified digital native, I found myself hesitant to fully embrace the label due to perceived gaps in my tech knowledge compared to today's youth. Throughout my schooling, I was taught by digital immigrants, I often felt like I was navigating a digital world in a language unfamiliar to both me and my educators. As Prensky, M. (2001) author of Digital Natives, Digital Immigrants part 1 discusses, the digital immigrant retains telltale signs of what he calls a digital accent, ways of operating and communicating that meld together a mix of the ‘old’ and ‘new’ world processes. Essentially, I learnt my “digital language” from and nonnative speaker leaving a lot of room for things to be lost in translation.

Reflecting on this, I realize that digital natives possess a natural affinity for technology, effortlessly using digital platforms for learning. Conversely, digital immigrants may struggle with the rapid evolution of technology. I can appreciate digital natives bring a fresh perspective and comfort with technology, while reflecting that not all students neatly fit into these categories, and their digital literacy levels vary.

O'Bannon and Thomas (2014) conducted research in the USA, revealing that age influences teachers' attitudes toward mobile phone usage. They found significant differences among those over 50 years old in terms of mobile phone ownership, support for using phones in classrooms, and perceptions of useful mobile features for school-related tasks. Older teachers were less likely to own smartphones, showed less enthusiasm for mobile features, and viewed barriers to usage as more challenging. This hesitancy to embrace evolving technologies became especially evident during the shift to online learning prompted by the COVID-19 pandemic.

Nikolopoulou (2020) discusses a high adoption rate of mobile devices among teenagers. Smartphones are prevalent among school students, with many using technological devices daily for school-related tasks. The answer to most questions is quite literally at the tip of their fingers. Technology has fundamentally changed how we access information, transforming teachers into facilitators of learning rather than sole providers of knowledge.

Moreover, technology fosters global connections and collaboration, enabling students to engage with peers worldwide and develop global competencies. This interconnectedness promotes cross-cultural understanding and the exchange of ideas on a global scale. 

Reflecting on these impacts, I recognize technology's transformative potential in creating dynamic and inclusive learning environments. To capitalize on this, I plan to continue integrating technology into my teaching practices, seeking professional development opportunities to enhance my digital literacy skills. Additionally, I aim to learn from experienced educators who have successfully navigated technology integration challenges.

By continuously adapting and learning, I hope to create a learning environment that prepares students for the digital age while nurturing their critical thinking, creativity, and collaboration skills. Embracing technology and supporting all students in developing digital literacy will foster an inclusive and innovative learning environment conducive to meeting the demands of the digital world.

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Nikolopoulou, K., (2020). Secondary education teachers’ perceptions of mobile phone and tablet use in classrooms: benefits, constraints and concerns. Journal of Computers in Education, vol. 7, 257–275. DOI: 10.1007/s40692-020-00156-7

Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816

Thomas, K. M., O’Bannon, B. W., & Britt, V. G. (2014). Standing in the Schoolhouse Door: Teacher Perceptions of Mobile Phones in the Classroom. Journal of Research on Technology in Education, 46(4), 373–395. https://doi.org/10.1080/15391523.2014.925686