CONTEMPORARY EDUCATIONAL TECHNOLOGY
e-ISSN: 1309-517X
Digital Native/Digital Immigrant Divide: EFL Teachers’ Mobile Device Experiences and Practice

Graham Howlett 1 * , Zainee Waemusa 1

CONT ED TECHNOLOGY, Volume 9, Issue 4, pp. 374-389

https://doi.org/10.30935/cet.471007

OPEN ACCESS   2048 Views   1178 Downloads

Download Full Text (PDF)

Abstract

The purpose of this study was to examine how Thai EFL high-school teachers view and use mobile devices (such as smart phones) in educational settings, and if the age-based digital native/digital immigrant divide would highlight any differences in responses. The participants were 55 Thai EFL teachers in 8 schools of different sizes in Southern Thailand, who were split into digital-native and digital-immigrant subgroups during data analysis. Participants completed a 35-item Likert-type scale covering a range of topics related to mobile devices in the EFL setting including their ability, experience, school/personal policy, instructional utilization, and whether they supported mobile devices as a learning aid. The results showed that while digital native teachers consistently responded more positively towards the benefits/uses of mobile devices in EFL teaching/learning than the older digital immigrant teachers often at a significant level, all teachers -regardless of age- agreed on the benefits and promotion of mobile devices as EFL learning aids. Results of this study expand the knowledge base of EFL teachers’ mobile device experiences and practice while raising awareness of significant differences between digital natives and digital immigrants, and recommendations are made for policymakers, schools, and teachers.

References

Citation

The articles published in this journal are licensed under the CC-BY Creative Commons Attribution International License.
This website uses cookies to provide necessary website functionality. By using our website, you are agree to our Privacy Policy.