Digital immigrant teachers’ perceptions about digital native students: an investigation into turkish school context
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Abstract
The aim of the study is to investigate the opinions and perceptions of teachers about the digital native students, who put digital tools, apps and platforms at the center of their lives, easily adapt to and benefit from new information communication technologies. We focused on (a) the characteristics of the digital generation students, (b) the role of the teacher and the school in the face of digital generation students, (c) the participation of digital generation students in the educational processes, and (d) the problems faced by teachers and the support they need in the face of digital generation students. This study, which has a phenomenological design, used the maximum variation sampling method, one of the purposeful sampling methods preferred in qualitative research. A study group was formed of teachers working at primary, secondary and high school levels of public and private schools. Descriptive analysis was used to analyze the data collected by the interview technique. It was found that the digital native students were introvert and asocial owing to their digital environment, but they were self-confident, successful in classes and focused on creative solutions to problems. Teachers, however, felt inadequate in the face of students' ability to use technology and needed to be trained in educational technologies.
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