Many of today’s high school teachers experienced their education in a more “formal”, drill and skill type, setting. Today’s students experience is largely the same, but what is different is students expectations. Changes in technology have students seeking a more informal education where multitasking (cell phones, video games, instant/text messaging) is prevalent and information is easily obtained through the Internet and other digital (re)sources. Technology has changed today's schooling into something different, especially from what their teacher is able present in class. Specifically, because many teachers are “Digital Immigrants”, who many not have grown up with technology, and are now teaching students who are “Digital Natives” (Johnson, 2006).
This educational shift places tremendous challenges on all teachers, but also this is especially true for older, veteran teachers who have a larger learning curve to overcome. Compounding the problem in urban settings, teachers here have the least access to current technology in school, coupled with smaller salaries, that may leave them unable to purchase home technology for their own enjoyment or to use for classroom development. Both of these elements contribute to ways in which urban teachers are able to integrate technology into their classroom.
In this presentation narratives from urban teachers are shared in order to begin to better understand the gaps, obstacles, and successes that occur in the classroom as a result of technology.
|Keywords:||Urban Schools, Education Technology, Teachers, Digital Natives, Digital Immigrants|
Buffalo State College, Buffalo, NY, USA
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