Proceedings of the International Conference on Learning and Advanced Education (ICOLAE 2022)

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Digital Native Teacher vs Digital Immigrant Teacher: A Systematic Literature Review and Research Agenda

Authors
Halimah Sa’diyah1, Wibowo Heru Prasetiyo1, *
1Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Surakarta, Indonesia
*Corresponding author. Email: whp823@ums.ac.id
Corresponding Author
Wibowo Heru Prasetiyo
Available Online 29 August 2023.
DOI
10.2991/978-2-38476-086-2_77How to use a DOI?
Keywords
Digital Competence; TPACK; Digital Immigrants; Digital natives
Abstract

This study aims to provide an overview for educators and education policymakers on how to integrate learning technology and improve the skills of digital teachers, both digital immigrants and digital natives. This study used a systematic review method of literature published by research journals from January 2017 to August 2022. This study was guided by the PRISMA review protocol and used four databases: Scopus, Springer, ERIC, and DOAJ. This search focuses on determining areas related to digital competence, TPACK, digital immigrants, digital natives, and teacher digital competence. The results obtained show that there is 33 literatures (only 6%) of the total search results of 513 relevant literature. This study uses thematic analysis to code, organize categories, and develop themes. Based on the thematic analysis, these findings produce two main themes, namely teachers’ digital pedagogy and the teachers’ digital gap: digital immigrant vs digital native. This review adds to what has already been written by pointing the way for future research and giving ideas for digital skills training and monitoring its sustainability in the application of digital skills training so that teacher competency development can be improved as much as possible.

Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the International Conference on Learning and Advanced Education (ICOLAE 2022)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
29 August 2023
ISBN
10.2991/978-2-38476-086-2_77
ISSN
2352-5398
DOI
10.2991/978-2-38476-086-2_77How to use a DOI?
Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Halimah Sa’diyah
AU  - Wibowo Heru Prasetiyo
PY  - 2023
DA  - 2023/08/29
TI  - Digital Native Teacher vs Digital Immigrant Teacher: A Systematic Literature Review and Research Agenda
BT  - Proceedings of the International Conference on Learning and Advanced Education (ICOLAE 2022)
PB  - Atlantis Press
SP  - 902
EP  - 916
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-086-2_77
DO  - 10.2991/978-2-38476-086-2_77
ID  - Sa’diyah2023
ER  -