You are here:

Generational Attitudes and Teacher ICT Use

, , Calgary Board of Education, Canada ; , University of Calgary, Canada

Journal of Technology and Teacher Education Volume 18, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA


This paper explores the impact of generational attitudes on teachers’ ICT use. Findings from the preliminary research suggest that when applications have a use or purpose that extends beyond the classroom and into their social or personal sphere, younger teachers demonstrate noticeable confidence and a higher potential for technology integration in contrast to their older colleagues. Notably, however, if the application is primarily work related, there seems to be no generational correlation in terms of user adoption. In such instances, attitudes and adoption of the application tend to follow Rogers’ (2003) diffusion curve dividing into innovators, early adopters, early majority, late majority and laggards rather than reflecting significant generational attitudes. This challenges popular beliefs regarding teacher adoption of ICT as well as the notion of Digital Natives Digital Immigrants put forth by Prensky (2001).


Pegler, K., Kollewyn, J. & Crichton, S. (2010). Generational Attitudes and Teacher ICT Use. Journal of Technology and Teacher Education, 18(3), 443-458. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved January 24, 2022 from .



View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References