Teachers as Forced Digital Immigrants in Post-Covid-19 Reality: Does Hybrid Identity Facilitate Successful Integration in Fully Digital Online Teaching Environments?
DOI: 10.54647/education880447 106 Downloads 160468 Views
Author(s)
Abstract
The current study adopted a model from immigration literature in order to equate the transition of teachers to digital teaching environments to geographical immigration. The study focused on teachers’ hybrid (digital and traditional) identity as digital immigrants during their “immigration” process and examined the role of innovative school climate and technological training as moderators. Data was collected from 145 secondary school teachers in Israel. The findings indicated that both teachers’ digital and hybrid identity significantly predicted their objective and subjective integration process as digital immigrants, particularly when the school’s innovative climate and teachers’ digital training levels were low.
Keywords
Digital immigrants, objective and subjective integration, digital world, online education, hybrid identity
Cite this paper
Stavissky Yuliya,
Teachers as Forced Digital Immigrants in Post-Covid-19 Reality: Does Hybrid Identity Facilitate Successful Integration in Fully Digital Online Teaching Environments?
, SCIREA Journal of Education.
Volume 8, Issue 3, June 2023 | PP. 132-157.
10.54647/education880447
References
[ 1 ] | Ahmed, V., & Opoku, A. (2022). Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic. Education and Information Technologies, 27(1), 365–405. https://doi.org/10.1007/s10639-021-10706-w |
[ 2 ] | Al-Bataineh, A., & Brooks, L. (2003). Challenges, advantages, and disadvantages of instructional technology in the community college classroom. Community College Journal of Research &Practice, 27(6), 473-484. |
[ 3 ] | Amit, K. (2012). Social integration and identity of immigrants from western countries, the FSU and Ethiopia in Israel. Ethnic and Racial Studies, 35(7), 1287–1310. https://doi.org/10.1080/01419870.2011.602091 |
[ 4 ] | Andarwulan, T., Fajri, T. A. A., & Damayanti, G. (2021). Elementary Teachers' Readiness toward the Online Learning Policy in the New Normal Era during COVID-19. International Journal of Instruction, 14(3), 771-786. |
[ 5 ] | Araújo, R. D. C., Bobowik, M., Vilar, R., Liu, J. H., Gil de Zuniga, H., Kus‐Harbord, L., ... & Gouveia, V. V. (2020). Human values and ideological beliefs as predictors of attitudes toward immigrants across 20 countries: The country‐level moderating role of threat. European Journal of Social Psychology, 50(3), 534-546. |
[ 6 ] | Ariawan, S., & Malang, S. (2020). Building Critical Thinking in Covid-19 Pandemic Era: Impossible or I am Possible? International Research Journal on Advanced Science Hub, 2(6), 127–130. https://doi.org/10.47392/irjash.2020.49 |
[ 7 ] | Becuwe, H., Roblin, N. P., Tondeur, J., Thys, J., Castelein, E., & Voogt, J. (2017). Conditions for the successful implementation of teacher educator design teams for ICT integration: A Delphi study. Australasian Journal of Educational Technology, 33(2), 159–172. https://doi.org/10.14742/ajet.2789 |
[ 8 ] | Blau, I., & Shamir-Inbal, T. (2017). Digital competences and long-term ICT integration in school culture: The perspective of elementary school leaders. Education and Information Technologies, 22(3), 769–787. https://doi.org/10.1007/s10639-015-9456-7 |
[ 9 ] | Bleyer, C. T. (2017). One-to-One Laptop Programs: Do Students in Identified Illinois High Schools Have an Advantage when State Assessments Are Computer-Based? (Doctoral dissertation, McKendree University). |
[ 10 ] | Bommes, M. (2005). Transnationalism or assimilation? JSSE-Journal of Social Science Education. |
[ 11 ] | Bommes, M. (2021). Transnationalism or Assimilation? Immigration and Social Systems, 107–124. https://doi.org/10.1017/9789048517299.008 |
[ 12 ] | Cai, Y., & Tang, R. (2021). School support for teacher innovation: Mediating effects of teacher self-efficacy and moderating effects of trust. Thinking Skills and Creativity, 41, 100854. https://doi.org/10.1016/j.tsc.2021.100854 |
[ 13 ] | Chang, C. L., & Fang, M. (2020, June). E-Learning and online instructions of higher education during the 2019 novel coronavirus diseases (COVID-19) epidemic. In Journal of Physics: Conference Series (Vol. 1574, No. 1, p. 012166). IOP Publishing. |
[ 14 ] | Chehri, A., Popova, T. N., Vinogradova, N. V., & Burenina, V. I. (2021). Use of Innovation and Emerging Technologies to Address Covid-19-Like Pandemics Challenges in Education Systems. Smart Innovation, Systems and Technologies, 240, 441–450. https://doi.org/10.1007/978-981-16-2834-4_38 |
[ 15 ] | Cheung, A. (2023). Language teaching during a pandemic: A case study of zoom use by a secondary ESL teacher in Hong Kong. RELC Journal, 54(1), 55-70. |
[ 16 ] | Chou, C. M., Shen, C. H., Hsiao, H. C., & Shen, T. C. (2019). Factors influencing teachers’ innovative teaching behaviour with information and communication technology (ICT): the mediator role of organisational innovation climate. Educational Psychology, 39(1), 65–85. https://doi.org/10.1080/01443410.2018.1520201 |
[ 17 ] | Clifton, J., & Jordan, K. (2019). Who Is the Hybrid Teacher Educator? Understanding Professional Identity in School–University Partnership. In A. Gutierrez, J. Fox, & C. Alexander (Eds.), Professionalism and Teacher Education (pp. 71–90). Springer Singapore. https://doi.org/10.1007/978-981-13-7002-1_4 |
[ 18 ] | Dolberg, P., & Amit, K. (2022). On a fast-track to adulthood: social integration and identity formation experiences of young-adults of 1.5 generation immigrants. Journal of Ethnic and Migration Studies, 1–20. https://doi.org/10.1080/1369183X.2022.2088484 |
[ 19 ] | Dreer, B. (2022). Teacher well-being: Investigating the contributions of school climate and job crafting. Cogent Education, 9(1), 2044583. https://doi.org/10.1080/2331186X.2022.2044583 |
[ 20 ] | Ekvall, G. (1996). Organizational climate for creativity and innovation. European Journal of Work and Organizational Psychology, 5(1), 105–123. |
[ 21 ] | Engeness, I. (2021). Developing teachers’ digital identity: towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century. European Journal of Teacher Education, 44(1), 96-114. |
[ 22 ] | Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers and Education, 59(2), 423–435. https://doi.org/10.1016/j.compedu.2012.02.001 |
[ 23 ] | Glazer, E., Hannafin, M. J., & Song, L. (2005). Promoting technology integration through collaborative apprenticeship. Educational Technology Research and Development, 53(4), 57–67. https://doi.org/10.1007/BF02504685 |
[ 24 ] | Gold, S. (2001). A constructivist approach to online training for online teachers. Journal of Asynchronous Learning Network, 5(1), 35–57. https://doi.org/10.24059/olj.v5i1.1886 |
[ 25 ] | Gonzales, M. M., & Jackson, I. (2020). Going the Distance: What School Administrators Can Learn from One-to-One Laptop Schools. Journal of School Administration Research and Development, 5, 55-60. |
[ 26 ] | Gordon, I., Horesh, D., Milstein, N., Tomashin, A., Mayo, O., & Korisky, A. (2021). Pre-pandemic autonomic nervous system activity predicts mood regulation expectancies during COVID-19 in Israel. Psychophysiology, 58(11), e13910. https://doi.org/10.1111/psyp.13910 |
[ 27 ] | Guo, Q., Zheng, Y., Shi, J., Wang, J., Li, G., Li, C., Fromson, J. A., Xu, Y., Liu, X., Xu, H., Zhang, T., Lu, Y., Chen, X., Hu, H., Tang, Y., Yang, S., Zhou, H., Wang, X., Chen, H., … Yang, Z. (2020). Immediate psychological distress in quarantined patients with COVID-19 and its association with peripheral inflammation: A mixed-method study. Brain, Behavior, and Immunity, 88, 17–27. https://doi.org/10.1016/j.bbi.2020.05.038 |
[ 28 ] | Hayes, A. F. (2018). Introduction to Mediation, Moderation, and Conditional Process Analysis, Second Edition (Methodology in the Social Sciences). In New York, NY: The Guilford Press. New York, NY: Guilford Press. |
[ 29 ] | Hinman, T. B., He, Y., & Bagwell, D. (2021). Developing Teacher Educators’ Hybrid Identities by Negotiating Tensions in Linguistically Responsive Pedagogy: A Collaborative Self-Study. Studying Teacher Education, 17(3), 330–349. https://doi.org/10.1080/17425964.2021.1960814 |
[ 30 ] | Horesh, D., Milstein, N., Tomashin, A., Mayo, O., & Gordon, I. (2021). Pre-pandemic electrodermal activity predicts current COVID-related fears: household size during lockdown as a moderating factor. Stress, 1–8. https://doi.org/doi.org/10.1080/10253890.2021.2006179 |
[ 31 ] | Jarrahi, M. H., & Eshraghi, A. (2019). Digital natives vs digital immigrants: A multidimensional view on interaction with social technologies in organizations. Journal of Enterprise Information Management, 32(6), 1051-1070. https://doi.org/10.1108/JEIM-04-2018-0071 |
[ 32 ] | Kalolo, J. F. (2019). Digital revolution and its impact on education systems in developing countries. Education and Information Technologies, 24, 345-358. |
[ 33 ] | Katyeudo, K. K., & de Souza, R. A. C. (2022). Digital Transformation towards Education 4.0. Informatics in Education, 21(2), 283–309. https://doi.org/10.15388/infedu.2022.13 |
[ 34 ] | Kesharwani, A. (2020). Do (how) digital natives adopt a new technology differently than digital immigrants? A longitudinal study. Information & management, 57(2), 103170. https://doi.org/10.1016/j.im.2019.103170 |
[ 35 ] | Kim, H. J., Choi, J., & Lee, S. (2019). Teacher experience of integrating tablets in one-to-one environments: Implications for orchestrating learning. Education Sciences, 9(2), 87. |
[ 36 ] | Kwon, S., Kim, W., Bae, C., Cho, M., Lee, S., & Dreamson, N. (2021). The identity changes in online learning and teaching: instructors, learners, and learning management systems. International Journal of Educational Technology in Higher Education, 18(1), 1-18. |
[ 37 ] | Lin, Y., & Chen, W. (2019). Investigating the relationship between teachers’ hybrid identity and their use of digital tools for student-centered learning. Journal of Educational Technology Development and Exchange, 12(1), 1–17. |
[ 38 ] | Marpa, E. P. (2021). Technology in the teaching of mathematics: An analysis of teachers’ attitudes during the COVID-19 pandemic. International Journal on Studies in Education (IJonSE), 3(2), 92-102. |
[ 39 ] | Mascolo, M. (2009). Beyond student-centered and teacher-centered pedagogy: Teaching and learning as guided participation. Pedagogy and the Human Sciences, 1(1), 3–27. |
[ 40 ] | Masry-Herzallah, A., & Stavissky, Y. (2021a). Investigation of the relationship between transformational leadership style and teachers’ successful online teaching during covid-19. International Journal of Instruction, 14(4), 891–912. https://doi.org/10.29333/iji.2021.14451a |
[ 41 ] | Masry-Herzallah, A., & Stavissky, Y. (2021b). The attitudes of elementary and middle school students and teachers towards online learning during the corona pandemic outbreak. SN Social Sciences, 1(3), 1–23. https://doi.org/10.1007/s43545-021-00083-z |
[ 42 ] | Miconi, D., Moscardino, U., Altoè, G., & Salcuni, S. (2019). Self‐construals and social adjustment in immigrant and nonimmigrant early adolescents: The moderating role of executive functioning. Child Development, 90(1), e37-e55. |
[ 43 ] | Moolenaar, N. M., Daly, A. J., Cornelissen, F., Liou, Y. H., Caillier, S., Riordan, R., Wilson, K., & Cohen, N. A. (2014). Linked to innovation: Shaping an innovative climate through network intentionality and educators’ social network position. Journal of Educational Change, 15(2), 99–123. https://doi.org/10.1007/s10833-014-9230-4 |
[ 44 ] | Moolenaar, N. M., Daly, A. J., & Sleegers, P. J. C. (2010). Occupying the principal position: Examining relationships between transformational leadership, social network position, and schools’ innovative climate. Educational Administration Quarterly, 46(5), 623–670. https://doi.org/10.1177/0013161X10378689 |
[ 45 ] | Nelson, J., & Bohanon, H. (2019). Blue Ocean Shift: Evidence-Based Practice in the Professional Development of Teachers. International Journal of Advanced Corporate Learning (IJAC), 12(2), 4. https://doi.org/10.3991/ijac.v12i2.10688 |
[ 46 ] | Oblinger, D., & Oblinger, J. (2005). Is It Age or IT: First Steps Toward Understanding the Net Generation. Educating the Net Generation, 2(1–2), 20. |
[ 47 ] | OECD. (2022). Education GPS. http://gpseducation.oecd.org |
[ 48 ] | Olimov, S. S., & Mamurova, D. I. (2022). Information Technology in Education. Pioneer: Journal of Advanced Research and Scientific Progress, 1(1), 17–22. |
[ 49 ] | Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816 |
[ 50 ] | Prensky, M. (2012). From digital natives to digital wisdom: Hopeful essays for 21st century learning. In From Digital Natives to Digital Wisdom: Hopeful Essays for 21st Century Learning. Corwin Press. https://doi.org/10.4135/9781483387765 |
[ 51 ] | Rahayu, R. P., & Wirza, Y. (2020). Teachers’ perception of online learning during pandemic covid-19. Jurnal Penelitian Pendidikan, 20(3), 392-406. |
[ 52 ] | Ratheeswari, K. (2018). Information Communication Technology in Education. Journal of Applied and Advanced Research, 3(1), S45–S47. https://doi.org/10.21839/jaar.2018.v3is1.169 |
[ 53 ] | Reddy, P., Sharma, B., & Chaudhary, K. (2020). Digital literacy: A review of literature. International Journal of Technoethics (IJT), 11(2), 65-94. |
[ 54 ] | Reich, J., Buttimer, C. J., Fang, A., Hillaire, G., Hirsch, K., Larke, L., Littenberg-Tobias, J., Moussapour, R. M., Napier, A., & Thompson, M. (2020). Remote Learning Guidance From State Education Agencies During the COVID-19 Pandemic: A First Look. |
[ 55 ] | Remennick, L. (2003). What does integration mean? social insertion of Russian immigrants in Israel. Journal of International Migration and Integration / Revue de l’integration et de La Migration Internationale, 4(1), 23–49. https://doi.org/10.1007/s12134-003-1018-y |
[ 56 ] | Remennick, L. (2007). Transnationalism. The Blackwell Encyclopedia of Sociology. |
[ 57 ] | Remennick, L., & Prashizky, A. (2019). Subversive identity and cultural production by the Russian-Israeli Generation 1.5. European Journal of Cultural Studies, 22(5–6), 925–941. https://doi.org/10.1177/1367549418810091 |
[ 58 ] | Salcines-Talledo, I., González-Fernández, N., & Briones, E. (2020). The Smartphone as a pedagogic tool. Student profiles as related to its use and knowledge. Journal of New Approaches in Educational Research (NAER Journal), 9(1), 91-109. |
[ 59 ] | Schleicher, A. (2019). PISA 2018: Insights and Interpretations. Oecd Publishing. |
[ 60 ] | Selvaraja, K., & Pihie, Z. L. (2015). The Relationship between School Culture and School Innovativeness among National Type Tamil Primary Schools, SJK(T)S in Kuala Langat District, Selangor. International Journal of Humanities Social Sciences and Education (IJHSSE, 2(1), 2349. www.arcjournals.org |
[ 61 ] | Shatri, Z. G. (2020). Advantages and disadvantages of using information technology in learning process of students. Journal of Turkish Science Education, 17(3), 420-428. |
[ 62 ] | Stavissky, Y. (2020). Growing Up between Israel and Russia – Feel Israeli Return to Russia. Bar-Ilan University. |
[ 63 ] | Tandon, R. (2020). COVID-19 and mental health: Preserving humanity, maintaining sanity, and promoting health. Asian Journal of Psychiatry, 51, 102256. |
[ 64 ] | Tezer, M., & Soykan, F. (2011). Teacher opinions on the use of terminal constructed (n-computing) computer laboratories. Procedia-Social and Behavioral Sciences, 15, 4076-4082. |
[ 65 ] | Tzivinikou, S., Charitaki, G., & Kagkara, D. (2021). Distance Education Attitudes (DEAS) during Covid-19 crisis: Factor structure, reliability and construct validity of the brief DEA scale in Greek-speaking SEND teachers. Technology, Knowledge and Learning, 26, 461-479. |
[ 66 ] | Warschauer, M., & Matuchniak, T. (2010). Chapter 6: New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179–225. https://doi.org/10.3102/0091732X09349791 |
[ 67 ] | Watkins, S. C. (2009). The young and the digital: What the migration to social-network sites, games, and anytime, anywhere media means for our future. Beacon Press. |
[ 68 ] | Witteborn, S. (2022). Digitalization, Digitization and Datafication: The “Three D” Transformation of Forced Migration Management. Communication, Culture and Critique, 15(2), 157–175. https://doi.org/10.1093/ccc/tcac007 |