Teachers as Digital Immigrants: Does Hybrid Identity Facilitate Integration in the Digital World?

Abstract

This study adopted a model from the immigration literature and viewed the transformation of teachers into the digital world as immigration – resembles geographical immigration. The study focused on teachers’ hybrid (digital and traditional) identity as digital immigrants during their immigration and examined the role of innovative school climate and technological training as moderators. Data was collected from 145 teachers from junior high and high schools. The findings indicated that the hybrid identity significantly predicted objective and subjective integration of the teachers as digital immigrants, especially when the innovative climate of the school and digital training of the teachers were low