Natives and Immigrants: Questioning the concept of teacher technology fluency

Abstract

The development of abilities and competencies related to new media is a theme of increasing interest for pre and in-service teachers. In this paper we aim to investigate and question the meaning of these abilities and competencies through the concept of technology fluency. We present dada collected with in-service teachers at the K-12 level hat contrast with the traditional perspective of a teacher that is resistant to technology. We attempt to present an alternative perspective to teacher professional development that goes beyond the apparent contrast between student "natives" and "immigrants" teachers.