The new forms of digital interaction, expression, communication and entertainment (Shelly, Gunter and Gunter 2010) have led teachers to rethink their traditional teaching practices (Wiske, 2004). Prensky (2001) claims that when planning lessons, teachers have ignored “digital natives”, who are accustomed to playing computer games and who are skilled in multitasking, parallel processing, graphic awareness, and random access (Thota and Negreiros, 2015). Teachers need to adapt their techniques and integrate technology in their curriculum to meet the challenges of educating “digital natives” and dismiss such claims. Dockstader (1999) states several important reasons for integrating technology: (a) correctly...
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...ation system must adapt. Teachers need to learn how to use technology and implement it to spark students’ interest in school. Curriculum plans need to include technology that will allow for students to enhance their cognitive skills. We must allow students to stay connected to the information system that they have become so dependent on. Teachers need to implement technology because it can address students’ diverse needs, from both low and high level learners, because it provides meaningful context (Spires, Lee, Turner, and Johnson, 2008). Furthermore, utilizing technology that will keep parents connected with teachers are key elements to students’ education. This technology may be the bridge necessary to fill the gap of busy parents with work commitments, those who can’t speak English or those parents who just don’t know how to help their students in school.
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