Contextual Digital Identity: A Conceptual Model for Understanding Teachers’ Technology Use Beyond the Digital Native–Immigrant Dichotomy
Uluslararası Öğrenen Toplum DergisiCilt 2026/3, Sayı 1
The widespread use of the digital native–digital immigrant dichotomy has long shaped discussions on technology integration in education. However, this binary classification, originally proposed by Marc Prensky (2001), has been increasingly criticized for its oversimplification and lack of empirical grounding. …