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This study challenges Prensky's concept of Digital Natives by examining how educators born before and after the 1980s perceive and incorporate technology in early learning classrooms. Using a case study approach and semi-structured interviews, the research explores impacts on the physical environment, communication, policy, and curriculum. Contrary to Prensky's hypothesis, the findings suggest that educators' attitudes toward technology are not solely determined by their birth years, emphasizing the importance of experience and exposure to technology in shaping educators' practices for integrating digitalized curriculum into early learning.


Faculty of Applied Health & Community Studies (FAHCS)


Honours Bachelor of Early Childhood Leadership (HBECL)

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Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.