The language digiclash: Digital immigrants teaching digital natives in the Philippine context

In education, the digital competence gap between the digital natives who learn technology use from early years and those digital immigrants who learn technology at a later stage has had a profound effect on the way teaching and learning is conducted. This phenomenology research examined the experiences of novice and experienced Filipino and English teachers referred as digital immigrants in using information and communication technology (ICT) tools in the virtual learning environment. The participants of this qualitative descriptive study were purposefully selected participants from a local school district in Bohol and a state university in Candijay, which is situated in the central Visayas, Philippines. Results revealed that digital immigrant teachers faced challenges such as poor internet connectivity, resistance to change, and gaps in ICT skills. These issues were exacerbated by the region's limited access to ICT resources, internet, and adequate ICT training programs. Teachers, however, adopted strategies like proactivity, seeking social support, and fostering peer relationships to cope with these challenges. The study highlights the need for a more integrated approach to ICT integration that includes skill development, infrastructure improvement, and a shift in mindset. It suggests that professional development, mentorship, and collaborative teaching strategies are essential for empowering digital immigrant teachers. Moreover, improved digital infrastructure, especially internet access, will be crucial in enabling teachers to completely adopt ICT in their language instruction during an era of rapid digital shift.