Learning-Oriented Electronic and Digital Media Prevent Learning Loss: South Texas Teachers’ Viewpoints
Dr. Yu-Lin Feng, Dr. Valentin Ekiaka Nzai, M.S. Hilda Moreno, M.Ed. Faustin Boleli

Abstract
This study examined 21 third grade teachers (native and non-native English speaking) teachers’ viewpoints on the effectiveness of cyberlearning in South Texas. Findings demonstrated that 95% of native and non-native English-speaking teachers participating in this study are digital immigrants who were not aware of the existential and generational thinking schemes’ gap between digital immigrant teachers and PK-5 digital native students. Digital immigrant teachers operate from the tool-used and/or technocrat (Postman, 1992) thinking schemes while digital native students do so using technology (Postman, 1992) way of being. Therefore, participants may not be aware of the power of electronic and digital media technologies in fostering cognitive, neurobiological, behavioral and socio-cultural changes.

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