Abstract
There is an assumption that the younger cohort of teachers who are considered to be digital natives will be able to integrate technology into their teaching spaces with ease. This study aims to determine if there is a difference between generational cohorts with respect to ICT (Information Communication Technology) integration in classrooms among South African teachers. There is a paucity of research on ICT integration in education with respect to generational cohorts. This study involved a secondary analysis of two primary data sets, which contained qualitative and quantitative data. The quantitative data revealed that there are few statistical differences between the generations with respect to their ICT usage in the classroom. However, the qualitative data revealed that younger cohorts of teachers appear to be highly concerned about classroom management, while a recurring theme amongst all cohorts was the lack of access and time.
