This dissertation research aimed to determine if there was a difference in instructional technology use, in the face-to-face classroom, between digital immigrant faculty members and their digital native colleagues. This study was guided by two research questions: (a) Based on faculty members' HE-TPACK self-assessments, is there a difference between digital native faculty members and digital immigrant faculty members? and (b) Is there a reported difference in instructional technology use between the digital native and digital immigrant faculty members?

Literature on digital immigrants and digital natives has focused on digital immigrants as the instructor and digital natives as the student. The study examined digital natives as faculty members, with an original sample of 872 faculty members from a southeastern research university and 223 final participants. Data were collected using an online survey. There was no significant difference in digital immigrants' instructional technology use and their digital native colleagues, except in one area. The results indicated a significant difference in digital immigrants' use of links to online resources and digital natives' use of links to online resources in the face-to-face classroom with digital immigrants using links to online resources more often. The results, implications for practice, and implications for future research are discussed.