Title: TECHNOLOGY INTEGRATION IN URBAN HIGH SCHOOLS: GENERATIONAL PERSPECTIVES AND PROFESSIONAL DEVELOPMENT

Abbreviated Abstract: This mixed-methods study explored school staff perceptions of generational differences in the use and benefits of various classroom technologies. The study investigated how educators perceive technology integration across different generational cohorts, emphasizing the perceived impact of these differences on teaching, learning, and communication in an urban high school setting. The research employed a survey with both Likert-scale and open-ended questions, along with focus group interviews, to assess staff perspectives on generational differences in technology use in the classroom. These qualitative and quantitative data points were used in tandem to provide context. The students were not directly surveyed or interviewed, nor were observations of classroom instruction included. The findings revealed how staff perceptions of generational differences inform professional development strategies and guide technology integration in multi-generational educational environments. This study contributed to the limited research on generational divides in K-12 education, focusing on educators’ technology use rather than on student access.