Lisenbee, Peggy2020-02-192020-02-192016This is the published version of an article that is available at http://www.literacyandtechnology.org/uploads/1/3/6/8/136889/jlt_v16_3_lisenbee.pdf. Recommended citation: Lisenbee, P. S. (2016) Generation gap between students' needs and teachers' use of technology in classrooms. Journal of Literacy and Technology, 17(3), 99-123. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.http://www.literacyandtechnology.org/uploads/1/3/6/8/136889/jlt_v16_3_lisenbee.pdfhttps://hdl.handle.net/11274/12172Article originally published in Journal of Literacy and Technology, 17(3), 99-123. English. Published online 2016. http://www.literacyandtechnology.org/uploads/1/3/6/8/136889/jlt_v16_3_lisenbee.pdfIn the 21st century, technology is a pervasive presence in the classroom. Unintended consequences of a technologically rich classroom learning environment emerge due to the dichotomy between 21st-century learners’ and teachers’ perceptions of the need to use technology. Several factors affecting the generation gap between teachers and students in classrooms are shared such as characteristics of 21st-century learners, teacher's perceptions of technology, student's ability to use technology independently, teacher training and the need to reshape pedagogy based on national education standards focused on technology use. The EMSCI Model provides teachers with a process to teach students how to use technology independently and suggests a pedagogical paradigm shift towards constructivist teaching to offset the generation gap.en-USTechnologyPedagogyGeneration gapConstructivist21st-century learnersArticle