This study examined the classroom technology utilization and integration strategies of digital native and digital migrant teachers to determine differences and relationships between their profiles and digital practices. Using a quantitative–correlational design, data were gathered from 150 teachers through a structured survey focusing on instructional delivery, assessment, classroom management, and collaboration. Results revealed that both digital native and digital migrant teachers demonstrate a high level of technology utilization and frequent integration strategies, with no significant difference between the two groups. Correlational analysis further indicated that academic position and educational attainment significantly influence effective technology integration, while teaching experience and ICT-related trainings have minimal impact. The findings suggest that generational classification does not strongly affect technology use, as both groups exhibit comparable digital competence. The study underscores the importance of continuous professional development and institutional support to sustain effective and inclusive technology integration in classrooms.
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