Of the four required readings, Reeves and Oh provide the most accurate evidence on the use of generational differences as a variable for consideration when designing educational technology. The fact is as Reeves and Oh stated that, "virtually no evidence can be found", despite the arguments that prognosticators Howe and Strauss make on the "Next Great Generation".
What I have deduced from the various arguments discussed in the articles, is that as a teacher, I will be best served by meeting the students where they are at. That is, if I can make the necessary leap (scaffolding) between teaching the required content and using assistive technology to drive home the point, then I will have overcome a perceived "generational gap".
To offer an analogy, grandparents provide this very same skill to parents whenever intervention is necessary in trying to get their grandchildren to understand their parents point of view. For example, a grandparent may offer a similar story or event to the grandchild and detail the decisions or results of a particular event. By smoothing over the "required learning", the grandparent has "bridged" the generational gap and the child should come away with the new knowledge. Teaching multiple generation in a variety of contexts is no different. In the workforce, HR Training and Development specialists do not necessarily break a company into 3 sessions of the different generations, they simply try to tailor the material to the needs of the company. One size may not fit all, but at the end of the day it gets the job done.
For my students, all of the articles raise a few good pointers on things to consider about thier learning preferences, or learning styles. Despite claims of being a diverse sample, the Howe and Strauss study did not describe my students. Prensky did highlight measureable differerences between the culture of todays' students versus those of my generation. However, the "Millenials", will still need to interact face-to-face in the world of work. As such, regardless of which side of the generational argument I side with, I have to do my best to get the students to learn by any means necessary. Sometimes this will be using technology and sometimes it won't.
Brad.
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10 comments:
Brad,
I think teachers are probably in the best position of any adult to bridge generation gaps. After all we spend all day five days a week with kids. We observe them, hear them, teach them, converse with them. Sometimes we spend more time with them then their parents. We know their slang and all the little dramas in their lives. Teaching keeps us young minded. Just keeping a step ahead of our kids is a challenge.
Marge
Brad,
You made a very good analogy and I can see that you are into some very deep introspection here...good work:)
Marge,
It doubles then, that teachers who are also parents, have even more of an advantage when it comes to bridging the generational gap. Having three of my own, I often see where they misunderstand things like documenting or verifying an online source, when researching for a speech or project.
Being a parent keeps me young! As my six year old tells me, "Dad, you're a GOOFER" (referring to my willingness to say or do anything to lighten a tense moment in the house). Multiply this by 30 students and it is easy to see your point.
Brad.
Tracey,
I'm no Dr. Phil but I know a compliment when I see one. Merci beaucoup! I don't easily embrace technological change for changes sake, but I do enjoy some of the applications that the Web and Internet have provided. Still not a fan of the cell phone though.
Brad.
Brad,
Your writing makes a lot of sense as it relates to you and your students. There is much work to be done and it will take a lot of diversity in technology and teaching skills and attitude. Thanks for sharing your comments.
Now if anyone can tell me how to convince my 87 year old mother to use her cell phone...
Marge
Bonnie,
I think you've zeroed in on the key to making sense of perceived generational gaps--program by program, and class by class. I think I've figured out the students needs, but it may not work in your classroom or school.
Brad.
Bonnie,
I think you've zeroed in on the key to making sense of perceived generational gaps--program by program, and class by class. I think I've figured out the students needs, but it may not work in your classroom or school.
Brad.
Hi Brad,
When you (or Reeves and Oh) say "no evidence can be found," does this also mean that there is no evidence that older generations are inherently less well-adapted to learn this technology?
Catherine
ACTE e-media coordinator
www.acteonline.org/resource_center/blogs.cfm
http://careertechtalk.podbean.com
Catherine,
Your question is best answered with a reference to another article I recently read while researching for a paper on Virtual High School. The article in particular, "Overcoming Cultural Mindsets" (Baker and Baker, 2005), points to a teachers perceived barriers to learning and implementing technology. So, to answer your question, there is no known empirical data which supports such an argument. There are plenty of anecdotal arguments made though. Basically teachers, especially older ones need to overcome their fear of the unknown (technology) and learn when to implement it into thier programs.
Hope I answered your query.
Brad.
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