Preferences of Today's Technology Learners

8/21/2019 Preferences of Today's Technology Learners

1/34

Preferencesof Today's

Technology

Learners

Aries S. Pere

Education 10 Instructo


2/34


3/34

Obecti!es"

- #ategorize and di$erentiate thegeneration of learners

-

Identify the %references of &odernday learners (igital )ati!es*- #o&%are and contrast their

%references to the for&er

generations of learners- +se these %references to co&e u%

,ith teaching strategies that ,ill

bring out the best of these learners


4/34

Who Are We? Who are They?

•

The Silent -eneration• Also called Traditionalists Seniors The -reatest

-eneration

• Li!ed through the -reat (e%ression and /orld /ar II

• orn bet,een 122 and 134

• aby oo&ers• Also called the 5e -eneration the Sand,ich -eneration

• orn bet,een 134 and 160

• -eneration 7•

So&eti&es called the aby ust -eneration• orn bet,een 160 and 180

• 5illennials• Also called the Echos the )e9ters and -eneration :

•

orn bet,een 180 and 2000


5/34

General Characteristics of theSilent Generation

• -re, u% during the(e%ression and ser!edin /orld /ar II

• elie!e in sacri;ce for

the -reater -ood• Often ha!e one

i&&igrant %arent or&ulti%le i&&igrant

grand%arents• 5aintain traditional

!alues• on?

= ?


6/34

enera arac er s cs oBaby Boomers

• orn bet,een 134and 160

• T@ -eneration

• 5aterialistic• =5e? focus• es%onsible for

social changes• T,o household

,orBers• /o&en in the ,orB

force" Su%er,o&an• =Li!e to /orB? >


7/34

enera arac er s cs o en-Xers

• orn bet,een 160

and 180• Often children of

di!orce and non>traditional fa&ily units

•

LatchBey Bids• aised on electronic

&edia• +se of ne,est

technology is a gi!en• Cunction ,ell alone• Tend to be %essi&istic

and sBe%tical ofauthority and

institutions•


8/34

enera arac er s cs oMillenials• So&eti&es younger siblings of -en>7ers• ene;tted fro& %arentsD later life success• Often ha!e at least one i&&igrant %arent• Are racially and ethnically di!erse• Identify ,ith

%arentsD !alues• -ra!itate to,ard

grou% acti!ities•

elie!e itDs coolto be s&art• )e, technology

is a gi!en•

Short attention


9/34

ere are on etimeline?


10/34

So ,hat arethe%references

of thetechnologylearners


11/34

Text s! "is#als


12/34

$inear s! %y&erme'ia


13/34

(n'e&en'ent s! Social$earners


14/34

$earnin) to 'o s! $earnin) to*ass the Test


15/34

+elaye' ,ear's s! (nstantGrati.cation


16/34

,ote Memory s! /#n$earnin)


17/34

To hich )eneration 'o YOU

belon)?

1. 5illennials

2. -en>7

4. aby oo&ers

3. Silent-eneration

enera m& oymen


18/34

enera m& oymenCharacteristics• /orBers fro& the Silent -eneration are

characterized by• Loyalty to the e&%loyer

•


19/34

enera m& oymenCharacteristics• -eneration 7 ,orBers are characterized by

• Technology sBills• Entre%reneurial s%irit• 5obility and Ge9ibility at ,orB• Cocus on %ersonal %rofessional gro,th o!er e&%loyer interests• Percei!ed lacB of loyalty• /ant balance of ,orB and ho&e life• )eed i&&ediate feedbacB• /ill balance end result ,ith desire for HuicB resolution

• 5illennial ,orBers are characterized by• Technology sBills• E9%ectation of di!ersity• E9%ectation of ra%id results•

Cle9ible schedules• /ant balance of ,orB and ho&e life• )eed for inde%endence in decision &aBing• (esire for challenge and gro,th• E9%ect i&&ediate feedbacB


20/34

What Most /ac#lty Are Use' To• Lecture classes

• eading assign&ents in booBs./e generally %refer to %rint outlong docu&ents rather than readthe& on screen

•

Pen and %a%er note taBing• /orBing indi!idually rather than

in grou%s

• uiet study or ,orB ti&e

• Cace>to>face interaction ,ith

others• Acce%tance of %rofessional

authority

• Li&ited access to our ti&e as

faculty• E9 ectation that our decisions

What Most St#'ents Are Use'


21/34

What Most St#'ents Are Use'To• #onsu&er orientation

• Assu&%tion that institutions are corru%t anduntrust,orthy

• 5ulti>tasBing• (oing se!eral things at once

• Learning fro& se!eral di$erent sources

• Prag&atic a%%roach to %roble& sol!ing

• uestioning the !eracity of infor&ation

• Entertain&ent orientation

• Instant grati;cation

• Short e!ent horizon

• E9%ectations of e9cellence

• A,areness of %ersonal safety

• )o ci!ility


22/34

Why the'isconnect

beteen US an'T%0M?

Why the 'isconnect beteen US


23/34

Why the 'isconnect beteen USan' T%0M?

Technology

Parenting


24/34

%elico&ter *arents

• Often had childrenlater or had t,o=sets? of children

•


25/34

Why +o They %oer?

• School told the& that they needed to be in!ol!edin their childrenDs schools

• #hild>rearing booBs told the& to be in!ol!ed ,ith

their Bids at all le!els

And if you donDt do all these things then youare a . . .

• 5edia told the& o!er and

o!er to %rotect theirchildren

• 5edia co!ered e!eryincident of har& to children

• -o!ern&ent %assed childsafety la,s


26/34

A( PAE)TJ


27/34

Whom 'o yo# thin1 is morecomfortable tal1in) to &rofessors?

1. 5illennials

2. -en>7ers

i2 b G '


28/34

+i2erences beteen Gen X an'Millennials

esearch done by 5olly E%stein at E&ory+ni!ersity 200K* re!eals interesting di$erences"

#o&fortable s%eaBing,ith %rofessors"• 60 of 5illennials• M 30 of -en 7ers


29/34

Who is more comfortable as1in)for s&ecial faors?

1. 5illennials

2. -en>7ers

#o&fortable asBing for s%ecialtreat&ent"• 60 of 5illennials

• 2 of -en 7ers


30/34

Who is more incline' to belieethat a#thority .)#res sho#l' set

&arameters for behaior an'ex&ectations?

1. 5illennials

2. -en>7erselie!e that authority ;guresshould set and enforce rules"• K0 5illennials• 30 -en 7ers


31/34

Who feels more comfortable

challen)in) &rofessors on )ra'es?

1. 5illennials

2. -en>7ers

Ceel co&fortable challenging%rofessors on grades"• 60 of 5illennials• 4N of -en 7ers


32/34

Who ants a clearly str#ct#re'aca'emic &ath3 &resente' to

them?

1. 5illennials2. -en>7ers

/ant a clearly structuredacade&ic %ath"• 80 of 5illennials• 60 of -en 7ers

o o e a n an n)a)e


33/34

o o e a n an n)a)eof Them

• Articulate all desired

outco&es• Establish clear e9%ectations

co&&unicate the& earlyand often

• 5aintain technological

so%histication• O$er o%%ortunities for

%ersonal in!ol!e&ent• (esign =real ,orld?

assign&ents• End the =sage on the stage?

a%%roach• Pro!ide trans%arency and

clear co&&unication• Address &ulti%le learning

o%tions•

Cro& -eneration )e9t #o&e to #ollege" 2006 +%dates and E&erging Issues by5arB L. Taylor


34/34

Wor1s Cite'

• #arlson Scott. =The )et -eneration -oes to#ollege.?

• E%stein 5olly. 200K*.

•

5ouchayleh Terry Ste,art. 200*. =The 5ore Things #hange The 5ore They Stay the Sa&e"/orBing /ith -enerational Issues in our Students.?

• >>>. 200K*. =-enerational (i$erences A&ong

Documents

Preferences of Today's Technology Learners