#net generation

Noko via Twitter

Butterfly symmetry.

‘No choice is a failure of imagination.” Wise old bird.

Stealth. That was pure stealth.

History repeats itself... I mean... shades of my high school all over again.

That ‘generations’ call back.

‘No one is teaching what it’s FOR.’ My gawds.

A KILL SWITCH! Jr. Has more smarts than I thought! I enjoy him more now.

KICK HER ASS SEVEN!

Hue. *Raises Glass*

Okay... your milti interfaced cheesy grin gains you back ONE bonus point.

Romulans have more than ONE planetary destruction pattern?!

STAR FLEET MOFOS! *mike drop*

I am again taken back to Elf Quest’s most profound core. ‘Life gives itself up for Life. There is no greater love of Life than this.’

1.) The internet.

2.) The internet.

3.) Snuggies.

Consider this: The Net Generation is the cohort of young people born between 1982 and 1991 who have grown up in an environment in which they are constantly exposed to computer-based technology. It has been suggested that their methods of learning are different from those of previous generations. In a survey of first-year undergraduate students, we found that a large majority started university with experience of using online systems such as blogs and wikis; furthermore, their attitudes to the possible use of such tools in learning were positive. The Net Generation is a challenge to the way that all universities and schools provide teaching and learning. As a member of the net generation how do you want to be taught?

This question was posed to me, but to be fair I don't really know how to answer it. What works for me is different for everyone else. PERSONALLY, I like being given the tools I need to do something (ex: a short lesson, formulas, a hammer, a small dog, whatever) and then tackling a scenario/problem head on. That's just me though. I don't think there is a way to satisfy what everyone needs, except for having caring, patient, flexible teachers. In fact, when I have my computer in class, I struggle really hard to not go Pintrest-ing or Instagram-ing. However, others may be really good at sticking to taking notes. 

I do feel that computer skills should be incorporated into the classroom at a younger age, but other than that-- ... yeah. 

XOXO,

by @ppoulin / @iClasse 

Think about it : today’s students in elementary schools were born after 1982 and are part of what educators call the Net Generation. The daily use of technology in their lives obviously leaves traces and allows different experiences from what previous generations have experienced. How they behave, socialize, work, think and grow is expressed differently. The Net Generation has somewhat develop its own way to learn. They communicate by email or text message. Above all, they seek immediate feedback to adapt quickly, learn new skills and collaborate with others (gamification). This way of living in a technological environment, communicate and buy goods also change their way of designing learning and decreases the desire to comply with the rules and ways of traditional schooling (CEFRIO, 2009, Christensen, 2011; Dillenbourg and Jermann, 2002, Gregory, 2009).

Today's youth want to first experiment and explore. More than anyone else, and most certainly in a different way then the generations before them, they want hands-on learning (CEFRIO, 2009, Gregory, 2009; Pletka, 2007). Students want to exchange information with each other to solve a problem rather than working alone. Therefore, modern communication allows new opportunities for intellectual or emotional encounters by lifting walls and opening less restrictive new channels of communication (Ackoff and Greenberg, 2008; CEFRIO, 2009 NMC, 2013). As highlighted in 2012 Thierrry Karsenti, "In Canada, 93% of children used a computer ... BEFORE starting school. "(Karsenti and Collin, 2013)

Les élèves qui fréquentent actuellement les écoles primaires sont nés après 1982 et font donc partie de ce que certains spécialistes appellent la génération C. L'omniprésence de la technologie dans leur vie laisse des traces comportementales et autorise des expériences différentes de celles des générations précédentes. Leur manière de se comporter, de socialiser, de travailler, de penser et de se développer s’exprime différemment. Les jeunes de la génération C possèdent leur façon à eux de s'informer. Ils communiquent entre eux par courriels ou par messagerie texte. Surtout, ils cherchent la rétroaction immédiate pour s'adapter rapidement, acquérir de nouvelles habiletés et collaborer avec les autres (ludification). Cette manière de vivre dans un milieu technologique, de communiquer et de consommer change également leur manière de concevoir l’apprentissage et réduit le désir de se conformer aux règles et façons de faire de l’école traditionnelle (CEFRIO, 2009; Christensen, 2011; Dillenbourg et Jermann, 2002; Grégoire, 2009,). 

Summarizing notes on: The 'digital natives' debate: A critical review of the evidence - Bennett, S., Maton, K. & Kervin, L.

(Note: This is re-edited summary. The original summary was created by Datin Kate Deol Abdullah and shared at: onlinepracticeandpedagogy.blogspot.be. All credits go to the original author.)

Cental issues:

outlining the ongoing debate about 'Digital Natives'

assessing the claim that digital natives use technology in different ways from their predecessors and as such, education reforms should be made based upon utilising the significant skills that the children have gained.

               >> The authors suggest that claims about 'Digital Natives' are based on assumptions that are weak in empirical and theoretical foundations.

The debate on 'Digital Natives' is based on two claims:

that a distinct generation exists    > estimated to have been born between 1980 and 1994

that education must change fundamentally to meet their needs.    > It is said that these children possess distinct characteristics from exposure to technology (toys and tools) as an integral part of life.  This makes them a generation who are more optimistic and team-oriented.  They are experiential multi-tasking learners, and are dependent on ICT to connect with others and access information.           > In comparison those born prior to 1980, digital immigrants, are less familiar and lack fluency in technology.  The disparity between the technological tools available in education and the level of interaction these children need is brought into focus with literature that indicates it is 'the biggest single problem in education'.

Owing to the fluidity of use within technology, digital natives are said to "think and process information fundamentally differently from their predecessors".  Their discovery-based learning occurs at high speed, makes seemingly random connections and processes information through game-based activities.

Literature reveals descriptions that current students are disappointed, dissatisfied and disengaged, and educational environments appear outdated and irrelevant.  Arguably, education reform should be student-led or face obsolescence.  Downes' study indicates pre-teens found greater opportunity for exploration through the use of home computers rather than teacher-led instruction. 

Counter-arguments and empirical validation by the authors:

Information technology use and skills among young people:

generalisations that children do use online connectivity constantly are affirmed;

only a small percentage of the group (n=4374) were involved in creating their own content compared to the significant proportion who showed no such skills for a digital native;

there are variations between natives' skills and talents; and

access, use and skill in technology as it relates to age and socio-economic background requires further research.

Learning styles and preferences:

The authors suggest that multi-tasking is an option for all people, but note that it may not be beneficial when results show loss of concentration.

The cognitive differences between age levels are of significance to the developing capacity of short-term memory.  Capacity increases with age, and a correlation is seen in ability to process information.  Research into classifying styles and preferences of learning to a particular generation should not be seen as static.  Theory acknowledges variability between individuals.  Students change their approach to new tasks depending on related experience and the perception of what is involved.  The authors suggest that there is a lack of evidence in literature defining the existence of the digital native as a generational occurance or as a result of ICT exposure.

Educational needs:

The authors state that while the use of technology differs between home and educational environments in use and role, research on students in post-compulsory education indicate they are not requesting greater use of technology.  The authors point out that the relevance of personal research conducted by middle school students does not reflect the required research skills for a school project.  Critical thinking skills are not employed studies indicate, so technology practices cannot directly translate into academic excellence without further structuring in supporting learning.  The authors request caution in going forward.

Conclusions:

There has been particular focus paid to a generation that seemingly has enhanced and sophisticated ICT skills, the like of which is not supported through existing academic frameworks.     > A moral panic has ensued " ... the form public discourse takes ... to explain how an issue of public concern can achieve a prominence that exceeds the evidence in support of the phenomenon ... [s]uch claims coupled with appeals to common sense and recognisable anecdotes are used to declare an emergency situation, and call for urgent and fundamental change".

More critical and rational debates are needed to progress. Literature is used to prevent proponents from making unsupported claims that could lead to reforms based on unrealistic expectations.