ASCD-RI Presentation

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Presentation on the traits of digital natives and associated learning sytles.

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  • Born between: 1990-2000AKA:, Gen-Z, Net-Geners, PC Generation, Silent Generation
  • They have grown up with a huge array of choices and they believe that such abundance is their birthright. They desire ULTIMATE consumer control: what they want, how and when they want it.What does this mean for education? Millennials expect significantly increased learning options and far more educational services. They are MOST unhappy with limited choice.
  • How do you expand choice & selection?Online Course Management System: Blackboard, Angel, MoodleIf you don’t have access to a CMS, Second Life is a good option.However, there is free classroom space and tons of pre-built learning modules. For example, there are 3D virtual museums of real works of art, NASA coLab, teaching biology via molecular mayhem island.Use JING for screen capturing to create video/audio tutorials for students to utilize in or outside of the classroom.The BIG POINT here is to utilize technology to offer students a wider variety of choices when it comes to educational services and learning styles in the classroom
  • They never read directionsLove to learn by doing, by interactingMultiplayer gaming, computer simulations and social networks are just a FEW of their favorite digital environments BECAUSE there is little penalty for trial and error learning. They find lectures boring and are more engaged with active learning such as games, case studies, hands-on experiences and simulations that can HOLD their INTEREST
  • Here are a few examples of in class and out of class technology applications and hardware that enable experiential learning. Davidson University offers Virtual Chemistry experiments offered on the web. Easy to use technology with no “directions” needed. No penalty for errors and allows for multiple attempts to get it right without blowing up the science lab.EverywherePoll! Allows you to create interactive poll in class where students can text in their answers to a question. Think of it as American Idol for the classroom.SharePoint: TechnologyClickers have become very popular in the classroom. Clickers allow students to answer questions in a competitive game style atmosphere and the results are live-viewable to the entire classroom anonymously. The approach is also penalty-free, students feel comfortable “answering” questions knowing that they won’t look stupid in front of the rest of their peers and it also fosters that gaming quality of learning.QR barcodes: Are free and easy. You associate a website or webpage with a barcode and they use their camera phones or laptops to scan the barcodes. Like a virtual scavenger hunt.
  • Millennials expect classrooms to offer as much personalization as possible. They are used to signing into a website, like Amazon, and being given highly personalized and customized service in an online environment.In a classroom, it isn’t always possible to offer customized services to all of your students BUT if you offer a variety of technological methods that students can choose based upon their needs, this is as close to customized service as you can get.
  • Two ways to approach student personalization with technology, using free Web 2.0 toolsAllow students to customize/personalize the delivery method of assignments:If student’s have to give a presentation in class, perhaps allowing them a choice of presenting in front of the class or showing a video of a pre-taped presentationIn my classroom, for FIT1000, students create a digital portfolio showcasing their knowledge and expertise in a field they wish to pursue upon graduation.As supplemental to in-class work:1. Create a class blog where students can contribute to a discussion thread at their own discretion, give them opportunity to create their OWN discussion thread. Feel more comfortable speaking up virtually rather than in class.
  • A Millennials worst nightmare is waiting. Whether its waiting in line at starbucks, waiting for an email response back from their teacher, or waiting for Facebook to load their mobile pictures.Their desire for speed and efficiency CAN NOT BE OVERSTATEDSome call it instant gratification, I prefer to think of it as speedy satisfaction and permeates ALL OF THEIR SERVICE EXPECTATIONS.This particular behavior can be difficult to deal with or manage for a faculty member. How much of their time should they spend answering emails and how “available should a faculty member be?”
  • Technology Tips to Handle Impatient Digital Natives:1. Millennials like to know exactly where they stand in a class at any given time. Online Gradebook2. Kindles for required readings3. Facebook Study Groups4. Instant Message Office Hours within Course Management System
  • Digital Literacy
  • Incorporate into classroom:US NEWS Article on Texting as Good for Students. Teachers such as CindiRigsbee of Orange County, N.C., have asked students to translate passages from classic literature to texting-speak to demonstrate language comprehension in different contexts. http://www.usnews.com/blogs/on-education/2009/10/29/could-texting-be-good-for-students/comments/2Twittering during class discussions. Live FORUM3. LIVE POLL. EverywherePoll.com
  • ASCD-RI Presentation

    1. 1. Digital Natives & Technology <br />
    2. 2. Questions for Presenter<br />Text 71034 and your message to 99503<br />E.g. 71034 Can you please describe the needs of digital natives more clearly? Send to 99503.<br />Poll Everywhere<br />
    3. 3.
    4. 4. “Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.” Prensky (2001)<br />
    5. 5. More Choices, More Selectivity<br />Expect a greater array of products and services available to them<br />Sweeny, R. (2006)<br />
    6. 6. Image: SL Dresden Museum<br />Image: Molecular Mayhem<br />
    7. 7. II. Experiential & Exploratory Learners<br />Strongly prefer learning by doing<br />Sweeny, R. (2006)<br />
    8. 8. Image: MPCFaculty<br />Image: SPedChange<br />
    9. 9. III. Personalization & Customization<br />Expect products/services to allow for as much personalization & customization features as possible to meet their changing needs & interests<br />Sweeny, R. (2006)<br />
    10. 10.
    11. 11. IV. Impatience<br />ZERO tolerance for delays<br />Expectservices instantly when they are ready<br />Require constant feedback on their progress<br />Sweeny, R. (2006)<br />
    12. 12. Image: Amazon Kindle<br />
    13. 13. V. Use Multimedia<br />All. The. Time.<br />Sweeny, R. (2006)<br />
    14. 14.
    15. 15. Image: Emerging Ed Tech<br />
    16. 16. Available Online @<br />
    17. 17. References<br />Allen, E., & Seamen, J. (2008). Staying the Course: Online Education in the U.S. Retrieved May 9, 2009, from Sloan Consortium: http://www.sloanconsortium.org/publications/survey/pdf/staying_the_course.pdf<br />BizEd. (2007). More students choosing online Ed. BizEd , 59.<br />Blauch, D. (2005, October 12). Chemistry Experiments & Exercises. Retrieved May 8, 2009, from Chemistry @ Davidson: http://www.chm.davidson.edu/ChemistryApplets/index.html<br />DuVall, B., Powell, M. R., Hodge, E., & Ellis, M. (2007). Text Messaging to Improve Social Presence in Online Learning. Retrieved May 9, 2009, from Educause Quarterly: http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/TextMessagingtoImproveSocialPr/161829<br />Oblinger, D., & Oblinger, J. (2006). Is it age or IT: First steps toward understanding the net generation. CSLA Journal , 8-16.<br />Retrieved May 8, 2009, from SlideShare: http://www.slideshare.net/jdellavolpe/socialsphere-sungard-pres-bkey<br />
    18. 18. References<br />Parry, M. (2009, May 13). Stanford U. Experiments With Open Office Hours on Facebook. Retrieved May 19, 2009, from The Chronicle of Higher Education: http://chronicle.com/wiredcampus/article/3769/stanford-u-experiments-with-open-office-hours-on-facebook<br />Skiba, D., & Barton, A. (2006). Adapting your teaching to accommodate the net generation of learners. Online Journal of Issues in Nursing , 15.<br />Sweeney, R. (2006, December 22). Millennial Behaviors & Demographics. Retrieved May 8, 2009, from New Jersey Institute of Technology Library: library1.njit.edu/staff-folders/sweeney/Millennials/Article-Millennial-Behaviors.doc<br />Tucker, P. (2006). Teaching the Millennial Generation. The Futurist , 7.<br />Volpe, J. D. (March, 21 2009). Millennials: Yesterday, Today & Tomorrow. Retrieved May 8, 2009, from SlideShare: http://www.slideshare.net/jdellavolpe/socialsphere-sungard-pres-bkey<br />

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