Not As Savvy As You’ve Been Led To
Believe: What Do We Really Know About
The Students In Our Classrooms Today?
Michael K. ...
Generational differences:
the theory that people born
within an approximately 20
year time period share a
common set of ch...
Generational Boundaries
•  GI Generation “Greatest Generation”
–  Born between 1901 and 1924
•  Silent Generation
–  Born ...
Historical Influences
Boomers:
•  Civil Rights
•  Sexual Revolution
•  Cold War
•  Space travel
•  Assassinations
Gen X:
•...
This Generation’s Numbers
•  60 million - largest group
since the Baby Boomers
(72 million)
•  3 times larger than
Generat...
Today’s Student: Which Fit Your Students?
Gamers Digital Natives Socially
Conscious
Disdain Previous
Generations
High Expe...
Today’s Student
•  Generation Y
•  Echo
•  Net Generation
•  Neomillennials
•  Generation NeXt
•  Millennials
•  Generatio...
Echo generation
Foot, D. K., & Stoffman, D. (1996). Boom, bust and
echo: How to profit from the coming demographic
shift. ...
•  Children of baby boomers
•  Digital technology has had a
profound impact on their
personalities, including their
attitu...
Millennials
•  “…today's teens are
recasting the image
of youth from
downbeat and
alienated to upbeat
and engaged.”
Howe, ...
Digital Natives
•  Common in the media
•  “Our students today are all ‘native
speakers’ of the digital language of
compute...
Generational Differences and Training
•  Thomas Reeves (University of
Georgia) completed a funded
literature review on gen...
“Today's young people
have been raised to aim
for the stars at a time
when it is more difficult
than ever to get into
coll...
•  In 2002, 74% of high school students
admitted to cheating whereas in 1969
only 34% admitted such a failing. (p. 27)
•  ...
Twenge, J. M.
(2009). Generational
changes and their
impact in the
classroom: Teaching
Generation Me.
Medical Education,
4...
Oblinger, D. (2003). Understanding the new student.
EDUCAUSE Review, 38(3), 36-42.
“When asked
about problems
facing their...
“The number one
thing to realize with
the Millennials is
that as a whole they
reflect much more
parental
perfectionism tha...
What Else Do We Know?
Another Common Myth:
The Master Multitasker
•  Memory
encoding
and memory
retrieval
weaker in
teens when
attention is
divi...
Other Multitasking Studies
•  Herath, P., Klingberg, T., Yong, J., Amunts, K., & Roland, P. (2001). Neural
correlates of d...
Today’s Students & Technology
•  Today’s students’ technical
knowledge is broad, but
shallow
•  Skills differ by academic
...
Schools today are
beset by a new
generation of
learners whose
skills and
expectations derive
from growing up on
the net.
Keeping
pedagogy
ahead of
technology
is an
ongoing
struggle.
This is especially true in education!
“Lecturing still
absorbs more than
half to two thirds of
various departments’
teaching practices…
These traditional
forms ...
What should
we expect
our students
to learn in
the 21st
Century?
Do
today’s
students
really
want to
learn?
Focus on undergraduate education
•  Participating Institutions: 621 colleges and universities
participated in NSSE 2013. 1...
NSSE Results
• Work
expectations
for students:
– 10-15 hrs
in class
– 25-30 hrs
studying
NSSE Results
• School Work Reality:
– 17% study 5 hrs per week or less
– 26% 6-10 hrs
– 22% 11-15 hrs
– 16% 16-20 hrs
– 9%...
NSSE Results
Percentage of students Percentage of professors
0-10 13
11-20 28
21-40 24
41-60 15
61-80 11
81-90 2
91-100 -
...
NSSE
Student
faculty
Interaction
High
Academic
Challenge
Time
On
Task
What Else Do We Know?
http://www.decliningbydegrees.org/
The most
“shocking”
discovery is the
“non-aggression
pact” between
instructors and
students.
What Else Do We Know?
What Else Do We Know?
The traditional standard for an average
performance was a C, but students now
expect Bs for putting out a modicum of effor...
Grade Inflation
http://gradeinflation.com/
Grade Inflation
http://gradeinflation.com/
Grade Inflation
http://gradeinflation.com/
Two Key Points
•  Introducing
technology alone is
never enough.
•  Big gains in
productivity come
when new
technologies ar...
Two Key Points
•  Introducing
technology alone is
never enough.
•  Big gains in learning
come when new
technologies are
co...
Your
Questions
and
Comments
Director of Doctoral Studies
Farrington College of Education
Sacred Heart University
mkbarbour@gmail.com
http://www.michae...
Center for Digital Learning Workshop (April 2014) - Not As Savvy As You’ve Been Led To Believe: What Do We Really Know Abo...
Center for Digital Learning Workshop (April 2014) - Not As Savvy As You’ve Been Led To Believe: What Do We Really Know Abo...
Center for Digital Learning Workshop (April 2014) - Not As Savvy As You’ve Been Led To Believe: What Do We Really Know Abo...
Center for Digital Learning Workshop (April 2014) - Not As Savvy As You’ve Been Led To Believe: What Do We Really Know Abo...
Center for Digital Learning Workshop (April 2014) - Not As Savvy As You’ve Been Led To Believe: What Do We Really Know Abo...
Center for Digital Learning Workshop (April 2014) - Not As Savvy As You’ve Been Led To Believe: What Do We Really Know Abo...
Center for Digital Learning Workshop (April 2014) - Not As Savvy As You’ve Been Led To Believe: What Do We Really Know Abo...
Center for Digital Learning Workshop (April 2014) - Not As Savvy As You’ve Been Led To Believe: What Do We Really Know Abo...
Center for Digital Learning Workshop (April 2014) - Not As Savvy As You’ve Been Led To Believe: What Do We Really Know Abo...
Center for Digital Learning Workshop (April 2014) - Not As Savvy As You’ve Been Led To Believe: What Do We Really Know Abo...
Center for Digital Learning Workshop (April 2014) - Not As Savvy As You’ve Been Led To Believe: What Do We Really Know Abo...
Center for Digital Learning Workshop (April 2014) - Not As Savvy As You’ve Been Led To Believe: What Do We Really Know Abo...
Center for Digital Learning Workshop (April 2014) - Not As Savvy As You’ve Been Led To Believe: What Do We Really Know Abo...
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Center for Digital Learning Workshop (April 2014) - Not As Savvy As You’ve Been Led To Believe: What Do We Really Know About The Students In Our Classrooms Today?

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Barbour, M. K. (2014, April). Not as savvy as you’ve been led to believe: What do we really know about the students in our classrooms today? A presentation to the Sacred Heart University's Center of Digital Learning, Fairfield, CT.

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Center for Digital Learning Workshop (April 2014) - Not As Savvy As You’ve Been Led To Believe: What Do We Really Know About The Students In Our Classrooms Today?

  1. 1. Not As Savvy As You’ve Been Led To Believe: What Do We Really Know About The Students In Our Classrooms Today? Michael K. Barbour Farrington College of Education
  2. 2. Generational differences: the theory that people born within an approximately 20 year time period share a common set of characteristics based upon the historical experiences, economic and social conditions, technological advances and other societal changes they have in common
  3. 3. Generational Boundaries •  GI Generation “Greatest Generation” –  Born between 1901 and 1924 •  Silent Generation –  Born between 1925 and 1945 •  Baby Boomers –  Born between 1946 and 1964 •  Generation X –  Born between 1965 and 1980 •  Today’s Student –  Born between 1981 and 2005
  4. 4. Historical Influences Boomers: •  Civil Rights •  Sexual Revolution •  Cold War •  Space travel •  Assassinations Gen X: •  Fall of Berlin Wall •  Watergate •  AIDS •  Desert Storm •  Energy Crisis Today’s Student: •  School shootings •  Oklahoma City •  Internet •  9/11 •  Iraq
  5. 5. This Generation’s Numbers •  60 million - largest group since the Baby Boomers (72 million) •  3 times larger than Generation X •  Teen population is growing at twice the rate of the rest of America •  Made up 37% of U.S. population in 2005
  6. 6. Today’s Student: Which Fit Your Students? Gamers Digital Natives Socially Conscious Disdain Previous Generations High Expectations Spoiled Rotten Respect Intelligence Value Diversity Expect Incomes Exceeding Parents Experiential Learners Optimistic and Positive Family Oriented Collaborative Nomadic Inclusive Have More Friends Healthy Lifestyle Clueless Direct More Liberal Achievement Oriented Media Consumer Patriotic More Conservative Value Balanced Lives Multi-tasker Confident Entitled
  7. 7. Today’s Student •  Generation Y •  Echo •  Net Generation •  Neomillennials •  Generation NeXt •  Millennials •  Generation Me •  Digital Natives •  Generation txt
  8. 8. Echo generation Foot, D. K., & Stoffman, D. (1996). Boom, bust and echo: How to profit from the coming demographic shift. Toronto, ON: Macfarlane Walter and Ross.
  9. 9. •  Children of baby boomers •  Digital technology has had a profound impact on their personalities, including their attitudes and approach to learning •  Generation gap has become a generation lap Tapscott, D. (1998). Growing up digital. The rise of the net generation. New York: McGraw Hill. Tapscott, D. (2009). Grown up digital: How the net generation is changing your world. New York: McGraw-Hill. Net Generation
  10. 10. Millennials •  “…today's teens are recasting the image of youth from downbeat and alienated to upbeat and engaged.” Howe, N., & Strauss, W. (2000). Millennials rising: The next great generation. New York: Vintage Books.
  11. 11. Digital Natives •  Common in the media •  “Our students today are all ‘native speakers’ of the digital language of computers, video games and the Internet.” •  “As Digital Immigrants learn – like all immigrants, some better than others – to adapt to their environment, they always retain, to some degree, their ‘accent,’ that is, their foot in the past” Prensky, M. (2001). Digital natives, Digital immigrants. On the Horizon, 9(5). [Online] Prensky, M. (2001). Digital natives, digital immigrants – Part II: Do they really think differently? On the Horizon, 9(6). [Online]
  12. 12. Generational Differences and Training •  Thomas Reeves (University of Georgia) completed a funded literature review on generational differences •  Most generational differences in the literature were based on no or flawed research Reeves,  T.  C.  (2008).  Do  genera)onal  differences  ma1er  in  instruc)onal  design?  Paper   presented  to  ITForum.  Retrieved  on  March  13,  2009  from  hCp://it.coe.uga.edu/ iGorum/Paper104/ReevesITForumJan08.pdf    
  13. 13. “Today's young people have been raised to aim for the stars at a time when it is more difficult than ever to get into college, find a good job, and afford a house. Their expectations are very high just as the world is becoming more competitive, so there's a huge clash between their expectations and reality.”
  14. 14. •  In 2002, 74% of high school students admitted to cheating whereas in 1969 only 34% admitted such a failing. (p. 27) •  In 1967, 86% of incoming college students said that “developing a meaningful philosophy of life” was an essential life goal whereas in 2004 only 42% of GenMe freshmen agreed. (p. 48) •  In 2004, 48% of American college freshmen reported earning an A average in high school whereas in 1968 only 18% of freshmen reported being an A student in high school. (p. 63) •  In the 1950s, only 12% of young teens agreed with the statement “I am an important person” whereas by the late 1980s, 80% claimed they were important. (p. 69) Jean  M.  Twenge    
  15. 15. Twenge, J. M. (2009). Generational changes and their impact in the classroom: Teaching Generation Me. Medical Education, 43(5), 398-405.
  16. 16. Oblinger, D. (2003). Understanding the new student. EDUCAUSE Review, 38(3), 36-42. “When asked about problems facing their generation, many millennials respond that the biggest one is the poor example that adults set for kids.” p. 36
  17. 17. “The number one thing to realize with the Millennials is that as a whole they reflect much more parental perfectionism than any generation in living memory. Colleges and universities should know that they are not just getting a kid, but they are also getting a parent.”
  18. 18. What Else Do We Know?
  19. 19. Another Common Myth: The Master Multitasker •  Memory encoding and memory retrieval weaker in teens when attention is divided Naveh-­‐Benjamin,  M.,  Kilb,  A.,  &  Fisher,  T.  (2006).  Concurrent  task  effects  on  memory  encoding   and  retrieval:  Further  support  for  an  asymmetry.  Memory  &  Cogni)on,  34(1),  90-­‐101.      
  20. 20. Other Multitasking Studies •  Herath, P., Klingberg, T., Yong, J., Amunts, K., & Roland, P. (2001). Neural correlates of dual task interference can be dissociated from those of divided attention: an fMRI study. Cereb. Cortex 11, 796 – 805. – longer time •  Fisch, S. (2000). A capacity model of children’s comprehension of educational content on television. Media Psychology, 2(1), 63-91. •  Lang, A. (2000). The limited capacity model of mediate message processing. Journal of Communication, 50(1), 46-70. – simultaneous tasks limit memory •  Just, M. A., Kellera, T. A., & Cynkara, J. (2008). A decrease in brain activation associated with driving when listening to someone speak . Brain Research, 1205, 70-80. – less likely to remember
  21. 21. Today’s Students & Technology •  Today’s students’ technical knowledge is broad, but shallow •  Skills differ by academic program; deepest in engineering and business •  Technical fluency does not equal maturity http://www.educause.edu/ir/library/pdf/ers0506/rs/ers0506w.pdf
  22. 22. Schools today are beset by a new generation of learners whose skills and expectations derive from growing up on the net.
  23. 23. Keeping pedagogy ahead of technology is an ongoing struggle.
  24. 24. This is especially true in education!
  25. 25. “Lecturing still absorbs more than half to two thirds of various departments’ teaching practices… These traditional forms of teaching seem to have been relatively untouched by the enormous investment in technologies.”
  26. 26. What should we expect our students to learn in the 21st Century?
  27. 27. Do today’s students really want to learn?
  28. 28. Focus on undergraduate education •  Participating Institutions: 621 colleges and universities participated in NSSE 2013. 1,554 have participated since 2000. •  Student Participation: 371,284 students completed NSSE in 2013. Approximately 4 million
  29. 29. NSSE Results • Work expectations for students: – 10-15 hrs in class – 25-30 hrs studying
  30. 30. NSSE Results • School Work Reality: – 17% study 5 hrs per week or less – 26% 6-10 hrs – 22% 11-15 hrs – 16% 16-20 hrs – 9% 21-25 hrs – 4% 26-30 hrs – 4% >30 hrs
  31. 31. NSSE Results Percentage of students Percentage of professors 0-10 13 11-20 28 21-40 24 41-60 15 61-80 11 81-90 2 91-100 - Can’t say 7 Percentage of professor who think that their students come to class fully prepared
  32. 32. NSSE Student faculty Interaction High Academic Challenge Time On Task
  33. 33. What Else Do We Know? http://www.decliningbydegrees.org/
  34. 34. The most “shocking” discovery is the “non-aggression pact” between instructors and students. What Else Do We Know?
  35. 35. What Else Do We Know?
  36. 36. The traditional standard for an average performance was a C, but students now expect Bs for putting out a modicum of effort that produces mediocre work, and As if they do any more than this. Failure is a thing of the past in many schools.
  37. 37. Grade Inflation http://gradeinflation.com/
  38. 38. Grade Inflation http://gradeinflation.com/
  39. 39. Grade Inflation http://gradeinflation.com/
  40. 40. Two Key Points •  Introducing technology alone is never enough. •  Big gains in productivity come when new technologies are combined with new ways of doing business.
  41. 41. Two Key Points •  Introducing technology alone is never enough. •  Big gains in learning come when new technologies are combined with new ways of teaching.
  42. 42. Your Questions and Comments
  43. 43. Director of Doctoral Studies Farrington College of Education Sacred Heart University mkbarbour@gmail.com http://www.michaelbarbour.com

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