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Not As Savvy As You Think:
What Do We Really Know About This
Generation of Students
Michael K. Barbour
Sacred Heart Univer...
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 betw...
Historical Influences
Boomers:
• Civil Rights
• Sexual Revolution
• Cold War
• Space travel
• Assassinations
Gen X:
• Fall...
This Generation’s Numbers
• 60 million - largest group
since the Baby Boomers
(72 million)
• 3 times larger than
Generatio...
“…today's
teens are
recasting the
image of
youth from
downbeat
and alienated
to upbeat
and
engaged.”
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
• Generation Me
• ...
• Children of baby boomers
• Digital technology has had a
profound impact on their
personalities, including their
attitude...
Millennials
• Based upon survey
research
• Sample from Fairfax,
VA
Howe, N., & Strauss, W.
(2000). Millennials rising:
The...
Digital Natives
• Common in the media
• No systematic research
• Makes unfounded
assumptions about access
to digital techn...
Generational Differences and Training
• Thomas Reeves (University of
Georgia) completed a funded
literature review on gene...
“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)
• In...
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
divid...
Other Multitasking Studies
• Herath, P., Klingberg, T., Yong, J., Amunts, K., & Roland, P. (2001). Neural
correlates of du...
Today’s Students &
Technology
• Today’s students’ technical
knowledge is broad, but
shallow
• Skills differ by academic
pr...
Do
today’s
students
really
want to
learn?
Focus on undergraduate education
• Participating Institutions: 621 colleges and universities
participated in NSSE 2013. 1,...
Two Key Points
• Introducing
technology alone is
never enough.
• Big gains in
productivity come
when new
technologies are
...
Two Key Points
• Introducing
technology alone is
never enough.
• Big gains in learning
come when new
technologies are
comb...
Your
Questions
and
Comments
Director of Doctoral Studies
Sacred Heart University, USA
mkbarbour@gmail.com
http://www.michaelbarbour.com
NYSCSS 2014 - Not As Savvy As You Think: What Do We Really Know About This Generation of Students
NYSCSS 2014 - Not As Savvy As You Think: What Do We Really Know About This Generation of Students
NYSCSS 2014 - Not As Savvy As You Think: What Do We Really Know About This Generation of Students
NYSCSS 2014 - Not As Savvy As You Think: What Do We Really Know About This Generation of Students
NYSCSS 2014 - Not As Savvy As You Think: What Do We Really Know About This Generation of Students
NYSCSS 2014 - Not As Savvy As You Think: What Do We Really Know About This Generation of Students
NYSCSS 2014 - Not As Savvy As You Think: What Do We Really Know About This Generation of Students
NYSCSS 2014 - Not As Savvy As You Think: What Do We Really Know About This Generation of Students
NYSCSS 2014 - Not As Savvy As You Think: What Do We Really Know About This Generation of Students
NYSCSS 2014 - Not As Savvy As You Think: What Do We Really Know About This Generation of Students
NYSCSS 2014 - Not As Savvy As You Think: What Do We Really Know About This Generation of Students
NYSCSS 2014 - Not As Savvy As You Think: What Do We Really Know About This Generation of Students
NYSCSS 2014 - Not As Savvy As You Think: What Do We Really Know About This Generation of Students
NYSCSS 2014 - Not As Savvy As You Think: What Do We Really Know About This Generation of Students
NYSCSS 2014 - Not As Savvy As You Think: What Do We Really Know About This Generation of Students
NYSCSS 2014 - Not As Savvy As You Think: What Do We Really Know About This Generation of Students
NYSCSS 2014 - Not As Savvy As You Think: What Do We Really Know About This Generation of Students
NYSCSS 2014 - Not As Savvy As You Think: What Do We Really Know About This Generation of Students
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NYSCSS 2014 - Not As Savvy As You Think: What Do We Really Know About This Generation of Students

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Barbour, M. K. (2014, March). Not as savvy as you think: What do we really know about this generation of students. An invited presentation to the New York State Council for Social Studies annual meeting, Albany, NY.

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NYSCSS 2014 - Not As Savvy As You Think: What Do We Really Know About This Generation of Students

  1. 1. Not As Savvy As You Think: What Do We Really Know About This Generation of Students Michael K. Barbour Sacred Heart University
  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 teens are recasting the image of youth from downbeat and alienated to upbeat and engaged.”
  7. 7. 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
  8. 8. Today’s Student • Generation Y • Echo • Net Generation • Neomillennials • Generation NeXt • Millennials • Generation Me • Digital Natives • Generation txt
  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 Net Generation
  10. 10. Millennials • Based upon survey research • Sample from Fairfax, VA Howe, N., & Strauss, W. (2000). Millennials rising: The next great generation New York: Vintage Books.
  11. 11. Digital Natives • Common in the media • No systematic research • Makes unfounded assumptions about access to digital technology Prensky, M. (2001). Digital Natives, Digital Immigrants – Part II: Do They Really Think Differently? On the Horizon, 9(6).
  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 generational differences matter in instructional design? Paper presented to ITForum. Retrieved on March 13, 2009 from http://it.coe.uga.edu/itforum/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 & Cognition, 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. Do today’s students really want to learn?
  23. 23. 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
  24. 24. 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.
  25. 25. Two Key Points • Introducing technology alone is never enough. • Big gains in learning come when new technologies are combined with new ways of teaching.
  26. 26. Your Questions and Comments
  27. 27. Director of Doctoral Studies Sacred Heart University, USA mkbarbour@gmail.com http://www.michaelbarbour.com

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