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Prof. Gerald KNEZEK: Implications of Digital Generations for a Learning Society
The document discusses the implications of digital generations on education, focusing on how new technologies can inform pedagogical practices and assessments. It examines the characteristics and challenges faced by digital age learners, particularly millennials and Generation Z, and highlights the role of educators in transmitting skills and culture. Additionally, it explores innovative teaching methods, including project-based learning and digital fabrication, that engage students and enhance interest in STEM careers.
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Prof. Gerald KNEZEK: Implications of Digital Generations for a Learning Society
- 1. Implications of DigitalGenerations for a Learning Society: New Technologies, Pedagogies & Assessments CITERS 2015 Emerging pedagogies and technologies Gerald Knezek, University of North Texas, USA Regents Professor of Learning Technologies Hong Kong University May 29, 2015
- 2. Higher Ed SymposiumBrazil Aug 2014
- 3. International Handbook ofIT in Education Section Editors – UNESCO, Paris, 2006
- 5. Brief Vita 1974: BachelorsDegree Dartmouth College (NH) Mathematics & the Social Sciences 1976: Masters Univ. of Hawaii Experimental Psychology, Learning Theories 1978: Ph.D. Educational Psychology Univ. of Hawaii Educational Psychology, Pedagogy, Computational Psychometrics Technology-infused pedagogical methods (Learning Sciences) 1993, 2006, 2011: Fulbright Appointments to Japan, Ecuador, the Netherlands 2000-2014: Regents Professor of Learning Technologies Director, Institute for the Integration of Technology into Teaching & Learning http://iittl.unt.edu 2005-14: International Handbook of Information Technology (Co-Editor), Co- Chair, EduSummIT 2009, 11, 13 (Computer Science > CECS > Technology & Cognition > Learning Technologies) Recurring Theme: Teacher Preparation for Past 39 Years
- 6. Topics Digital Generations as acontext for Old and New Pedagogies delivered through New Technologies with implications for Assessments
- 7. Topics Digital Generations as acontext for Old and New Pedagogies delivered through New Technologies with implications for Assessments to tell us if these initiatives are contributing to a Learning Society
- 8. Basic Question Why dowe have teachers?
- 9. Basic Question Why dowe have teachers? Answer: To educate our children To help them become productive future citizens in our society
- 10. Sakamoto Sensei (FulbrightScholar 1993-94, Tokyo Inst. Technlogy)
- 11. Mission of Educators Thepurpose of education in every society is two-fold: a) Transmit skills b) Transmit culture to the next generation (Sakamoto, 1993)
- 12. Big Question? Do thetechnologies we are choosing and our children are using hinder or help in achieving the goals of: - Transmitting skills and - Transmitting culture?
- 13. Digital Generations: A contextfor pedagody, technologies and assessment
- 14. Historical Focus: Computer GamesXbox 360/ Male Dominant Photo Courtesy of Evans WardAP for Xbox
- 15. Is Expanding Toward:Programmable Clothes & Jewelry Female Preference
- 16. Emerging Focus: Digital FabLabs Male/Female & Majority/Minorities
- 18. Digital Fabrication Hardware Fab@School 3D Fabricator
- 19. Digital Fabrication Translationof a digital pattern into a physical object.
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- 23. Exponential Growth Curve RPMachine Sales
- 24. Curriculum Digital fabrication canfacilitate student engagement developmental skills STEM learning
- 25. Curriculum Students willhave the motivating and satisfying experience of taking their concepts from mind’s eye to physical form.
- 26. Pedagogical Practices: Project-Based Learning DigitalFabrication MIT Fablab (Gershenfeld) As of 2013, there were 125 fablabs in 34 countries http://www.fabfoundation.org/fab-labs/ https://www.ted.com/talks/ neil_gershenfeld_on_fab_labs http://fab.cba.mit.edu
- 27. Classroom-Based Practices since2009 Fab@School Preservice & Inservice Teacher Training Univ. of Virginia Curriculum, Cornell Univ. (USA) Physics & Engineering Univ. of North Texas (USA) Teacher Preparation http://iittl.unt.edu/content/about-fablab-classroom
- 28. Now Univ –WideGroup (Library, Art, LTEC) New NSF Award Final Negotiation May 2015
- 29. Digital Age Learners: TwoGenerations (Plus Us) Gen1 Millennials (Gen Y) 80 million born between 1980 and 1995 Now in their twenties & thirties Gen2 Millennials (Gen Z) born 1996 – 2015 ? Students of Millennials becoming teachers These are the next generation learners Primarily The Rest of Us (Gen X ’65 - ’79) Baby Boomers (’45 - ‘64, Teachers of Teachers) Howe, N. (2007). Millennials Shaping the Future
- 30. Digital Age LearnersStill Dislike School (Not All is Perfect)
- 31. Texas Attitudes TowardSchool by Grade Level: 2001 (6 Items)
- 32. Just As TheirPredecessors Did 30 Years Before
- 33. Hawaii Attitudes TowardSchool by Grade Level: 1971 (20 Items, Dunn-Rankin)
- 34. That may bechanging worldwide (UNESCO’s Jonghwi Park: Happiness Quotient)
- 35. The Case ofNan Chiau Primary School Nan Chiau Primary School in Singapore, is part of the Qualcomm Wireless Reach WE Learn project. Soloway (Univ. Michigan) & Norris (UNT) Pis: 2009-2014
- 36. Smartphone use forteaching and learning.
- 37. Students are Excitedto Share and Learn Lower tier students like school & retain belief in own creativity
- 38. Digital Age LearnersG1 (Gen Y) As the newest adults (Millennials) Tend toward pre-diabetic & attention deficit Obese (250% increase vs. Boomers) ADHD (2-3 per class, 8x since 1990) Are focused on self-gratification Ironic given save the world beliefs Do not have loyalty to job or career Are a bit pampered Economic prosperity, parents with strong work ethics
- 39. Digital Age LearnersG1 (Gen Y) Have never been without technology surrounding them Are said to be good at it multi-tasking But still cannot drive and text: May 5, 2009 -- Driving while text messaging or fiddling with an MP3 player is dangerous -- even more hazardous than talking on a cell phone, a new study shows. 21 teens ages 16-18 http://www.webmd.com/parenting/news/20090505/teens-all-thumbs- when-texting-and-driving
- 40. For Digital AgeLearners G1 (Gen Y) ‘Second Life’ is sometimes more reinforcing than the first Active participation is natural Passive learning is almost impossible Looking beyond the ‘immediate next step’ is uncommon Lifeline is assumed
- 41. Yet Digital AgeLearners G1Are Built for Collaborative Problem Based Learning Millennials Share in Common Know they are Special Had Sheltered Lives Are Confident Are Team-Oriented Are Conventional (in thinking) Are Pressured Are Achieving Millenials Rising: The Next Great Generation Elements of Effective Project: Clear Purpose Sufficient Time Personally Meaningful Complex Including serendipitous Connected /Interconnected Sharable Access to constructive materials (Staeger 11/09)
- 42. Funded 2008– 2013 $1.5M; 2013 - 2017 Scaleup $2M US New Funding 2013 to Scale Up to more environments and with increased focus on STEM Careers Year One (Grades 6 – 8) 7 veteran classroom teachers in 3 states for treatment Texas Vermont Louisiana 13 classrooms for comparison Hawaii Virginia North Carolina Louisiana Texas Year Two Adding Maine, Florida, ??? Overview: Going Green! Middle Schoolers Out to Save theWorld
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- 44. Study electricityand stand-by power Inventory home plug-in appliances Measure plug-in appliances at home with the power monitoring devices Share data with other project participants Use data for ‘what if’ projections Key Activities
- 45. ITEST Goal: Interestin STEM Careers
- 46. Awareness ofand Reduction of CO2 impact Increase student interest of STEM career options Out of School activity coordinated in School Project Goals
- 47. Teacher Training Summer‘09 First Teacher Institute
- 48. Teacher Training 2010 SecondTeacher Institute
- 49. Third Teacher InstituteJune 2014
- 50. 24 Teachers from7 States
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- 58. Teacher Training 2015 FourthTeacher Institute June 24-26, NASA’s Goddard Space Center, Maryland
- 59. Target Audience: MiddleSchool Girls and Boys
- 60. Gain inContent Knowledge More positive attitudes toward STEM Enhanced interest in STEM careers Productive Citizens Working in a real world context Outcomes
- 61. STEM SemanticSurvey Semantic Differential 7-point scale pairs (interesting – boring) 5 areas: Science Math Engineering Technology STEM Career Career Interest Inventory 13 item Likert (SD to SA), 3 subscales Math items from TIMSS Attitudes toward School, Creative Tendencies Instrumentation for STEM Projects
- 62. Semantic Perception (Alpha= .8-.9)
- 63. College / CareerSuccess Subscale from CIQ (Alpha = .7-.9)
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- 65. Gain inContent Knowledge Vampire Power Quiz Electrical Safety Quiz More positive attitudes toward STEM Science, Technology, Engineering, Math Semantic Differential & Likert Scales Enhanced interest in STEM careers Too many years to verify Search for Interest Indicators Measuring Outcomes
- 66. Content Measure: StandbyPower Quiz (Meier, Lawrence Berkeley Labs) http://ngm.nationalgeographic.com/2008/04/climate/st andby-quiz-interactive.html
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- 69. Demographic Items Gender Grade Number of hours on the Internet I plan to have a career in: Science Technology Engineering Mathematics Other
- 70. Gender Differences AllGroups: STEM Semantics
- 71. Gender Differences: AllMeasures
- 72. Gain inContent Knowledge? Absolutely! More positive attitudes toward STEM Yes, especially for MS FEMALES Enhanced interest in STEM careers Finally in 2013-14 For MSOSW
- 73. Virtually Enhancing theDissemination / STEM Career Component (5x f to f)
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- 81. What about DigitalAge Learners G1 (Gen Y) as Teachers? As soon-to-be new teachers: Expect respect from their students in the classroom Even though they do not expect to give the same to their own teachers As teachers will not be too different in maturity from their students Tyler-Wood, 12/09
- 82. Aggregate “U” isClear 0 5 10 15 20 25 30 35 G4_5 G_6_7_8 HS G_12 Univ.Preserv. Eng.Majors STEM Prof. Career Technology Engineering Math Science
- 83. Now a “W”Shape 0 1 2 3 4 5 6 7 G4_5 G_6_7_8 HS G_12 TAMS G11_12 Univ.Preserv. Eng.Majors STEM Prof. Science Mathematics Engineering Technology Career
- 84. AndYet Millenials MayBe the Greatest Generation Ever
- 85. Digital Generation Families Traditional: Parentsare the first teachers of children Millennial: For the first time in history, children have more knowledge than their parents (via the Internet) and skill in how to get it. Congressional Record, V. 146, Pt. 15, October 6, 2000 to October 12 2000
- 86. Evolution of Pedagogies: MadePossible w/ New Technologies
- 87. My Family isan Example
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- 92. Thesis Topics Gabe: ComputerEngineering Parallel Processing in Cloud Computing Sarah: Biomedical Engineering Math Models of Chemotherapy Treatments Nick: Astrophysics Magnetosphere of Earth & Planetary Objects Outcome Assessments: STEM Careers
- 93. Like Our GraduateStudents: ‘Children of the World’
- 94. Emerging New Pedagogies PaulKim (Stanford) Causing a Paradigm Shift in the Global Education Ecosystem
- 95. Alien Pedagogy: ModernDay Discovery Learning
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- 97. Randomly Assigns Treatments toAssess Effectiveness
- 98. Technologies are ConstantlyChanging (CFB HS weekly use 2009)
- 99. Digital Age LearnersG2 Were first Netbook Generation 2007: 1 M 2008: 14 M 2012: 12-14% of total Market Are Now the Smartphone / Notepad Generation Phone, Camera & GPS Calculator & Web Browser Voice and Text Messaging (+flashlight ;-) Soloway & Norris; Staeger 2009
- 100. Digital Age Learners(G2) are: Going to be a mini-baby boom? Are often brilliant PI = 3.14159265 … (six year old 11/09) Come in extremes Children of Gen X Yuppies Children of broken homes parents = one or none
- 101. AssistiveTechnologies Can HelpImpaired
- 102. Attention Deficit Remediationis Reality Today: Neurofeedback
- 103. Tomorrow: EmbeddedAssessment &Self- Correction will be Reality
- 104. Games and Simulationswill Absolutely Grow in Use Since the early 1980s we knew they could be up to 9 times more effective for learning Now they are practical to build, deploy, and use http://simschool.org
- 105. Big Data hasGreat Prospects for Good and Some Prospects for Pearl Big brother may be watching Publishers Companies Governments
- 106. I am Watchingyou ?
- 107. Some Unresolved Questions How are G2 Millennials different from G1? More broken homes? Suffered more hardships? Focused on job, not self? Will G1 Millennials be better G2 teachers? Digital Natives Color Blind (to race)? Tech Saavy Able to relate?
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- 109. 1. In whatways does teacher education need to change to better meet the needs and learning style of digital-age learners? Discussion Question