This document summarizes a presentation about using art as a way to explore different cultures. The presentation is given by five teachers with different backgrounds and experiences. They discuss how viewing art from diverse cultures can help students learn about different lifestyles, customs, and fashions. Specific examples mentioned include Aztec, Korean, French, Indian, and Ottoman art forms. The teachers propose using photos and online museums to expose students to multicultural art and help foster cultural acceptance.
The document discusses the digital gender divide from multiple perspectives. It finds that while access gaps have closed, differences still exist in how men and women use technology. Women are less likely to use computers for games or work and more for communication, while lacking confidence in technical skills and terminology. The summary calls for efforts to encourage all genders equally, demonstrate practical technology uses, and eliminate technical jargon to help close remaining usage gaps.
This document outlines communication strategies to promote 1 euro museums to young people. It discusses using websites, social media, posters, booklets and media coverage to inform target audiences aged 12 to 26. It also describes holding events like a museum cycling tour, party at a museum, and content activities partnering with youth groups, authors and illustrators to generate interest in visiting museums.
The document discusses trends in youth culture. It notes that young people spend their weekends socializing with friends, using the internet for activities like sports and music, and doing homework or shopping. It highlights how youth are social and creative beings that are actively engaged on the internet through platforms like Facebook and Netlog. The document also mentions trends around personal branding, where youth publicly share details about themselves through tagged photos, videos and personal updates on social media to tell their own stories and become contributors rather than just consumers of content.
The document discusses a study on programs for young people in their spare time in Flemish and Dutch museums. It finds that while policymakers emphasize increasing youth participation, most museums focus programming on schools and lack resources to develop informal, spare time activities for youth. However, some case studies showcase successful examples where museums partnered with young people on peer-led projects, providing benefits like skills development for both youth and the museums. The study concludes that policymakers and museums should collaborate more on non-formal, informal learning approaches to better engage young people.
A generation gap refers to differences between younger and older generations that can cause conflicts or complicate communication. In the past, society was less mobile and young people typically lived near family and were exposed to similar cultural influences. However, in the 20th century the introduction of television, movies, and the 1960s civil rights and Vietnam war exposed young people to new ideas that differed from older generations. Now the gap is more subtle and defined by disparities in outlook rather than core beliefs, with younger generations seen as more tolerant but prioritizing consensus over credibility, and using technology and having different communication styles than older generations. Overall, neither generation should be generalized as differences can provide opportunities for learning between the ages.
This document summarizes a presentation about using art as a way to explore different cultures. The presentation is given by five teachers with different backgrounds and experiences. They discuss how viewing art from diverse cultures can help students learn about different lifestyles, customs, and fashions. Specific examples mentioned include Aztec, Korean, French, Indian, and Ottoman art forms. The teachers propose using photos and online museums to expose students to multicultural art and help foster cultural acceptance.
The document discusses the digital gender divide from multiple perspectives. It finds that while access gaps have closed, differences still exist in how men and women use technology. Women are less likely to use computers for games or work and more for communication, while lacking confidence in technical skills and terminology. The summary calls for efforts to encourage all genders equally, demonstrate practical technology uses, and eliminate technical jargon to help close remaining usage gaps.
This document outlines communication strategies to promote 1 euro museums to young people. It discusses using websites, social media, posters, booklets and media coverage to inform target audiences aged 12 to 26. It also describes holding events like a museum cycling tour, party at a museum, and content activities partnering with youth groups, authors and illustrators to generate interest in visiting museums.
The document discusses trends in youth culture. It notes that young people spend their weekends socializing with friends, using the internet for activities like sports and music, and doing homework or shopping. It highlights how youth are social and creative beings that are actively engaged on the internet through platforms like Facebook and Netlog. The document also mentions trends around personal branding, where youth publicly share details about themselves through tagged photos, videos and personal updates on social media to tell their own stories and become contributors rather than just consumers of content.
The document discusses a study on programs for young people in their spare time in Flemish and Dutch museums. It finds that while policymakers emphasize increasing youth participation, most museums focus programming on schools and lack resources to develop informal, spare time activities for youth. However, some case studies showcase successful examples where museums partnered with young people on peer-led projects, providing benefits like skills development for both youth and the museums. The study concludes that policymakers and museums should collaborate more on non-formal, informal learning approaches to better engage young people.
A generation gap refers to differences between younger and older generations that can cause conflicts or complicate communication. In the past, society was less mobile and young people typically lived near family and were exposed to similar cultural influences. However, in the 20th century the introduction of television, movies, and the 1960s civil rights and Vietnam war exposed young people to new ideas that differed from older generations. Now the gap is more subtle and defined by disparities in outlook rather than core beliefs, with younger generations seen as more tolerant but prioritizing consensus over credibility, and using technology and having different communication styles than older generations. Overall, neither generation should be generalized as differences can provide opportunities for learning between the ages.
The document discusses generational differences and characteristics between Generation X, Generation Y, and Generation Z based on their birth years and influences. It also covers topics around values, culture, fashion, music, communication, education, and health over time. Potential solutions are provided to address gaps between older and younger generations.
The document discusses generation gaps between different age groups. It defines generation gap as a lack of communication between generations due to differences in tastes, values, and outlook. It then lists six generations from Post-War Cohort to Generation Z and describes Generation X as high-cultured and conservative while Generation Y is energetic, active, and dependent. The main causes of conflict between generations are listed as opinions, lack of respect, and differences in values. Suggested solutions include both older and younger generations making efforts to understand each other better and spend more quality time together.
Integrating technology with teaching means using technological tools to introduce, reinforce, and expand upon skills being taught. Exemplary technology users conduct their classes differently - student computer use is seamlessly integrated into the teaching patterns, and software serves as a natural extension of students' tools. For example, a teacher may use a computer and projection software to display photos from a social studies class more clearly, leading to an enhanced class discussion. Another teacher may use trigonometry software projected in class to supplement a lecture, allowing for interactivity. A teacher also assigned group work to create newsletters about a region using computers, increasing students' social and computer skills through collaborative planning and creativity.
ICT allows for instant global communication that creates changes as described in Alvin Toffler's Future Shock. Elders' beliefs may no longer apply as quickly developing technology influences culture, society, business, and government in new ways. ICT provides potential through global and instant communication that leads to societal changes over time.
The document discusses the different generational cohorts in today's workforce - Traditionalists, Baby Boomers, Generation X, and Generation Y. It outlines the key characteristics of each generation, including their experiences, values, workplace behaviors, and motivators. Bridging the generation gap requires understanding these differences and finding ways to leverage the strengths of each cohort, such as through mentorship programs, listening to employee ideas, emphasizing individual value, and using social media to share knowledge as older generations retire.
educational technology 2 Lesson 4 bridging the generation gapray mijares
The document discusses the generation gap between old and new generations in their manner of dressing, socializing, entertainment, courtship, gadgets, marriage, family, education, and learning situations. It notes that the gap in education will widen unless changes are adopted. While transition to digital education may take time in poor countries, the rapid emergence of technology requires bridging the digital divide in society. This will involve understanding how technology enables global communication and cultural changes. Since new generations will face a digital future, technology skills need to be taught in schools or else schools will become obsolete.
The document discusses generational differences and characteristics between Generation X, Generation Y, and Generation Z based on their birth years and influences. It also covers topics around values, culture, fashion, music, communication, education, and health over time. Potential solutions are provided to address gaps between older and younger generations.
The document discusses generation gaps between different age groups. It defines generation gap as a lack of communication between generations due to differences in tastes, values, and outlook. It then lists six generations from Post-War Cohort to Generation Z and describes Generation X as high-cultured and conservative while Generation Y is energetic, active, and dependent. The main causes of conflict between generations are listed as opinions, lack of respect, and differences in values. Suggested solutions include both older and younger generations making efforts to understand each other better and spend more quality time together.
Integrating technology with teaching means using technological tools to introduce, reinforce, and expand upon skills being taught. Exemplary technology users conduct their classes differently - student computer use is seamlessly integrated into the teaching patterns, and software serves as a natural extension of students' tools. For example, a teacher may use a computer and projection software to display photos from a social studies class more clearly, leading to an enhanced class discussion. Another teacher may use trigonometry software projected in class to supplement a lecture, allowing for interactivity. A teacher also assigned group work to create newsletters about a region using computers, increasing students' social and computer skills through collaborative planning and creativity.
ICT allows for instant global communication that creates changes as described in Alvin Toffler's Future Shock. Elders' beliefs may no longer apply as quickly developing technology influences culture, society, business, and government in new ways. ICT provides potential through global and instant communication that leads to societal changes over time.
The document discusses the different generational cohorts in today's workforce - Traditionalists, Baby Boomers, Generation X, and Generation Y. It outlines the key characteristics of each generation, including their experiences, values, workplace behaviors, and motivators. Bridging the generation gap requires understanding these differences and finding ways to leverage the strengths of each cohort, such as through mentorship programs, listening to employee ideas, emphasizing individual value, and using social media to share knowledge as older generations retire.
educational technology 2 Lesson 4 bridging the generation gapray mijares
The document discusses the generation gap between old and new generations in their manner of dressing, socializing, entertainment, courtship, gadgets, marriage, family, education, and learning situations. It notes that the gap in education will widen unless changes are adopted. While transition to digital education may take time in poor countries, the rapid emergence of technology requires bridging the digital divide in society. This will involve understanding how technology enables global communication and cultural changes. Since new generations will face a digital future, technology skills need to be taught in schools or else schools will become obsolete.