The paper examines how technology impacts the learning and behavior of digital natives from generations Y and Z, proposing a new methodological approach for English teachers based on connectivism, a modern learning theory. A survey of English teachers reveals widespread acknowledgment of technology's influence on student behavior, highlighting a general satisfaction with its use in classrooms but indicating a need for more support and resources. The study concludes that adapting to the learning styles of new generations is crucial for educational reform.

1. TEACHING ENGLISH TO DIGITAL GENERATIONS BASED
ON A CONNECTIVIST VIEW
Gisele Costa de Matos
Adviser: Ms. Miriam Novak Jardim

2. INTRODUCTION
This paper aims to present how technology has been
influencing the way individuals think, communicate and learn,
especially those from the Generations Y and Z, also called
Digital Generations.
In order to help English teachers to answer Digital Natives’
needs and expectations, a new methodological idea is
proposed through the principles of Connectivism, an
innovative learning theory.

3. OBJECTIVE
With the objective of knowing English teachers’ opinions and
beliefs concerning Digital Natives’ relation with technology, the
influences it represents in terms of students behaviors in the
classroom, and the experiences of using technology in the
classroom, a survey was applied to English teachers from
private and public schools and language centers.

4. DIGITAL NATIVES
Although individuals from generations Y and Z are both
considered Digital Natives, Generation Z, which is formed by
children, adolescents and young adults born after 1990, is the
one who has never known a world without technology.

5. DIGITAL NATIVES
According to Rosen (2010), the great advance of technology
occurred on the last two decades, have been influenced ZGeners’
behaviors, giving them particular features. They:
- are multitasking;
- need to constant communication and interaction;
- expect instant results.

6. DIGITAL NATIVES
These features have been influencing students` behavior in the
classroom and, as consequence, have been representing a
challenge for teachers in terms of controlling the class and
keeping students’ attention and motivation.

7. CONNECTIVISM
Connectivism is a learning theory created by Canadian
researchers George Siemens and Stephen Downes. Siemens
defines Connectivism as “a learning theory for the digital age”, as
it considers the influences of the continuous advance of
technology in the distribution of knowledge and in the learning
process.

8. CONNECTIVISM
The speed to which information and knowledge are distributed
and updated, and their large availability, has been enabling
individuals to be more autonomous, what has been turning the
learning process into a much more complex, ample and chaotic
one. From the Connectivist view, knowledge is distributed across
a network of connections and, therefore, learning consists of the
ability to construct and traverse those networks (DOWNES,
2007).

9. CONNECTIVISM
Connectivism proposes a pedagogy in which contents and
teachers are decentralized, and in which teaching is not based on
fixed outcomes or in assessments. It recognizes the fluid nature
of knowledge and connections based on the context, focusing on
people’s interactions with each other and on the context in which
these connections take place, instead of focusing on pre-made or
pre-defined knowledge. The role of the teacher in Connectivism is
based on modeling, demonstrating and providing learners with
opportunities to practice and reflect.

10. RESEARCH – DATA FINDINGS
A questionaire was applied to English teachers currently working
in public schools, private schools and language centers of
different cities in the state of Rio Grande do Sul. Thirty-two
teachers answered the survey. Fourteen of them are currently
working in public schools.

11. SURVEY – GENERAL INFORMATION
23
Women
Men
9
0 5 10 15 20 25

12. SURVEY – DATA FINDINGS
100% of the teachers believe that technology influences totally or
partially Zgeners` behaviors.
0
No
20
Partially
12
Yes
0 5 10 15 20 25

13. SURVEY – DATA FINDINGS
All the respondents declared making use of some technological
devices, websites or software in the classroom. When asked
about their feelings concerning these experiences, the anwers
were prominently positive.
Satisfied 19
Insecure 1
12
Motivated
0
I do not use technology
0
Frustrated
0 5 10 15 20

14. SURVEY – DATA FINDINGS
When using technology in the classroom, students feel more
motivated.
Show motivation 26
Show indifference 0
I do not use technology 0
6
Show interest in using the tool, not
in the activity itself
0
Other(s):
0 5 10 15 20 25 30

15. SURVEY – DATA FINDINGS
Technological sources most frequently used by teachers in the
classroom are videos, Power Point and Researches on the
Internet (options “always” and “frequently” were selected).
Videos 21
Power Point Presentations 16
Cell Phones 1
Chats 3
8
Blogs
4
Social Networks
16
Researches on the Internet
0 5 10 15 20 25

16. SURVEY – DATA FINDINGS
Technological sources less frequently used by teachers in the
classroom are Social Networks, Blogs, Chats and Cell Phones
(options “rarely” and “never” were selected).
1
Videos
5
Power Point Presentations
27
Cell Phones
23
Chats
17
Blogs
20
Social Networks
7
Researches on the Internet
0 5 10 15 20 25 30

17. SURVEY – DATA FINDINGS
The respondent teachers believe that a variety of changes are
needed to turn technology into a routine in schools.
More computers
16
More computer per student 13
More involvement of schools' 14
principals
21
Teachers' self development for
dealing with technology
21
Government stimulus
28
New educational politics
contemplating technology and
teachers' support
0 5 10 15 20 25 30

18. CONCLUSION
Understanding the new generations of students and the way they
learn is the key for starting changes required in education.
Connectivism presents new concepts related to knowledge and
learning, bringing new ideas to help teachers to reach digital
generations of students needs and expectations. Through the
survey’s data findings, it was possible to notice that English
teachers are aware of the influences technology has been having
on the new generations of students, and that these changes are
needed. It also becomes clear that teachers have been making
efforts to use technology in the classroom, but to be more
successful and effective, preparation and support are needed.

19. REFERENCES
DOWNES, Stephen. What Connectivism is. Available at:
< http://halfanhour.blogspot.com.br/2007/02/what-connectivism-is.html >.
Access on September 07, 2012.
LOVELY, Suzette; BUFFUM, Austin G. Generations at School: Building an
age-friendly learning community. United States of America: Corwin, 2007.
ROSEN, Larry D.D. Rewired – Understanding the iGeneration and The
Way They Learn. First Edition. New York: Palgrave Macmillan, 2010.
SIEMENS, George. Connectivism: A learning theory for the Digital Age.
Available at: < http://www.elearnspace.org/Articles/connectivism.htm >.
Access on September 07, 2012.
______. Knowing Knowledge. Available at:
<http://www.elearnspace.org/KnowingKnowledge_LowRes.pdf >. Access on
October 06, 2012.

20. THANK YOU