The first article, Digital Natives and Digital Immigrants, discusses the differences between older generations who’ve had to adapt to technological advances and the current generations who have grown up with technology. The main issue this article presents is how to approach teaching the current generation. Teachers and professors who’ve had to adapt to the technology increase are finding it hard to connect with students who’ve had access to information at their fingertips. Information processes at a faster pace now and many are trying to keep up.
One suggestion is to use less “step-by-step” approaches because this inhibits the creativity and freedom the newer generation has experienced with the internet. It raises the question though, of how to teach logic and similar skills. Unfortunately, the article didn’t have an answer. Being a math teacher, it is important for students to move past the “plug and chug” methods and really understand the concepts, but there’s no getting away from the fact that logic-based subjects are harder for students to process than others. Bigger concepts must be stressed and I do see a trend toward this with the way common core is regularly taught in schools and standard based grading is being adapted.
Generation Edge is a new term for me although I have heard of the Generation Z label. I know researchers have said there is a difference between the millennials born in the 80s verse the later years, but I didn’t realize they’d have their own generational labels. It’s interesting because the the dates Fletcher and Pierpoint gave would separate my younger sister and I. Like Dr. Siko said in his own post this week though, we must be weary of dates given. My sister and I were raised by boomer-parents so we both had that hovering support (sometimes a bit too much :) ) the article talked about. I do see a difference with how I use technology verse my sister though, but I don’t know if it follows the exact outlines the majority of the articles talk about.
I was born in the early 90s and have been raised on computers since I was two or three. My dad felt strongly about getting me acclimated to technology and I was constantly playing computer games (educational of course, mixed with a few Barbie ones) in my youth. Once social media started to expand with myspace and AIM messenger in my middle school years, more caution was used. There were constant warnings of “stranger-danger” and giving out too much information on the internet. My family was weary of buying things online for the longest time because then “they have your credit card information.”
My sister on the other hand, although we’re only five years apart, grew up with no such fears. Sure, common sense still has to prevail and you have to know not to share your address and social security number online - but she’s much more free to post information than I was at her age. Apps like Uber and Tinder, where you’re inviting strangers to meet you, still sound terrifying to me. My sister though, always tells me to get an Uber. Being weary of purchasing something online (especially from a reputable company) seems ridiculous. It is a different world, but I think this newer generation, while perhaps more cynical because of the economic and political tension they’ve experienced in their upbringing, is more naive to the past dilemmas involved with technology. Technology is no longer scary, it’s just there. Many are turning toward more private messaging applications and sites, but it still stands that they’re sharing information in one form or the other.
The question remains though, is what approach do we use with these Gen Edgers? I’ve heard many kids that abhor the use of technology in school, especially for standardized tests. Others like the inclusion of technology because it’s what they’re comfortable with. There’s no easy answer. I think there has to be balance with the old and the new, especially with math. I would love to hear any ideas on how to tackle this dilemma, especially the multitasking part! I have kids who try to do 10 things at once and it drives me crazy. While generation edge may be better at multitasking as a whole, it doesn’t go so well for 14 year olds during math class, regardless of what they think.
Sabrina,
ReplyDeleteI am a high school Math teacher myself, but unlike you I am the Baby Boomer generation. It was not very difficult for me to adapt to technology based teaching though, as I loved technology and learnt programming in 1980s.
Anyways, I use a lot of new and old ways of teaching math in class. I am sure you might be doing the same. I use google classroom to post assignments, notes, powerpoints, video links and online practice links. I sometimes do it before I actually give direct instruction and sometimes after. All my students have school provided laptops, so I find them watching the Khan academy videos when I am giving them direct instruction on the same concept.
My school is a Google school but I haven't tried Google Classroom yet. I've just been posting my information (homework, keys, etc) on my google site. I hear both good and bad things about google classroom, a lot of the math teachers at my school are wary because many of the google apps aren't fully capable with a lot of math diction, but I'll have to try it out and play around with it. :)
DeleteI LOVE Khan Academy. I don't use it during class but I direct students to it who need extra help or guidance. It's a phenomenal resource!
There are many more add-ons for Google Docs that are, shall we say, 'math friendly'. As for Classroom, it's a great management/productivity tool for school...about as one-stop-shop as it gets, with the exception that it lacks a gradebook.
DeleteHello Sabrina,
ReplyDeleteI am a high school Math teacher also. I agree that with Math there should be a balance of old and new. You can use technology like google classroom to post assignments, powerpoints, notes, videos and so on, but I think direct instruction is required before that. There is only a small percentage of students who can actually learn this without direct instruction. I had experience with this. As it goes, I had to go to India in the middle of the semester for an emergency personal reason. I was gone for 7 school days. I posted all the notes, assignments, warm ups on google classroom, so each day that particular lesson popped up on GC and students were expected to watch videos, look at my notes and work on assignments. My seniors, let alone my juniors completely struggled. I had to reteach those 3 concepts all over again upon my return.
Using the computer still remains a personal choice. For instance, I work with special needs students who CANNOT use technology due to physical and mental challenges. In regular education, I have taught students who didn't prefer technology but, that may have been due to a lack of knowledge. Additionally, I have a coworker who teaches math at the community college level and absolutely refuses to have anything to do with technology. So again, it is easier for some to transcend into using technology more so than others.
ReplyDeleteLooking at Dave's comment about having to reteach certain concepts, as educators I think we have to look at technology as a tool or a resource in order to address ALL the ways students learn. The articles' purpose was to inform the reader of what type of students to expect in the GenEdgers. So is it fair to say that as educators we look at all the ways that people learn and infuse technology where we can?
I think so. Technology has to be used with a purpose though. I feel like we're past the days where it's used as a hook (look at this thing we can write out but instead we're using a word processor). There has to be a reason to use the technology that benefits the students in one way or the other and that's not always the easiest thing to figure out or do. I think that's where the students' frustration comes in. Why should they do something on a piece of technology when they can achieve the same result not using tech?
DeleteMonica, out of curiosity, would you call your students "digital natives" or "digital immigrants"?
DeleteI try to integrate technology into my class as much as possible. I teach English though so I feel like it might be slightly easier than with math. I've always looked at technology as an awesome way to reach students with different learning styles. Some students are visual learners, some auditory, some kinesthetic, etc. Technology has made it easier than every to differentiate lessons to meet all these different learning styles. For instance, when teaching Shakespeare, some students might learn best reading, some might need to hear it (like me!), some might need to see it, and maybe some need to get up and act it out. The computer in my class room gives me instant access to Shakespeare audio and video as well as tons of other multimedia that can enhance and add to the lesson in ways that would be very difficult for me to do so without it.
ReplyDeleteI completely agree, especially with your example! Plays are always so hard to picture when you just read it. Seeing it acted out does bring it to life and I can imagine how much modern technology helps that in the classroom.
Delete"Learning styles" is a trigger warning for me. There's no evidence supporting the notion that catering to a learning style improves performance. Most learning is multimodal, and not everything is suited to a particular style (e.g., telling someone to do a motor skill if that person is a so-called auditory learner).
DeleteAgain, let me be clear. I support multiple means of representation, engagement, and demonstration of knowledge (UDL is GOOD!), but we get into trouble when we categorize students. It gives them a crutch/excuse (e.g., I didn't do well because Mr. Siko doesn't teach the way I learn). There is some support for different types of learning styles, but it is overall weak and still too early to apply findings to instructional strategies. See https://www.wired.com/2015/01/need-know-learning-styles-myth-two-minutes/
(and sorry if I'm repeating myself. personal crusade to right the path on learning styles)
Hi Sabrina,
ReplyDeleteYou brought up some interesting points involving how to teach students of the current generation. The way I see it is that teachers must always keep an open mind and be willing to learn new concepts and techniques in order to provide their students with the best educational experience that they can give them. Yes it is hard for teachers to connect with students and keep them motivated seeing how technology plays a key role in our students lives. Yet its still important for teachers to remember that technology is one of many tools in the teacher's arsenal of teaching strategies. Therefore, teachers should utilize technology as a follow-up after using basic instructional strategies. I think this would help to reach the various learning styles in the classroom.
You're right, technology is just one of the many tools teachers can use in the classroom. I don't know if it always should be used as a follow-up though- just look at flipped classrooms. I myself haven't tried the flipped classroom with my students yet, but I know teachers who have employed it with lessons and they like it.
DeleteFlipped teaching is an interesting example. In most of the successful flipped classrooms I know of, technology is actually used as somewhat of an aid for a very traditional method of content delivery: the lecture. Many teachers provide videos of themselves delivering a lecture, to be watched at home, so that class time can be used for more interactive methods of teaching and reinforcement. I've also personally used interactive lab simulations to expose students to laboratory experiences they'd otherwise miss out on. So I'm not convinced that technology isn't compatible with "basic instructional strategies," but I do think it needs to be used in considerate ways, making sure technology is used only to facilitate proven, solid teaching techniques.
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