The first step to address the "generational differences" is awareness. Teachers and administrators must recognize the "old way" of doing business does not work with the tech savvy millennials that are flooding our schools. It requires educators to adjust the means by which they disseminate information to students. Rote memorization, hours of lecture, and worksheets should not be the primary instructional mode. While McKenzie does a good job of pointing out flaws in Prensky's article, I don't think it changes the fact that students are more "plugged in" than previous generations. Why not take advantage of that in the educational arena?
The key appears to be meeting them at their strength. However, it's more than just recognizing how the utilization of technology can affect positive change in student learning. There are many questions that need to be addressed at district and building levels.
- How can we afford the needed technology?
- What professional development is needed?
- How do we implement, support, and monitor blended learning?
Nicely done Thomas...in tomorrow's entry try to add a hyperlink to any reference you mention.
ReplyDeleteI agree that we need to be more aware of this generation and how we can meet their needs, just as we need to be aware and meet the needs of those that may not be as tech savvy.
ReplyDeleteIt sounds so straight forward as we talk about student needs. I also wonder (worry?) about the capacity of my staff to have the ability and buy-in to meet students' technological needs.
DeleteThomas - I like that you said "primary instruction mode" . . . sounds like we need to be well-balanced!!
ReplyDeleteYou bet, I'm not saying there is no place for lecture, notes, etc. I just want to make sure staff are incorporating technology, making real world connections, and critically analyzing (among other things).
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