Theresa's+Slide+Bullets+and+Narratives

References:

Bakers College (2004). Teaching Across Generations. Bakers College. Retrieved from []

Beyers, R.N. (2009). A five dimensional model for educating the net generation. Educational Technology & Society, 12(4), 218-227.

Coates, J. (2007). Generation Y - The Millennial Generation. Retrieved from []

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**Slide 8 - What are the Learning Differences Between the Groups?**

(Slide numbers have changed, this is actually Slide #9 now. I also retitled it to read What are the learning differences between Generation X and Generation Y. (Deb))

Narrative: Generation X children were “not given the sense that great things were or could be expected of them” (Bakers College, p. 22) while Generation Y students “are achievement oriented and heavily pressured to excel academically” (Bakers College, p. 25).
 * Lazy and dumb vs. overachievers

Narrative: Both Generation X and Generation Y students have been raised with educational toys, games, videos, and television. They have come to expect learning to be fun.
 * Entertainment and education

“Generation X learners will always prefer individual work to group work” (Bakers College. p. 26) and Generation Y will embrace group projects both large and small. Generation Xers were raised in a time when more of them were left alone after school until parents returned from work. Generation X children “spent a lot of time in front of the television and not nearly enough time developing social networks with their peers” (Bakers College, p. 21). When Generation Y was growing up, they were more “universally protected and sheltered” (Bakers College, p. 28) as well as given many opportunities for sports, clubs, and so forth. They learned how to interact in social groups, the value of give-and-take between friends, and how to work together with others outside of school.
 * Group work versus individual projects

Narrative: Generation Y students are readers (think Harry Potter, Anime, and Manga) while Generation X members “will generally complain the loudest when given a 20 chapter book to read” (Bakers College p. 26).
 * Readers versus non-readers

Narrative: Both Generation Y and Generation X need lots of structure. “Generation Y students also learn best when materials are presented in a well-organized and rational way” (Coates, 2007, p. 6). Both generations require information that is clear and easy to read. Since Generation Y students enjoy reading, supplemental materials are accepted more readily. Students in both generations want to know what is expected of them and why it is expected of them. They also want the teacher to listen to their opinions.
 * Expectation of a teacher

Narrative: Generation X students matured at a time when technology was just coming into popular use, while Generation Y students demand “the most up-to-date technology and references available” (Bakers College, p. 31)**.**
 * Technologically capable versus technological experts

Generation X children were not raised with the belief that great things were not really expected of them and were brought up during a period that is well-known for single parenting. These children earned the title Latchkey Kids because they were often left alone at home while their parents worked. For this reason, children of generation X spent a lot of time alone and in front of the television – either playing video games or watching a variety of shows, some of which may have been inappropriate for their age. There was very little time given to developing social networks with their peers. Generation X students matured at a time when technology was just becoming popular.
 * Theresa, Great Job. I had to edit it a bit to make it easier for Lisa to speak. Below is the one she will read. Let me know if you want to add anything or make any changes. I did not use any in-text citations because Lisa cannot narrative them. **

Generation Y children are considered to be achievement-oriented and are heavily pressured to excel academically. Generation Y has grown up being universally protected and sheltered. They have had many opportunities to participate in sports and clubs, thus learning how to interact in social groups. They have learned the value of give-and-take between friends and how to work together with others outside of school.

Both Generation Xand Generation Yneed lots of structure. Generation X requires feedback and reassurance that they are performing correctly. Students in both generations want to know what is expected of them and why it is expected of them. Since these groups have enjoyed educational toys, electronic games, videos, and educational television, they expect school and learning to be fun. They require information that is clear and easy to read and expect their teachers to listen to their opinions. Although Generation Y students like to read and will learn best when materials are presented in a well-organized and rational way, Generation X prefers less reading and more game playing. Both generations are highly fluent in technology, but Generation Y has found ways in which to use technology for multitasking purposes.

References

Bakers College (2004). Teaching Across Generations. Bakers College. Retrieved from []

Coates, J. (2007). Generation Y - The Millennial Generation. Retrieved from []

Slide 9 - How Have these Differences Affected Education?

(Slide numbers have changed, this is actually Slide #10 now. The slide title is How have these differences influenced education. (Deb))

Narrative: This learning is based on the active participation of the learner to “construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences” (Beyer, 2009, p. 220). The teacher or educator moves from a role of passing on knowledge to a facilitator role as students construct their learning. This can be accomplished by “empowering the teachers to empower the learners through the integration of modern ICTs into all aspects of the learning process” (Beyer, 2009, p. 224).
 * Transition from teacher-led classroom to learner-led

Narrative: Since the Industrial Revolution school has been a place where “education is generally aimed at providing efficient and effective schooling for the masses who could perform a minimal set of skills on command in the factories” (Beyer, 2009, p. 222). With the rise of technology and globalization, there is a need for learners to “expand their minds into the realms of creativity and innovation” (Beyer, 2009, p. 222) which the use of technology affords learners. This type of learning moves education from an industrial mindset into one that values knowledge and the ability to extract greater meaning and relevancy for students.
 * Transition from textbook-based to technology-based learning

Narrative: Communication is highlighted and students can access information and interact with people from around the world. This transition “can go a long way to allowing students to become motivated to actively utilize the power of such things as Text Messaging, Blogs, Wikis, etc.” (Beyer, 2009, p. 223). Using asynchronous methods (such as e-mail and discussion boards) allows educators and students to interact without the physical boundaries of a classroom.
 * Transition from synchronous to more asynchronous methods

Narrative: When group work is implemented in a classroom, “learners are challenged to explore lateral thinking, creativity, problem-solving and innovative types of challenges. It is essential that learners are provided with real-world tools and real-world scenarios” (Beyer, 2009, p. 224) so that they find relevance and also feel engaged during the learning process.
 * Transition from individualized projects to collaborative group work

Since the Industrial Revolution school has been a place where “education is generally aimed at providing efficient and effective schooling for the masses who could perform a minimal set of skills on command in the factories” As Beyers explains, with the rise of technology and globalization, there is a need for learners to expand their minds into the realms of creativity and innovation, which the use of technology offers learners. This type of learning moves education from an industrial mindset into one that values knowledge and the ability to extract greater meaning and relevancy for students.
 * Slide 10 edit for narrative- let me know if there are any additions or changes. **

Generations X and Y use of technology has led to learning environments that are based on the active participation of the learner to construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences. The teacher or educator moves from a role of passing on knowledge to a role of facilitator as students construct their learning. This can be accomplished by “empowering the teachers to empower the learners through the integration of modern information and communication technologies into all aspects of the learning process.

Communication has become a highlighted aspect of education. Students can access information and interact with people from around the world through the Internet. This transition can go a long way to allowing students to become motivated to actively utilize the power of such things as text messages, blogs, and wikis. Using electronic communication methods, such as e-mail and discussion boards, educators and students can work together without the physical boundaries of a traditional classroom or time constraints.

When technology and collaborative work are implemented in a classroom, learners are challenged to explore lateral thinking, creativity, problem-solving and innovative types of challenges. It is essential that learners are provided with real-world tools and real-world scenarios so that they find relevance in their activities and feel engaged during the learning process.

Reference:

Beyers, R.N. (2009). A five dimensional model for educating the net generation. Educational Technology & Society, 12(4), 218-227.