Christopher,
this is a good point & one for us to consider. While we don't want to use technology just to use it, we should develop a plan for how to incorporate tech into our classes more.
Ryan Meers, Ph.D.
Knowing that the students are so tied into technology and the gadgets they use it is expected that the instructor develop a plan to utilize them. Should the instructor not use the available equipment the Gen Y student will most likely not experience the best possible learning environment.
When there are many Gen Y Learners in your class it is relatively easy to plan. Plan around technology. Use the computer, social media or just any type of technology. They like it to be about them. When you have a mix of students in the class it makes it a little harder because the older students do not like to be using the technology so you have to teach them how to use some of it or you can lose your Gen Y students. You have to balance the good old fashion way of doing things and the new technology way of doing things.
Michael,
and when we incorporate the technology I think we have a better footing to help them with the research & critique aspects.
Ryan Meers, Ph.D.
I feel we have to incorporate cell phones, computer technology, and group projects into the classroom. Anytime a students asks what something means, I tell them to google it. A downside is that they believe that a research project is just copying and pasting something they found off the internet and pass it along - they have to be taught about trusted sources and plagiarism. They like group projects and really dislike having to work alone.
Alan,
I think this is great & the kind of creative thinking we need to embrace & incorporate. I think you could also connect a critique of the information/data mined with this activity. Who came up with the most reliable/accurate info, how far did you dig, or did you just take the top 2 search results, etc. Thanks for sharing.
Ryan Meers, Ph.D.
I seem to recall a Billy Joel song “We Didn’t Start The Fire†which encompassed the Veterans and Baby Boomers perhaps giving rise, and then the demise only to rise again with the birth of Gen X. I remember being confronted with an Armada of technological gadgetry within the classroom as Gen X and Yers devoured their time in class with heads down and fingers “a blazing.†Confrontation though tried, failed.
The goal was how to create an instructional learning environment that would satisfy Gen Y and my Baby Boomer mentality? The plan was devised to challenge them within their own arena. They wanted the computer, I-Pad, Smartphone at their instant command so I employed a “can you find this†or scavenger hunt for information relevant to the class discussion. Simply this would not be sufficient to hold their attention. I now took from my pocket a Smartphone (You must join them) with stopwatch capability.
Now the challenge presented to the tech savvy was how fast could you data-mine information. Something the Gen Y could relate to would provide the incentive. Add to this the reality that the new workplace and work force needed to have these essential skills and we had a formula for planning a lesson.
The assignment was to find the total number of felony arrests (I teach criminal justice courses) in 2010 and cite the primary source of this information. Each student used the technology they had and began. Two asked if they could go to the library for they had no technology with them. Novel!
In order to make the data race somewhat fair I did not the answer to the question, but knew the location to obtain the information. I gave them a two-minute head start and still managed to provide the answer before all but three students out of 15.
I continue to use variations of this as part of instructional planning and always trying to enhance their skills and mine.
Al
John,
this is an excellent point to help them stay engaged & also to keep them accountable.
Ryan Meers, Ph.D.
Using several methods of delivery (with varied media options) can keep student interest high, but connectivity also encompases proximity. I find the traditional position of instructor at the front of the room can be an invitation for disconnect, so being able to "stroll the room" and utilize remotes to trigger media is extremely helpful.
Emily,
this is a good question & one that we need to seriously consider. While we want to reach all of our generations of learners, we have to make sure that we don't exclude any group either.
Ryan Meers, Ph.D.
joel,
I would agree that they strongly seek those connections with many different groups & technology is a great way to use this.
Ryan Meers, Ph.D.
Well with my students which are a mix of 18-55 year olds i have them all. instead of fighting everything i chose to embrace it and make them understand that i am not what gives them a grade at all. For example if i hand out an assignment and the answer is without a doubt A then "it is what it is." that way its equal across the board, i allow a small study sheet on exams and believe this is not a handicap because they end up rewriting the paper lie 5 ties before the test to try and cram all the information they possibly can on it because they are so scared of the exam (i tend to make it seem harder than it is on purpose.) i also give them a sense of ownership saying your grade is "yours" and you are the one responsible for it. this tends to give them a competitive attitude and thy want to succeed. i encourage all of them and tell them they are all smart and can make it through my program. they get free online lectures study materials that i have prepared. also i play music in class (modern classical - piano guys/2 cellos) in class quietly and it seems to calm them down and satisfy the need for something to always to be going on. i encourage the use of cell phones but only for school related stuff and actually if i see someone use their phone for something other than school i don't scold them i just ask them a material related question that they have to look up. they can see my lectures and study materials in class and i make up youtube videos for labs that we will be doing in class!
I think teaching a class full of Gen Y learners requires more creative planning of the curriculum. It's no longer enough to make sure we have the content all covered. HOW we deliver the content is equally important, in order to capture their focused attention. This may require something like Prezi instead of Powerpoint, more use of video in the online classroom, and links to outside resources.
I wonder, what is the right balance and blend when there is a mixed-generational class? How can we make sure to address varying needs and styles?
The characteristics of this generation require that when planning instruction we utilize all technology resources in order to engage our students
I utilize social media to maintain contact and encourage communication.
It is also important to connect with all generations and i find Gen Y is very enthusiastic about engaging with all generations
Heather,
this is a great point & one we need to highlight; the interactive discussions/activities are a key way to present the information to our students.
Ryan Meers, Ph.D.
I have found that student like to be engaged. They prefer the activities as opposed to reading the text book or power point lectures. I use a lot of technology in my lessons and try to use hands on learning or activities when possible.
Ronda,
and I want to highlight what you said about "lesson planning." These activities should be planned in advance that way they are connected to content & learning & not just "add-ons."
Ryan Meers, Ph.D.
Lesson planning has to be filled with stimuli that moves on their fast pace connectivity...otherwise they get lost in destractions and inactivity. Implementing Google Drive,Skyping groups, and Twitter communications have shown to be effective in some of my courses.
David,
you are right & this is where we have a tremendous opportunity to influence them & help them develop in their evaluative & critical thinking skills.
Ryan Meers, Ph.D.
Ward,
you are exactly right & to a certain extent we are placed into a proverbial Catch 22.
Ryan Meers, Ph.D.
