Lesson 5: Preferences of the Technology Generation

What Old Generation likes may not be the same as what the New Generation prefers in Life, Work and Leisure. Much of the good things enjoyed by elders when they were students are no longer available to the new generation. 
Vocational, Cultural and Values classes that are widely used by old generations during their time today, it is also available but it has been minimized due to the emphasis on the basics of English, Mathematics and Science

Text vs. Visual  

Our parents read book text, enrich by illustrations and photos. In order to research, they go to the school library, use the card catalogue for needed books and sign up to borrow books for home reading. The technology or digital generation has greater affinity to visuals (photo and video) compared with texts. In fact, they have been exposed since childhood to cable television and videos images especially cartoon characters and then to compute images, in such manner and their visual fluency or abilities have sharpened and enriched. 




Linear vs. Hyper Media         

                      
 The past-30 year old generation obtained information in a linear, logical and sequential manner. On the positive side, this made them more logical, focused and reflective thinkers.

The new generation, however, follows a personal random access to hyperlinked digital information, less superior elders in focused and reflection. Thus, they appear to be more easily bored and distracted during class lectures.

Independent vs. Social Learners

The traditional education system gives priority to independent learning, prior to participative work.

New learners, however, are already acquainted with digital tools that adapt to both personal and participative work. They take the opportunity for dozens of instantaneous ways to communicate with others mobile calls and text, emails, Facebook, YouTube, Myspace, twitter, wikis and etc. experts describe this mode of digital learning as one that based on experimentation, discovery and intuition. 

Learning to do vs. To pass the test

Old teachers teach students in order to help them pass tests and complete the course requirement.

On the other hand, the new digital learners simply wish to acquire skills, knowledge and habits as windows of opportunity afford them to learn. Our parents have completed a course and have engaged in a permanent job for most of their lives. A different work situation awaits the digital generation with contractual, multitask and multi-career opportunities in a digital world ahead of them. 

Delayed rewards vs Instant gratification

The traditional reward system in education consists in the grades, honor certificates/medals and diplomas. Including future jobs, the traditional rewards for the performance. 

On the other hand. Digital learners on their own experience or more immediate gratification through immediate scores from games, enjoyable conversation from web-cam calls, excitement from email chats and inviting comments from their Facebook accounts.

Rote memory vs. Fun learning

Teachers feel too obliged to delivering content-based courses, the learning of which is measurable by standard tests.

Digital learners and not surprisingly there is much fun in the digital world outside the school.

Lesson 4: Bridging the Generation Gap

The older generation often feels there is a generation gap between them and the younger generation. This is apparent in simple things like the manner of dressing, socializing, more intimate relationships like friendship and marrying, etc. Still, some old things are difficult to overcome, as there are still the caste system in India, pre-arranged marriages in China, female circumcision in Africa, and theocratic or religion-rule societies in the Middle East. Even in education, traditional schooling has hardly changed even with the clear evidence of a digital world. Reflect on how some teachers confine their teaching to the board talk-test method.

In the field of education, a huge generation gap also exist and it will continue to widen unless some changes are adopted at the proper time. In peasant third world countries where schools don’t have technology facilities, it is understandable that the transition, to digital education may take time. But given the rapid emergence of digital technology at times referred to as information and communication technology (ICT), there is the need to prepare for bridging the digital gap in society. First, we need to understand the potentials of ICT.

  
Given the speed and power of ICT for changes, growth, innovation, it becomes critical that teachers understand the gap that may be perceived between them and the new generation of learners. Much of the old technology such as tube radio, platter records, cassette tapes, celluloid movies, antenna television, landlines phone, have vanished or are quickly vanishing today. Even in communication, sending a written letter has become tedious with the advent of emailing and web-camera face-to-face communication. As sophisticated technology advances at a dizzying pace, the complacency of educators to stick to traditional education systems and approaches become futile, if not retrogressive.

Lesson 3: Understanding Technology Learners

Today’s learners appear smarter, yet they don’t read ass their parents do and they are addicted to the internet. Even in the classes their concentration is questionable as they are uneasy to simply sit and listen. They become alive again through video presentations, group activities and computer classes.

 

            The concern for new learners is valid. On the other hand, it is to be admitted that our teachers today generally use the traditional education program applicable to learners of the past, acquainted with linear, textual, and sequential learning. They fail to realize that the new generation of the 21^st millennium is not the kind of learner that they were, but are information technology or digital learners.

 

            It is observe that the new learners spend much time talking with friends on their cellphones, spending text messages, interacting trough social Internet media like Facebook, playing video games and surfing the World Wide Web.

 

  Last the concerns for new learners is not well understood, it serves to know what scientist say as follows:

• There are positive benefits derived from the use of information technology or digital resources and these counterbalance possible negative effects of technology on children.
• Daily exposure to high technology-personal computers, video game gadgets, cellphones, and Internet and search sites-stimulates the brain by strengthening and creating neural circuits.
• A current technological revolution is creating an intellectual revolution, faster and better than ever before.

            Truly there are valid concerns which must be met, and among these is the feared under development of new learners along social face-to-face interaction skills. On the other hand, there is the phenomenon of the young generation taking on multi-tasking as they perform task simultaneously: watching video, chatting online, downloading pictures and music, surfing the Web, etc. True to say, research shows that multitasking can be detrimental since this prevents concentration and the completion of specific tasks. However, multitasking characterizes professional works in the new world of information technology. There is the need therefore to balance the good and possibly detrimental changes observed among new learners of this information technology age.

Lesson 2: An Overview: Educational Technology 2

Educational Technology 2 is concerned with ” Integrating Technology into Teaching and Learning”. Specifically this is focused on introducing, reinforcing, supplementing and extending the knowledge and skills to learners so that they can become exemplary users of educational technology. Mainly directed to student teachers, also professional teachers who may wish to update their knowledge of educational technology, it is our goal that this course can help our target learners to weave technology, with software (computer programmed learning materials) becoming a natural extension of their learning tools.
Necessarily, Educational Technology 2 will involve a deeper understanding of the computer as well as hands-on application of computer skills. But this is not say that the goal of the course is to promote computer skills. But this is not to say that the goal of the course is to promote computer skills. Rather, the course is primarily directed at enhancing teaching-and-learning through technology integration.
In essence, the course aims to infuse technology in the student-teachers training, helping them to adapt and meet rapid and continuing technology changes, particularly in the thriving global information and communication technology (ICT) environment.
More specifically, the course objectives are:

* To provide education in the use of technology in instruction by providing knowledge and skills on technology integration-in-instruction to learners.

* To impart learning experiences in instructional technology-supported instructional planning.

* To acquaint students on Information Technology or IT- related learning theories with the computer as a tutor.

* To learn to use and evaluate computer-based educational resources.

* To engage learners on practical technology integration issues including managing IT classrooms, use of the Internet for learning, cooperative learning through the use of information technology, etc.

* To inculcate higher-level thinking and creativity among students while providing them knowledge of IT-related learning theories.


While the course is primarily intended for the use of student-teachers, it can also be of great to use to professional teachers, school administrators, teacher educators, and in fact anyone who is interested on how Information Technology can be used to improve not only instruction but the school management program and curriculum.
It may be said, too, that the study of this course on integrating Information Technology in instruction should not be considered as a formidable task, but rather as a refreshing and exciting study given the idea that all learning should be fun.

Lesson 1: A Review of Educational Technology 1

The Educational Technology 1 (ET-1) course has truly paved the way for the learner to become aware, appreciative and equipped to use educational technology tools ranging from traditional to modern educational media.

Truly, the foundation for a truly satisfying exposure to educational technology has been firmly laid down by the ET-1 course, starting with through treatment of the history of educational technology, quality education, and the roles of ET in the 21st millennium.

In ET-1, the learner was also oriented towards averting the dangers of dehumanization  which technology brings into societies, such as through ideological propaganda, pornography, financial fraud, and other exploitative use of technology. Sad to say, these dangers continue to affect peoples and cultures while widening the gap between rich and poor countries.

On the application of educational technology to instruction. Educational Technology 1 showed the 4 phases of application of educational technology in teaching-and-learning, namely; (a) setting of learning objectives (b) designing specific learning experiences (c) evaluating the effectiveness of the learning experiences vis-a-vis the learning objectives, and (d) revision as needed of the whole teaching-learning process, or elements of it, for further improving future instructional activities.

Adding to the technology sophistication of the learners, Educational Technology 1 fittingly refined the distinction between educational technology and other concepts, such as instructional technology ( which is the use of technology in instruction, different from school management), audiovisual aids (or learning media to stir the senses for more effective learning).

 

Learning objectives of Educational Technology 1                  

 

* To orient the learners  of educational technology in society.

 

* To lend familiarization on how educational technology can be utilized as media for      the teaching-learning process.

 

* To uplift the learner to human learning through the use of learning technology.

* To impart skills in planning, designing, using and evaluating the technology-enriched teaching-learning process.

 

* To acquaint learners on basic aspects of community education.

 

* To introduce the learner to what is recognized as the third revolution in education, the computer.