Week 3 Generational Differences - Further Discussion

Week 3 Generational Differences (Further Discussion)

Professor Thomas C. Reeves, paper, “Do generational differences matter in instructional design,” offered a lot of controversy of questions to be considered as an educator; while continuing to inform me of the controversy of just what is meant by generational differences and what are the distinct differences between them.   The Reeves paper was helpful because it allowed a bird’s eye view of what many researchers are saying about generational differences in the workforce, as they relate to new instructional design, and technologies to accommodate generational differences.   I did, however, find it limited because it was not representative of enough groups within the generational differences.  All the surveys appeared to be of the elite or middle or upper middle class samples.  This again, reminded me of the limitations of the Prenske readings.  There was a lot of good interesting information, but it left me with a lot of questions of validity, or how do I transfer this information to use in my situation as an educator.

 Early in last week’s reading I began to wonder about what characteristics would pop up for those who are born at the start of a generation, or at the end of a generation?  I wondered additionally about this because in this week’s readings the chart listing the generational labels and dates clearly showed the various researchers with various start and end dates; as well as, various labels.  My wonder was, do the generational traits for those entering the period at the very beginning or end of a generation just stop, or when do they start for the particular generation?    I was relieved to read that Lancaster and Stillman (2002) were able to recognize this distinction when they coined the label cuspers, to refer to those who entered a generation on the edges. 

The work of Howe and Strauss (2000) were able to identify three important categories to distinguish generations, as perceived membership, common beliefs and behaviors, and common location in history; rather than just on birth periods, and this makes more sense to me.  These ideas are also in line with J.M.Twenge (2009), in her work “Generational changes,” et al; that generational changes are rooted in shifts in culture and changes in society.  She further notes that all persons who are a part of a generation will not be representative of the trend.  What I enjoyed most about the Twenge read is that, while she talked about her investigations that were compiled from other researchers, using cross-temporal meta-analysis using questionnaires; she analyzed a wide range of participants that included elementary, middle, high school aged students, and college student, instead of mainly young elite workers.

  As Twenge discussed the different areas, she was able to offer me explanations as to why students of today might behave a certain way and how I might best support them.  Another point had to do with understanding how students of today may need more explanation of the meaning and purpose of activities they are about do.  One of the suggestions was instruction delivered in shorter segments, while incorporating more technology.  Further, Twenge reminded me of something very important, that many of us may have forgotten, and that is we remember the loud mouth outspoken young people of the 60s and 70s, and even early 80s. So, this idea of students being more (me) oriented, overconfident, feeling entitlement, leisure time, and more; is something they learned from their parents, which reflect  growing changes in contemporary culture and trends. The GenX’ students are simply reflecting changes in culture and trends mostly passed on from their parents.  

The Generational Differences of Students – Reflecting on the Pensky Articles, Generational Edge articles, and Generational Videos

The Generational Differences of Students

In reflecting on the generational differences of students that I work with after watching the various videos, reading the Pensky articles; as well as, the Generation Edge articles, I find that I am able to identify a considerable amount of similarities in many of my students.  Because of their age, I can refer to them as a part of Generation Edge, as they appear to, in many ways, match a lot of what the videos and readings indicate.  For instance, even though my students are mostly not considered a part of the middleclass, their behaviors in some ways seem to mimic that of the middleclass students, in their need for technology.  I say this because they don’t leave home without their cell phones, and can be observed often using some form of sharing with them. They display a great deal of independence, they can be demanding and want things their way, and don’t have a problem letting you know.

 However, reading the Pensky article where he talks about digital natives, there were some dead on revelations about how digital natives are the generation that grew up with their entire lives entrenched in technology.  But by the same token,  I was a little disappointed to find out that my being a digital immigrant means that I have no hope of ever really catching up and feeling comfortable and confident in technology, and even more concerning is his statement that digital immigrants are the “single biggest problem in education today. “  Needless to say, I was relieved to read the McKenzie article that challenged a great deal of the Pensky article, and though McKenzie was tough on Pensky, and this really indicates the importance of finding ways to validate and substantiate information, a lesson to pass on to students  on how best to substantiate sources.  Pensky appears to have concentrated on the middle to upper middleclass in his summations of the digital native, which gives the idea of a digital divide to those who have little access to technology.     Therefore, in general, were I to take Pensky at face value, my students would be considered a part of the digital divide that Pensky speaks of; as they don’t have a lot of technology available to them at home, other than their cell phones, which they are generally masters at using.  However, when they are in the computer lab, you realize they are as comfortable on the web as I am putting on a pair of shoes. 

 By the same token, it appears that they are sometimes difficult to reach because you can’t just go to the whiteboard with a plan that only has reading, writing, and discussion.   This misunderstanding of how to teach many of our students because of whatever issues is a common concern (complaint) that I hear among many teachers, particular those who are not truly embracing more use of technology in the classroom and outside of it.  The more I read and study about how student’s of today are motivated and inspired, I realize that it is mandatory that teachers learn to communicate, interact, create, and teach incorporating technologies that these students have grown up with.  There is a need to understand that these students use technology not so much as amusement, but as a tool to get stuff done, and quickly.

 Many of us are still using technology in the classroom more as a reward than a tool, and this doesn’t work very well; particularly with the older students; as there is so much information out there that they have been exposed to, they don’t get amused so easily, and since they are using phones all over the place, why not design lessons that allow them to use such tools to collaborate and produce end products.   I like how Dr. Siko used the idea of how it is very different growing up using a language as opposed to learning it later, to use sporadically.  I would think that for Generation Edgers to not have learning rich in technology that challenges them to be resourceful, collaborative, creative, and illicit critical thinking is a good way to make them feel like fish out of water.  This is so different from when I was a kid, or even when my daughter was a kid among the Generation Xers. 

 Further, these readings help support me in understanding why it is important to know who you have in your teaching audience starting with their age because if one were to teach in higher learning, there may be a broad range of participants from Baby Boomers to Generation Edgers, and forward. So again, knowing the characteristics of your audience is very important.

About Me! - Regina Davenport

Hi everyone! My name is Regina Davenport, and I'm a middle school resource teacher; and lifelong learner.  I enjoy travel, and have been to many parts of the world; love art,  science, dance, acting, exercise, sports, and a host of other things.  Most of all, I love people.  After receiving a BA in Mass Communications, I started my career as a writer with the State of Michigan.  After going back to school and earning a MA in Public Administration, which lead me to work with the Federal government for a while.  Then I worked in the film in the film industry as a production assistant, and later a production coordinator.  Finally, I went back to school and received my certification in teaching, and earned endorsements in social studies, special education, and an education specialist certificate.  I believe that I have gotten the biggest rewards in teaching.

I'n not exactly clear as to where I truly want to go with learning the new technology in terms of whether or not I want to remain in a k-12 environment, or move on to higher learn and teach online.