Engaging Generation Y with Technology in the Language Classroom

The document summarizes a presentation given at the ZONE 4/5 Summer Conference on supporting inclusive learning environments through technology. The presentation provided context on initiatives to support students with diverse needs, an overview of current and emerging technologies, and resources for inclusive education and assistive technologies. It discussed using technology to advance learning for all students and addressed questions from attendees about implementing and supporting technology for inclusion.

The document discusses the characteristics of the "Net Generation" or students born after 1982 who have grown up with technology. It notes that these students spend much more time using computers, video games, and the internet than reading books or in classrooms. As a result, they learn differently and educators must adapt teaching approaches to their skills with visuals, games, multitasking and finding information online rather than traditional lectures. The document advocates for teaching students 21st century skills like problem solving, collaboration and information literacy through inquiry-based learning rather than memorization.

This document discusses the changing nature of literacy and learning in a digital world. It notes that students are now active participants online and get their news from social media rather than traditional outlets. Educators are encouraged to view their role as preparing students for a globally connected world where they can ethically interpret information and communicate ideas digitally. The document suggests moving from a focus on digital literacy alone to the more encompassing concept of digital fluency.

This document provides many ideas for engaging and empowering gifted kids, including exploring educational websites, learning to code, engaging in creative pursuits like making movies and photography challenges, and playing video games. It emphasizes teaching kids to think creatively and learn, unlearn, and relearn. The goal is to move beyond just teaching literacy to cultivating creativity and an empowering worldview to prepare children for an uncertain future.

I've just deleted an earlier version of this presentation and uploaded the one I presented at Braz-Tesol Belém yesterday with some new activities.

This presentation is an attempt to explode the mythology that has wrapped itself around Generations Net & Google. Through the lens of the recent JISC reports, we try and separate the wheat from the chaff.

The document discusses trends in social media usage and adoption by state departments of transportation (DOTs). It notes that internet access is increasingly mobile, with many Americans accessing the internet primarily through smartphones and tablets. Most commonly used social media tools by DOTs include Facebook, Twitter, YouTube, and LinkedIn. Challenges for DOTs in using social media include limited staff and resources to manage multiple platforms, as well as ensuring engagement and establishing an online brand. The document advocates having a clear social media plan and goals, and emphasizes that building an online community takes time.

This document discusses digital storytelling and its potential to increase critical thinking skills. It begins by describing the "Net Generation" of students who have grown up with widespread digital technology use. While these students are more visually literate and able to multitask, their reading skills have declined. The challenge is engaging these students through technology while still developing important 21st century skills like critical thinking. Digital storytelling and video games can help by making learning interactive and stimulating reflection. When computers are incorporated into classrooms through initiatives like 1-to-1 laptop programs, they become valuable supplemental tools for collaboration, independent learning, and developing 21st century skills.

In the stampede to "digitize the classroom" responsible educators need to pause and consider the negative impacts of EdTech. In this provocative session I'll examine five things "21st Century Educators" should be thinking about: Student data privacy, Corporate Influence, Equity, Professionalism & Infrastructure

The document discusses how digital storytelling can be used to engage students and invigorate learning. It provides examples of how teachers have used digital storytelling to teach vocabulary words and literary elements. Resources for digital storytelling like software, tutorials and example student projects are shared. The benefits of digital storytelling for students include improving writing, speaking, technical and personal skills through an authentic and collaborative process.

The document discusses the importance of visual literacy and 21st century skills. It defines visual literacy as the ability to interpret and create visual messages. Developing visual literacy skills is important because visual communication is how many people process information. Additionally, 21st century skills like collaboration, digital literacy, and multimedia communication are essential for students to develop in order to be prepared for future careers and civic participation. The document provides examples of how to incorporate visual literacy instruction into the classroom through activities having students navigate, evaluate, and create visual content.

The document discusses students' use of technology based on a study from Australia. It finds that most Australian children will grow up with ubiquitous access to technologies like computers, the internet, mobile phones, and social media. It describes trends in how students use these technologies, such as 90% accessing computers at school and 70% also using the internet. The document also discusses challenges and opportunities that new technologies present for educators to develop students' innovation, creativity, and learning.

Implementing Change discusses bring your own device (BYOD) programs in schools. It provides arguments for and against BYOD as well as details about challenges and strategies for implementation. The document outlines Eric Willard's pyramid for successful BYOD implementation, which emphasizes leadership, funding, technology planning, infrastructure development, and curriculum support. Early reviews of BYOD programs have been positive according to teachers participating, but challenges include network capacity, safety, and access inequities.

The document discusses research on natural user interactions (NUIs) for children. It describes several touchscreen interaction studies comparing how children and adults use touchscreen devices. The studies found that children miss more touch targets than adults, especially smaller targets. Children's gestures are recognized less accurately by modern recognizers designed for adults. The research aims to better understand how children interact with touchscreens and whole-body interfaces to inform the design of more effective interaction techniques and recognition algorithms for children.

During two days and with participants from across the University of Iowa and surrounding community, keynote speakers, local panelists, and the symposium organizers explored how - -to encourage more departments to participate in the informatics initiative -to assess campus resources for joint programming, courses, and research groups that engage not only science and technology, but also the arts, humanities, and social sciences -to clarify the opportunities, challenges, and obstacles faced by researchers in HCI and informatics, including funding; tenure and promotion; research and publication; curriculum, disciplinary differences, and institutional barriers

This study examined how 4-7 year old children perceive their own use of computers. It explored whether children's access to computers, activities performed, skills, and attitudes varied by gender, age, socioeconomic status, or ethnicity. The study involved 167 children from two Dutch schools. One school was in a lower socioeconomic area with many immigrant families, while the other was in the city center and primarily middle class. Regardless of background, most children reported having computer access at home and school. Across settings, the primary reported activity was playing games. Older children used computers more often and with greater ability. Boys generally had more positive attitudes than girls, but few other differences were found regarding use or skills. The findings provide insight into

This presentation summarizes a recent survey of the literature covering digital curation and methods for teaching digital literacy skills.

Handout from Ron Berk's presentation "No Teacher Left Behind" at AACTE's 63rd Annual Meeting and Exhibits, February 24-26, 2011 in San Diego, CA, #AACTE2011

The document discusses characteristics of the "Net Generation" or "digital natives", who grew up with technology and the internet. It describes how they differ from older "digital immigrants" in preferring visual and collaborative learning, multitasking, and being constantly connected. Examples are given of tools and activities popular among digital natives, like social media, videos, and mobile devices. The document argues educators must adapt techniques like project-based learning to meet the needs and styles of today's digital learners.

This document discusses how to design e-learning for Generation Y learners. Generation Y, born between 1980-1992, are digital natives who have shorter attention spans and prefer visual, creative, and engaging content over lectures. The document provides 12 guidelines for designing e-learning for Generation Y, such as allowing personalization, community participation, and search functions. It suggests incorporating elements from popular technologies like the iPhone, YouTube, Facebook, and Twitter that Generation Y finds engaging. The goal is to match Generation Y's preferences for informal, interactive, and up-to-date learning opportunities.

How do we help learners make the most of the web? What opportunities does it afford us? Where might it take us? An optimistic but cautious take on the web and learning

21st century learners differ from students who at one time learned effectively from traditional instruction.

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Addressing Cybersafety for Primary School Children in NSW-Cyber nettiquette,Cyber-bullying and possible sollutions. Implication for the future.

The document discusses how technology has changed the way students learn and how they process information. It contrasts "digital natives," who have grown up with technology and are fluent in the digital language, with "digital immigrants" who have adopted digital skills later in life. Additionally, it examines how cellphones can potentially be used as instructional tools in the classroom to support and strengthen learning if used appropriately.

The following slide show is a collection of ideas I found extremely helpful when trying to gain a deeper understanding of the Net Generation. I have referenced scholarly sources to support my ideas and have organized the material into several subheadings: Who is the Net Generation?/ How are they different? How do they learn best? What are their learning expectations? What are the implications for teaching this generation?

A look at Digital Citizenship as it is connected to one of the constants in teaching, the Key Competencies. Early conversations, entry points from Takapuna Intermediate school.