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Generations Explained

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Generations Explained Learning theories are incredibly important. Without giving consideration to the variances between the generations you couldn’t effectively teach any of them anything. You need to understand your audience and adjust your approach accordingly. Understanding and addressing the various differences between the generations as it pertains to technology and learning should be a priority in any educator’s plan.

Each generation is defined by its life experiences, and maintains their own different attitudes, beliefs, and sensitivities based on and influenced by these shared experiences. Each generation sees the world through their own unique, lens and undergoes their own process with learning based on their perceptions and experiences.

**Millennials** The argument has been made that digital natives have a significant degree of visual literacy. Millenials seem to have more in common with the Boomers.

**Gen Xers** Quietly taking the backseat working on technology, while the boomers keep positions of authority and the millennials start searching for jobs.

**Boomers** Holding onto their positions of authority and relating more to the millennials than the Gen Xers searching for jobs.

**Education** Education administration is being hijacked by the boomers, leaving technology to the way side. Gen Xers and Millennials agree here that technology needs to be more prominent. Boomers are more pragmatic and think about the $.

**Technology** Cost is an issue, space is an issue, classroom configurations are an issue. Administrators think about the financials, students and tech SMEs think about the gear.

Script INTRO - Music

VO1 - Each generation is defined by its life experiences, giving rise to different attitudes, beliefs, and sensitivities.

SOT1 - Interesting Quote

NSOTVO - NAT sound from a classroom (transition to my VO)

VO2 - Today’s students are part of the media generation. Some of them are referred to as digital natives,meaning they were born into a world knowing technology as a way of life not as a novelty or innovation. Researchers have coined several names for the various generations of students. I will be primarily addressing following three...

VO3 - Millenials

SOT2 - Millenial Girl 1

SOT2B - Description of the Millenials view of ideals

VO4 - Millenials are generally individuals who were born in or after 1982. Millenials gravitate toward group activities, identify with their parents values and feel close to their parents. Millenials believe that it’s cool to be smart and are generally fascinated with new technologies. Their learning preferences tend toward teamwork, experiential activities, structure and the use of technology. Their strengths include multitasking, goal orientations, positive attitudes and a collaborative style.

VO5 - Gen Xers

SOT3 - Gen X Guy 1

VO6 - Gen Xers were born between 1965 and 1980. Gen Xers tend to be technologically adept, individualistic and tend to put great value on a balance between work and life. They also have radically different expectations of customer service than previous generations. Their views have been sculpted by such historical events as the fall of the Berlin Wall, the emergence of AIDS, the implementation and advancement of the World Wide Web, and catastrophes like Chernobyl, The Exxon Valdez, and The Challenger explosion.

VO7 - and Boomers

SOT4 - Boomer Woman 1

VO8 - Boomers are were born between 1946 and 1964. They are well established in their careers and generally hold positions of power and authority. Boomers tend to be work centric, goal oriented and competitive. Their lives, personalities, and attitudes have been sculpted by such experiences as the Space Race, The Civil Rights Movement, The Vietnam War, and the Watergate scandal.

SOT - Quote from neurobiologist turned teacher

NSOTVO - NAT sound from a kid (transition to my VO)

VO - Media Literacy and Visual literacy work hand in hand. Understanding the uses and functions of visual media can significantly aid students in obtaining a more in depth understanding of the subject matter that they are studying.

Research Assessment 1 **Title** Boomers, Gen-Xers & Millennials; Understanding the New Student

**Authors** Diana Oblinger

**Publication** Educause Review, July/August 2003

**APA Citation** Oblinger, D. G. (2003). Boomers, Gen-xers & Millennials; Understanding the New Students. Educause Review, (July/August), 37 - 47.

**Strongest Statistic Reported** 94% of 12-17 year olds use the Web, for school research and 78% of them believe the Internet helps them with schoolwork.

This stat shows a correlation with the availability of technology and the ability of students to use information technology to enhance their learning methodologies. Students seem to be taking more interest in the own learning and trying to be in more control of how they do it.

**Millenials** Born in or after 1982. Gravitate toward group activity. Identify with their parents values and feel close to their parents. Spend more time doing homework and housework and less time watching TV. Believe its cool to be smart & are fascinated by new technologies. Are racially and ethically diverse. Think one of the biggest problems facing their generation is the poor example that adults set for kids. Exhibit distinct learning styles. For example, their learning preferences tend toward teamwork, experiential activities, structure and the use of technology. Their strengths include multitasking, goal orientations, positive attitudes and a collaborative style.

**Gen Xers** Fall of the Berlin Wall The emergence of AIDS The World Wide Web Exxon Valdez The Challenger

**Baby Boomers** Space Race Civil Rights Movement Vietnam Watergate

The younger the age group the higher the percentage who use the internet for school, work, and leisure. This comfort with technology leads to a perception that the use of technology in schools is inadequate.

**10 attributes of an information-age mindset**

**Computers aren't technology -** Students have never known life without computers and the internet. To them, the computer is an assumed part of life.

**The internet is better than TV** - in recent years, the number of hours spent watching TV ha declined being supplanted by time online.

**Reality is no longer real** - Those things that appear real over the internet may not be. digital images may have been altered. E-Mail sent from someones address, may not have come from that person, and content may or may no be accurate.

** Doing is more important than knowing ** - Knowledge is no longer perceived to be the ultimate goal, particularly in light of the fact that the half-life of information is so short. Results and actions are considered more important than the accumulation of facts.

L**earning more closely resembles Nintendo** - Nintendo symbolizes a trial-and-error approach to solving problems; losing is the fastest way to mastering a game because losing represents learning. This contrasts with previous generations’ more logical, rule-based approach to solving problems.

**Multitasking is a way of life** - Students appear to be quite comfortable when engaged in multiple activities simultaneously, such as listening to music, sending instant messages, doing homework, and chatting on the phone. Multitasking may also be a response to information overload.

**Typing is preferred to handwriting** - Students prefer typing to handwriting. Many admit their handwriting is atrocious. Penmanship has been superseded by keyboarding skills.

**Staying connected is essentia**l - Students stay in touch, via multiple devices, as they move throughout the day. Cell phones, PDAs, and computers ensure that they remain connected anyplace and anytime. As the network becomes more ubiquitous, increasing numbers of students participate in real-time dialogues from anywhere using a variety of devices.

**There is zero tolerance for delays** - Having grown up in a customer-service culture, today’s students have a strong demand for immediacy and little tolerance for delays. They expect that services will be available 24/7 in a variety of modes (Web, phone, in person) and that responses will be quick.

**Consumer and creator are blurring** - In a file-sharing, cut-and-paste world, the distinctions between creator, owner, and consumer of information are fading. The operative assumption is often that if something is digital, it is everyone’s property.

**Reflection** Each generation is defined by its life experiences, giving rise to different attitudes, beliefs, sensitivities. Each generation sees the world through their own semi-unified lens that is influenced by shared experiences.Each generation undergoes their own process with learning based on their perceptions and experiences. Learning theories are incredibly important. Each generation learns differently thus meaning, sorting out the right approach for each age is highly relevant. Each generation looks at the world and their learning through their own individual lens. Again, learning theories are incredibly important. Without giving consideration to the variances between the generations you couldn’t effectively teach any of them anything. You need to understand your audience and adjust your approach accordingly. This article also addresses the various differences between the generations as it pertains to technology and learning. This article is excellent for comparing and contrasting qualities between the generations.

Research Assessment 2 **Title** Visual Literacy and the Digital Native: An Examination of the Millennial Learner

**Author** Eva Brumberger

**Publication** Journal of Visual Literacy, 2011, Vol. 30, Number 1, p. 19-46

**APA Citation** Brumberger, E. (2011). Visual Literacy and the Digital Native: An Examination of the Millennial Learner. //Journal of Visual Literacy//, //30//(1), 19-46.

**How was the experiment or study completed?** The study discussed in this article attempts to examine empirically whether millennial learners are particularly visually literate through the use of a survey. The survey was conducted at Virginia Tech between the end of April and the beginning of September, 2009, in full compliance with the guidelines established by the Virginia Tech institutional review board for human subjects research. The survey was administered electronically, through a web-based survey tool (survey.vt.edu) available to Virginia Tech faculty, staff, and students.

**Strongest statistic reported** As one might expect of college students, the survey participants reported spending a significant amount of time each day at a personal computer; over half of them (56%) indicated that they use a computer for five or more hours per day. Similarly to photographic technologies, students’ use of certain computer technologies may provide insight into how comfortable and capable these digital natives are with tools for creating visual communication. The students tended to over state their knowledge and use of technology, thus creating a paradigm where their perceived skills were higher than their actual skills.

**Weakest statistic reported** Is related to gender. There were two instances where gender was a factor. It was shown that men were more likely than women to be gamers, and it was also shown that women were more likely than men to use a digital camera. Gender does not seem like a factor that plays a significant role in technology use and visual literacy.

**Qualitative Data** Strongest “qualitative” data reported: //This is will be a statement or a synthesis of findings//. The data indicate that the prevalent belief among survey participants is that images on the Web are typically altered (see Figure 4), although a handful of respondents (5%) said they rarely made this assumption. The vast majority (87%) indicated that they sometimes or usually assume that the images they see on the Web have been altered, and 8% always make that assumption.

**Weakest “qualitative” data reported:** Finally, participants reported the lowest skill levels for website authoring software (e.g. Adobe® Dreamweaver®). Only 15% indicated that they were somewhat or very skilled with this type of software, and only 1% claimed an expert or professional skill level. Meanwhile, 11% said they were slightly skilled, and 20% said they were entry-level amateurs. Over half (53%) of the respondents had no experience with website authoring software.

**Limitations** The article may not articulate this. How do the population choice and the method limit or influence the findings? Does that article make claims that it cannot substantiate? Does the article identify ideas that need to be further studied?

**Reflection** The study discussed in this article attempts to examine empirically whether millennial learners are particularly visually literate. This article reports the results of an empirical study that examines these claims by assessing post-secondary students’ use of visually-oriented technologies and their interpretation of visual material. The survey data suggest that participants are not particularly adept at producing and interpreting visual communication. The survey data suggest that participants are not particularly adept at producing and interpreting visual communication. This is very interesting. I would love to see more data about this. Is it a specific age group that is or is not visually adept? Are there more specific characteristics to the demographic?

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__[|Behaviorist Theories | Learning Theories]__

__[|ARCS Model of Motivational Design (Keller) | Learning Theories]__

__[|Learning Theories]__

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__[|Logo for Generation X Flashback #1, in Brian Peck's Art for Sale or Trade $100 and under Comic Art Gallery Room]__

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__[|All sizes | Generation X - Original Article (Photocopy) - Signed - Doug Coupland | Flickr - Photo Sharing!]__

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__[|All sizes | Young, wired and living life on the digital edge -- meet the Millennials. | Flickr - Photo Sharing!]__

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__[|SpringerLink - Journal of Instructional Development, Volume 4, Number 3]__

__[|SpringerLink - Abstract]__

__[|SpringerLink - Educational Technology Research and Development, Volume 36, Number 1]__

__[|Media Smarts: Kids Learn How to Navigate the Multimedia World | Edutopia]__

__[|Streaming Videos For Teaching About Media Literacy]__ __[|Generations Explained - YouTube]__

__[|gen xers millenials boomers - YouTube]__

__[|FranklinCovey's Resolving Generational Conflict - YouTube]__

__[|gen xers - YouTube]__

__[|Generations Explained - YouTube]__

__[|Are Xers Being Skipped Over in Favor of Millennials? on Vimeo]__

__[|Why Can't We Be Friends? on Vimeo]__

__[|The Digital Immigrants - YouTube]__

__[|Digital Natives Vs. Digital Immigrants IST 110 - YouTube]__

__[|Digital Natives vs Digital Immigrants - YouTube]__

__[|TED Blog | “Unlimited possibilities”: Report from Session 1 of TED University]__

__[|Big Thinkers: John Palfrey on Digital Age Parenting | Edutopia]__

__[|Education Video Library | Edutopia]__

__[|Education Video Library | Edutopia]__

__[|Education Video Library | Edutopia]__

__[|Education Video Library | Edutopia]__

__[|A Conversation with Martin Scorsese: The Importance of Visual Literacy | Edutopia]__

__[|Baby Boomers - Baby Boomer Traits and Characteristics]__

__[|Generation X - Generation X Traits and Characteristics]__

__[|Teacher Development - Download free content from Edutopia on iTunes]__

__[|Big Thinkers: Judy Willis on the Science of Learning | Edutopia]__

__[|Shaping Tech for the Classroom | Edutopia]__

__[|Technology Integration in Education | Edutopia]__

__[|Martin Scorsese: Teaching Visual Literacy | Edutopia]__

__[|Multiple Intelligences Thrive in Smartville | Edutopia]__

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