Lesson 4: Bridging the Generation Gap

Alvin Toffler's classic book Future Shock (1970) argued that in our world of ever-quickening change, the human mind is threatened by shattering. In the early 1970s, Alvin Toffler's book Future Shock brought the radical change in the use and perception of time into the center of futures studies. In the book, Toffler defines the term "future shock" as a certain psychological state of individuals and entire societies. His shortest definition for the term is a personal perception of "too much change in too short a period of time". Toffler argued that society is undergoing an enormous structural change, a revolution from an industrial society to a "super-industrial society". This change overwhelms people. He believed the accelerated rate of technological and social change left people disconnected and suffering from "shattering stress and disorientation"—future shocked. Toffler stated that the majority of social problems are symptoms of future shock. In his discussion of the components of such shock, he popularized the term "information overload”. Observing this in reality has been very overwhelming for the rest of us especially to our parents and grandparents. The sudden change, release and implementation of different technological devices have given rise to difficulties to bridge the gap from the old generation to the new generation. This is actually good news for us for we have developed many ways of making human life easier but the constant and non – stop progress is too much for some people. They just tend to stick with the old than with the new due to the complexity of these futuristic devices. Although these technologies have sprung education to new heights like videos, presentations and etc. , there are some downsides to these as well. They tend to be a distraction to children’s studies nowadays unlike before where backyard playmates are the only enemies of parents in their children’s education. As we all can see, there are both positive and negative effects of futurism to the human race. The only thing we can hope for is that we never forget to learn from our past as we all progress to the future ahead of us and for us to adapt and bridge the gap between the past and future generations.

Educational Technology II (Lesson 3: Understanding Technology Learners)

We are now adapting on the 21^st century. Nowadays, learners have a deeper understanding about technology and they appear smarter. They even exposed and almost always rely on the internet. How can we understand technology learners?

We have observed that learners nowadays always rely on technologies. They are talking with friends on their cellphones, sending text messages, interacting through social internet, playing and surfing. We can say that what they’re doing have negative and positive effects on the learners. These technologies strengthen neural circuits. It also makes technical revolution faster and better than ever before.

From Jean Piaget’s presented chart rom childhood to adulthood, we experienced having susceptible minds in the first two years where we are easily influenced or affected by something or someone. We are acquiring communication skills on six years. There is a transition of concrete thinking in teenage years and we experienced abstract thinking and reasoning in adult years. By that presented chart, even in our early years, we can easily adapt to the new technologies and even enhance it until we are getting older.

By Jean Piaget’s presentation, I realized that we should understand our students being exposed and re keep on relying on technologies. We understand that 21^st century learners are having such skills and knowledge about new technologies, create new social relationships and having new beliefs and values.

As a future teacher, I should go through video presentation, group activities and other technology-based instruction that will make m students alive and active.

OVERVIEW OF EDUCATIONAL TECHNOLGY 2

Educational Technology 2

Concerned with “integrating technology into teaching and learning.”

For learners: to introduce, reinforce, supplement and extend knowledge and skills so that they an become exemply users of educational technology.

For students teachers and professional teachers: to update their knowledge of educational technology.

Educational technology 2

Involved a deeper understanding of the computer as well as hands-on application of computer skills.

Aims to infuse technology in the student-teachers training, helping them to adapt and meet rapid and continuing technological changes particularly in the global ICT environment.

Used information technology to improve not only instructon but the school management program and curriculum.

Learning objectives of Educational Technology 2

1.  To improve education in the use of technology in instruction.

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

3.  To acquaint students on IT related learning theories with computer as a tutor.

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

5.  O engage learners on practical technology integration issues.

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

REVIEW OF EDUCATIONAL TECHNOLOGY

The Educational Technology 1 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 thorough treatment of the history of educational technology, quality education, and the roles of ET in the 21st millennium.

Educational Technology is the application of technology in the educative process that takes place in education institution.

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.

Roles of Technology in teaching

1.Technology as tool to support knowledge construction.

2. Technology as information vehicles for exploring knowledge.

3. Technology as context to support learning by doing.

4. Technology as a social medium to support learning by conversing.

5. Technology as intellectual partner to support learning by reflecting.

Learning Objectives of Education Technology 1

* To orient the learner to the pervasiveness of educational technology in society.

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

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

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

* To acquaint learners on basic aspects of community education, functions of the school media center, and finally

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

  Preferences of 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

                

     vs.

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

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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

    vs.

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

  vs.

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.

Watch this simple video clip about Preferences of Technology Generation.

This is my report :)