Lesson 2

TOPIC: UNDERSTANDING TECHNOLOGY LEARNERS

DURATION: 2 WEEKs
PREFERRED DELIVERY: Video/ Recorded Lecture/Printed Module

LEARNING OBJECTIVES
By the end of this module, students will have completed the following objectives:
1. Compare technology learner before and today
2. Describe the generation gap between older generation and younger generation
3. Dictate educational practices based on perceptions
4. Create generation gap to be discussed in class.

TO DO LIST

Reading
o Course Content and Lecture in Module 1 (page 12-15)

Take Activity #2.1

Take Activity #2.2
Take Quiz

COURSE CONTENT
Today's learners appear smarter, yet they can't read as their parents do and they are addicted to
the Internet. Even in 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 21st millennium is
not the kind of learner that they were, but are information technology or digital learners. It is observed that,
the new learners spend much time talking with friends on their cell phones, sending text messages,
interacting through social Internet media like the Facebook, playing video games and surfing the World
Wide Web.

Test the concern for new learners is not well understood, it serves to know what scientists 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, cell phones, Internet
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.
The 19th century psychologist Jean Piaget presented a chart from childhood to adulthood with the first
two years of susceptible minds, six years of acquiring communication skills, teenage years of transition
concrete thinking, and adult years of abstract thinking and reasoning. Given the digital age today, Piaget's
traditional learning chart may have to be redefined. Even at a very early stage at preparatory school,
computer-aided instruction is offered as digital tools. Digital technology resources, such as Ipod music
devices, video game gadgets, computer games, mobile phones, and the Internet contribute to their digital
acculturation.
Truly, there are valid concerns which must be met, and among these is the feared
underdevelopment 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 tasks simultaneously:
watching video, chatting on line, 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 work 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.

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 is 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 exists 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:
 The new network of instantaneous communication is global, overcoming borders between
countries and continents.
 Much of what elders believe may not be an applicable anymore to the new generation, especially
along matters of traditional value systems.
 Alvin Tofffler's book, Future Shock, shows h ow the information age has begun to create many
cultural changes in the family, societies, businesses, government such as what he calls the throw-
away society, modular man, kinetic image, scientific trajectory, fractured family, surfeit of. Sub
cults, psychological dimension, etc.
 Given the speed and power of ICT for change, growth, innovation, it becomes critical that teachers
understand the gap that may be perceived between them and the new generation learners. Much of the old
technology such as tube radio, platter records, cassette tapes, celluloid movies, antenna television, landline
phones, 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 of a dizzying pace, the complacency of educators to stick to traditional education
systems and approaches become futile, if not retrogressive.
Since the new generations are expected to face a future professional, challenge of a digital world
ahead of them, technology- supported skills need to be taught in schools today, or else schools will become
a white elephant. If schools fail to respond to emergent changes and needs, new learners may lose
appreciation of the educational system, and drop out of school, as surveys show an increasing drop-out
rate every year. Learning at home and availing digital learning systems like the Open Universities may save
the day, but the situation remains bleak for schools stolidly adhering to the old educational system.

PREFERENCES OF THE TECHNOLOGY GENERATION

What the old generation likes may not be the same as what the new generation prefers in their life,
work and leisure. Sad to say, much of the good things enjoyed by elders when they were students are no
longer available to the new generation. Post-war Il gardening classes in which students engaged in
seedbed preparation, planting and nurturing of vegetable plants in wide school grounds are no longer part
of the school program. Vocational, cultural and values classes have also been minimized due to emphasis
on the basics of English, Mathematics and Science.
The state dictates educational priorities based on perceptions on the country's need to strengthen
its agricultural, business or industrial economy. As technology stages a change along global dimension,
lawmakers are challenged to adopt wisdom in calibrating the genuine needs of development and not be
copycats of other nations, forgetting indigenous potentials in people, land, mineral resources, forestry, and
sea space which make the country rich for long-term development.
In the field of education, it is important that critical differences in perceptions between old and
young which create generation gap need to be discussed.
Single and multi-track activity patterns
The old generation has availed of slow and single-track pattern of activities. Life has been
comfortably slower for oldies as they watch and follow television tele-nobelas like Walang Hanggan
patronize the movies of their favorite local performers, and prioritize social activities like community outings
and dance clinics. On the other hand, the new generation is exposed to quick flicking video games, mobile
phone texting, socializing through the social Web sites, and downloading text/music/photos/video with
adeptness and task-switching speed.

Texts versus visuals

Our parents read book texts, enriched 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 (photos and video) compared with texts.
In fact, they have been exposed since childhood to cable television and video images especially cartoon
characters, and then to computer images, in such a manner that their visual fluency or abilities have
been sharpened and enhanced.
Linear versus hyper media
The past-30-year-old generation has obtained information in a linear, logical and sequential
manner On the positive side, this has made them more logical, focused, and reflective thinkers. The new
generation, however, follows a personal random access to hyperlinked digital information, less superior to
elders in focus and reflection. Thus, they appear to be more easily bored and distracted
during class lectures.

Independent versus 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 adopt to both personal and
participative work. They take the opportunity for dozens of instantaneous ways to communicate with others-
mobile calls and texts, emails, Facebook, YouTube, MySpace, Twitter, wikis, etc. Experts describe this
mode of digital learning as one that is based on experimentation, discovery and intuition.

Learning to do versus learning 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, multitasked, and multi-career opportunities in a digital world ahead of them.

Delayed rewards and instant gratification

The traditional reward system in education consists in the grades, honor certificates/medals, and
diplomas. Including future jobs, the traditional school's reward system consists of unclear rewards for.
performance. On the other hand, digital learners on their own experience more immediate gratification
through immediate scores from games, enjoyable conversation from web- cam calls, excitement from email
chats, and. inviting comments from their Facebook account.

Rote memory versus fun learning

Teachers feel obliged to delivering content-based courses, the learning of which is measurable by
standard tests. Digital learners prefer fun learning which is relevant and instantaneously useful to
them. Learning is play to new learners and not surprisingly there is much fun in the digital world outside the
school.
In sum, teachers need to connect with digital learners, and no think of them as entering their past-
30 years old traditional world. While there are apparent setbacks or limitations to digital learning there are
opportunities to tap through:

REFERENCE/S
Lucido,P.I.(2012). Educational Technology 2. LORIMAR Publishing Inc.
 ACTIVITY # 2.1
SELF-HELP
NAME DATE

YEAR &
SCORE:
SECTION

DIRECTION: Differentiate the parents 30 years ago and the new millennial generation using word/phrases.

Parents 30 Years Ago New Millennial Generation

Media/technologies available New Technologies

Social Relationships New social relationships

Beliefs or values New beliefs or values