Affects of technology on 21st century study habits

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Permalink Reply by Anne Pemberton on December 3, 2009 at 12:40pm

Ren,

I really do not think we have a good enough definition of how thinking is done by the older folks in order to compare it to the thinking ways of this new generation. There are far more thinking models inthe middle and older folks who may or may not have access to the Internet, and certainly did not grow up with it. How will you know what differences are due to the technology exposure and what difference are in their genes?

For the past 20-30 years, I've been hearing educators say that the next generation has to be problems solvers and collaborate, yet a study of any newspaper will show that the majority of available jobs are pretty much the same jobs as were available 20-30 years ago. Still a need for people to clean motel rooms, dole out fast food meals, collect garbage, change tires, sell on commission, and so on.

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Permalink Reply by Ron Frattra on December 3, 2009 at 1:29pm

Hi Anne,

thanks for your input. I agree that there is a need to fill the types of jobs you've outlined. I worked at the Boston Globe for five years before entering academia and I can share with you that the Globe was not getting the job requests from top employers in our community, as a matter of fact these companies were going to Monster.com and other online job boards. Studies done by the Federal Bureau of Employment statistics claim that college grads earn 20% to 30% more income than non-college grads and there is a demand for bio-engineers, technology admin and network professions in my area (Boston) that are having a difficult time finding qualified people.

With regards to learning styles: Malcom Knowles, Piaget, Mager and others have provided us with numerous studies on how young and older students learn. Technology on the other hand, has influenced how the 21st students process information. Web 2.0 tools have provide these students with the technology to interact with information and other across far distances. The problem solving that Prensky was taking about is how do we support students who have high skills in building connections with information, peer, organizations (like this one) to solve problems. Business that I've spoken with have outlined they need college grads who can think on their feet, analyze data and make intelligent decisions without having to ask their boss - work more independently, and in many cases work across organizations. An environment very much different than the jobs you've outlined.

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Permalink Reply by Jeanette Delgado on December 3, 2009 at 1:29pm

Hi, There is a difference in how the digital natives learn and us. My daughter (13) can do, the homework, search the Internet and study for a test, listening to music. When I study (42 years old) I need silence, total concentration, to read and learn. In the school I can see how my students react, to the book, ppt or multimedia. Good luck Jeanette Delgado

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Permalink Reply by cprofitt on December 3, 2009 at 2:11pm

The odd thing is that at 42 I am just like your daughter... I was like her when I was in middle school. I lacked the Internet, but I was listening to music, reading/doing homework and thinking about the computer program I was working on. At times I had my head phones on, tv on and was doing homework.

Certainly there seem to be more people like me in younger generations, but perhaps it is really that it is just being noticed now.

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Permalink Reply by cprofitt on December 3, 2009 at 2:14pm

I am conflicted on this topic.

The term digital natives has value, Prensky's assertion that birth date is a determining factor on an individual level is absurd though. There are some tasks that require focus and others that do not. I think digital natives are capable of working on multiple things at once, but the key difference is that their interest must be held. I also think that problem solving, critical thinking and the ability to self-teach has, and will, always be important.

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Permalink Reply by Anne Pemberton on December 3, 2009 at 5:47pm

Like you, I always studied with music, tv, and a passel of younger sisters milling about. In college, I was a single mother of two teenagers, and everything was always going at once. When I got on the computer 20+ years ago, I continued to multi-task. As I write I am listening and sometimes watching Fast Forward over my shoulder. I am 64 years old.

I am distrustful of businesses who say that they want lots of problem solvers, critical thinkers, and self-teachers. I suspect they say this so that they can reduce the salaries of people who can do all of those things. Over my life I've seen businesses say that they really want this, this, and this in their emerging employees, and when they get it, they change to that, that, and that. I remember when they told schools that if we could just teach kids to do things in a timely fashion and get to work on time, they would love to have them as employees. So, we turned out clock-watchers, and lo and behold, the businesses wanted employees who could write a sophisticated resume instead.

So businesses say now they will pay for problem solvers, critical thinkers, and self-learners, but how long will they hold that promise? As soon as we start graduating them, the businesses will be back to wanting clock watchers.

So, don't not put much stock in what business says they want in employees. They are only describing what they would like to get cheap.

BTW, the late Jerry Bracey loved to point out that most of the engineering college graduates ended up taking jobs outside their field since there weren't enough engineering jobs to go around. He had the numbers to prove it.

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Permalink Reply by Mariam Haleem on December 28, 2009 at 1:23am

Hehehe that's really what businesses are like ... But again, do we really have to choose between self-learners and the clock watchers. I mean 'watching the clock' reflects upon an individual's commitment to her job. Doesn't it? And yes, showing a sense of responsibility as well as demonstrating the ability to find answers (self-learning) are both valuable lessons to be learned at school. They are lessons for life far more than assets amongst job candidates.

So don't we need to create situations in school or otherwise that teach students both?

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Permalink Reply by Alan Stange on December 3, 2009 at 9:20pm

In university I recall turning the TV on in my dorm room, turning the volume off, turning my stereo on and reading my text books or writing notes on a paper. Somehow the noise and flickering images galvanized my study. Coffee also helped. As a young parent I perforce worked amidst chaos. I write recreationally and up until recently I could do it immersed in a variety of environments. Now I find that writing requires a simplified environment. But not all writing and certainly not all activities. I am one with the young people now. The internet with its databases and social networking has certainly affected the way I gather information, process it and report.

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Permalink Reply by Sally Irons on December 5, 2009 at 8:22pm

Ron,
This area is one of my biggest pet peeves!!

Since the onset of the Internet, and it's rapidly growing use in education, students have come to believe that "if it is written on the Internet, then it has got to be true!" Aaaaaarrrrrrrgh!!!

One activity that I do with my students each year is called "The Internet: Fact or Fiction". I have the students go to different websites. They have to evaluate each site based on the 5 areas: Accuracy, Authority, Objectivity, Currency and Coverage. Once they are done with the evaluation, they must determine if the website truly exists or not. It's amazing (and scary) how often they are wrong!!

I have tried to get my school district to in-service the teachers on how to teach students how to "read" web pages and how to properly cite them as well. However, my concerns don't seem to be of a major priority. :-(

Sally Irons
Niles, Michigan

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Permalink Reply by cprofitt on December 6, 2009 at 7:33am

Since the onset of the Internet, and it's rapidly growing use in education, students have come to believe that "if it is written on the Internet, then it has got to be true!" Aaaaaarrrrrrrgh!!!

Books present the same issue and there is a history of it.

To lay blame on the Internet is rather off-base, but the Internet does allow us to teach students how to be critical of information. The KAL007 Incident is an excellent example of how 'official statements' and news stories of an event can be incorrect.

The Internet has made information more readily available... both inaccurate and accurate.

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Permalink Reply by bjoernlasse on December 5, 2009 at 9:06pm

Ron,

I think you are tapping into an important question. I would consider myself a "Digital Native". Following some of my thoughts.

1. The half life of knowledge is rapidly decreasing :)! (not sure you use that term in English - its from the radioactive half life)
2. Knowledge is increasingly accessible through the internet.
3. The majority of all young people will become "knowledge workers".

-> The methodology of how to acquire the right knowledge at the right time is a crucial skill. (ref. problem solving, etc.)
-> Personal skills (social skills, leadership skills, etc.) are the deciding factor of individual careers

---

I don't believe people learn different to earlier times but the priorities of what is important have shifted. Replication of static knowledge are useless in todays world. And although the tools of creating engaging educational experiences are growing - we shouldn't mix them up with the creativity that is needed to actually build the experience.

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Permalink Reply by cprofitt on December 6, 2009 at 7:54am

I am not even sure priorities are shifting... but once again 'control' of information is being decreased. The printing press and the Internet have made information more 'democratic'.

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