The April/May issue of Innovate focuses on the Net Generation, a generation
that grew up with video games, computers, and the Internet. The
expectations, attitudes, and fluency with technology of this new generation
present both a challenge and an opportunity for educators. In this special
issue of Innovate, we examine how educators and educational systems can
respond to the challenge and leverage the opportunity.
Kassandra Barnes, Raymond Marateo, and S. Pixy Ferris introduce the issue
by describing the learning styles and preference of Net Generation learners
and the implications of these attributes for educators. (See
http://innovateonline.info/index.php?view=article&id=382 )
The technology that shapes these students' lives can seem dangerous to
adults. Mark van 't Hooft explores the issue related to online social
networking and online communication tools by teenagers. While the first
reaction of many parents and schools is to limit access to these tools to
protect children, van ‘t Hooft argues that children can show adults
the use and benefits of the technology, while adults can develop
children’s understanding of the responsible use of technology. (See
http://innovateonline.info/index.php?view=article&id=376 )
Because many higher education classrooms are a mix of students from
multiple generations, understanding the needs of all generations is key to
being effective, especially when using technology to support learning. To
meet this need, Paula Garcia and Jingjing Qin describe a research project
that analyzed the differences and similarities between traditional and
non-traditional students in regards to comfort with technology and
attitudes about learning. (See
http://innovateonline.info/index.php?view=article&id=379 )
To understand the consequences of Web 2.0, Dana Wilber discusses her
ethnographic study of a Net Generation college student illustrating some of
the ways that online journals and social networking sites are used by
students and providing a window for educators to consider how these tools
can be used to support learning. (See
http://innovateonline.info/index.php?view=article&id=384 )
Of course, technology continues to evolve in ways that shape education.
John Thompson describes the transition from Web 1.0 to Web 2.0 and how this
affects learning and teaching. Where Web 1.0 provided access to massive
volumes of information, Web 2.0 provides users with the ability to become
producers as well as consumers of this information. This technology
transition puts pressure on education to also become more interactive and
enable learners to be producers as well as consumers.
(http://innovateonline.info/index.php?view=article&id=393 )
The impact of the Net Generation reaches beyond the classroom. Holly
Peterson discusses how to engage alumni from this generation, using a case
study of one organization’s effort to establish an online alumni
community. This experience can guide anyone attempting to create an online
community; the lessons learned may apply to attempts to reach current
students as well as alumni. (See
http://innovateonline.info/index.php?view=article&id=383 )
Finally, in his Places to Go feature, Stephen Downes discusses Google as
the site that most reflects the spirit and characteristics of the Net
Generation. Using the Google search results for "Net Generation," Downes
reflects on how the Net Generation accesses, creates, and uses information.
Just as Google represents a dramatic change in managing information
compared to traditional forms of media, the Net Generation represents a
changing approach to media. (See
http://innovateonline.info/index.php?view=article&id=455 )
We hope that you enjoy this special issue of Innovate. Please explore our
discussion boards, live webcasts, and other features as well. And please
forward this announcement to colleagues who are interested in using
information technology in creative ways.
Thanks!
Jim
----
James L Morrison
Editor-in-Chief, Innovate
http://www.innovateonline.info
Professor Emeritus of Educational Leadership
UNC-Chapel Hill
http://horizon.unc.edu
|
