The Net Generation has the desire to learn by researching and comprehending information through their handheld digital devices, but other entertainment or social-related applications are common distractions for learners.
Net Geners are a new breed of student learners with tech-savvy characteristics. Utilization of such digital competencies can yield great academic results in otherwise bored students. The modern day classroom is not up-to-date with today’s technological advancements, and therefore does not meet nor promote the most efficient level of intellectual progression in learners. Educators can help students employ their unique abilities all while ensuring focused learning through incorporation of the Net Generations online preferences.
Educators can best serve Net Generation students while meeting their teaching goals through pedagogical modification to accommodate for desires which involve autonomic learning. This will be easier said than done when concerning veteran teachers who have established an unchanging, non-adaptive, set-in-stone curriculum. The challenge of altering pedagogy to meet the preferences of Net Gen students can be difficult for a number of reasons:
First, some teacher may lack the adequate technological competencies to make such alterations to pedagogy. Second, financial resources of some communities or school districts may be inadequate when attempting to provide all students with equal access to digital devices. Third, an increase in insufficient content coverage to meet teacher curriculum requirements for the course may also arise .
Net Generation students indicate a greater desire for active and engaged learning experiences. A day-to-day continuity of text heavy slideshow lectures with no interactive experiences will shift the technology driven student’s focus elsewhere. These students want educational opportunities to engage in hands-on, research based approaches to learning.
Naomi Baron of the American University’s College of Arts & Sciences asserted that technological incorporation into classroom caters to the Net Generation’s lack of focal discipline. This is without a doubt true in select situations. Classroom, pedagogy, and curricular adaptations are necessary to maintain the engagement of students as technological advancements continue to shift learners’ preferred routes of informational access. It is maladaptive for teachers to resent the honest statements of students regarding their classroom boredom. Those teachers should instead put forth quality efforts in adjusting their teaching methods to promote learning and better engage students.
We, humans are adaptive beings. Best utilizing the resources at hand in the attempts to achieve success in our realm of purpose. Taking a device with such educational potential for granted would be irresponsible of those whom promote intellectual expansion.