Tlt2009es Mark Bullen
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Spanish translation of "Net Generation: Myths, Realities, and Implications for Higher Education" Thanks to Diego Leal for the translation.
![Introducción ,[object Object],[object Object],[object Object],4/23/09](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Tlt2009es Mark Bullen
- 1. La Generación Red: Mitos, Realidades e Implicaciones para la Educación Superior Mark Bullen TL T, Regina, Abril 28, 2009 Traducción: Diego Leal (diego@diegoleal.org)
- 5. El boom de la Generación Red 4/23/09
- 30. Características de la Generación Red 4/23/09 Item Nivel de acuerdo Significancia Alfabetismo digital Alto No significativo Grado de conexión en línea Moderadamente alto Relación pequeña Multitarea Moderadamente alto Relación pequeña Aprendizaje experiencial Moderadamente alto No significativo Aprendizaje estructurado Moderadamente alto No significativo
- 31. Características de la Generación Red 4/23/09 Item Nivel de Acuerdo Significancia Trabajo en grupo Bajo Relación pequeña Social Moderadamente alto No significativo Orientado a objetivos Moderado No significativo Preferencia por el texto Moderado Relación pequeña Orientado a una comunidad Moderado No significativo
- 32. Comunicación con pares 4/23/09 Modo Nivel de Uso Significancia Correo BCIT Moderado No significativo Correo personal Moderadamente alto No significativo Mensajería Instantánea Moderado Relación pequeña Mensajes de texto (celular) Moderadamente alto Relación pequeña Facebook/ MySpace Moderado Relación pequeña Hablar por teléfono Moderadamente alto Relación pequeña Hablar en persona Alto No significativo WebCT Bajo No significativo
- 33. Comunicación con instructores 4/23/09 Modo Nivel de Uso Significancia Correo BCIT Moderado No significativo Correo personal Moderado No significativo Mensajería Instantánea Bajo No significativo Mensajes de texto (celular) Bajo No significativo Facebook/ MySpace Bajo No significativo Hablar por teléfono Bajo No significativo Hablar en persona Alto No significativo WebCT Bajo Relación pequeña
- 40. Para más información 4/23/09 http://netgennonsense.blogspot.com [email_address]
Notas del editor
- My guess is that you have probably all heard the term the Net Generation. And you probably all have some idea of what this means….. that many of the claims that are being made about this generation have potentially significant implications for higher education….in terms of how we teach, how we organize our institutions and how we support our learners. But what you may not know is that, for the most part, the claims about the Net Generation are not supported by strong research-based evidence. And that is the main point of my presentation: The idea that this generation is fundamentally different than other generation has become so firmly entrenched in our discourse that it is accepted as fact. Few question the underlying assumptions and the validity of the claims Organizations are being urged to make significant and potentially costly decisions based on hype and self-serving advice of consultants.
- So what I am going to do in my presentation is examine this issue in some detail to demonstrate how we have swallowed uncritically an idea that could have significant and costly implications for how we conduct higher education and education more generally. I’ll begin by clarifying what the Net Generation is and why this matters to us. Then look at the major claims that have been made. I’ll take you some of the key literature that makes these claims and show you why it is flawed I’ll then present some of the more solid research that has been done that contradicts the claims in the popular literature I”ll talk about some implications and end with some concluding remarks.
- So what is the net generation? Well, at the simplest level it is a term that describes the generation born roughly after 1982, although that varies depending on who you read But it it really more than a generational label It’s really what I would call a discourse or a perspective that suggests that the fact that this generation has been essentially immersed in the digital world since birth has fundamentally changed how they understand and use technology, how they interact with the world, how they make sense of the world, and, more specifically, how they learn and what they expect from education and educational institutions. Why should we care about this? Well, I think I’ve answered that question. If we accept the claims about this generation, the impact on education could be significant.
- So let’s look at the claims that are made about this generation: Two categories of claims: Generational differences in use of technology This use affects how they learn The argument is that the early and pervasive exposure to and use of digital technologies makes them fundamentally different than other generations Some even argue it has changed their brains.
- The claims are many and varied but essentially they can be grouped into four main categories: People in this generation are sophisticated users of digital technology. Technology for them is like air They have a different relationship to information and media. No longer passive consumers but active producers of information, critical consumers, generators, collaborators As a result, they think and learn differently. The crave interaction, collaboration, experiential learning 4) Finally, they have different expectations of school, work and life
- And these so-called generational characteristics have some pretty direct implication for education, and higher education in particular. Fundamentally, they all relate to the need to move from a transmission mode of teaching to a more participatory and interactive mode.
- It all sounds sensible and logical. On the surface, it is easy to see a link between the pervasive use of digital technology and some of these characteristics. In other words, the claims have some surface validity which is why I think they have been so easily and uncritically accepted. But if you actually look at the evidence as we have done, there is very little sound empirical research to support these claims. And there are other problems: Much of the research comes out of a North American, college context. Very little from Europe, Asia, Latin America Most of the claims are based on anecdotal observations or data from biased samples
- Edited volume of 14 chapters Only one is based on empirical research Most are anecdotal, speculation Strongest chapter (Kvavik) actually contradicts main themes of the book: have basic office suite skills, can use email, Internet with ease but "moving beyond basic activities is problematic ” Kvavik chapter is based on a major survey of undergrad students in the US (4,374 students from 13 institutions in five states – 2004 )
- Tapscott was one the first to get in on the Net Gen bandwagon and he makes some of the grandest claims Prensky coined the terms digital native and digital immigrants and he shows how powerful language is. His work is not based on research yet the these terms are used as though they mean something.
- In his latest book, Tapscott makes many of the same claims he made in 1998. Proposes eight Net Gen Norms Methodology is not detailed. Proprietary research. Methodological details that he does reveal raise questions about the sample: they were all Internet users, questionnaire was conducted online and a Facebook group was used Book is filled with unsubstantiated claims
- Mark
- Moral panics occur when a particular group in society, such as a youth subculture, is portrayed by the news media as embodying a threat to societal values and norms. The concept of moral panic is widely used in the social sciences to explain how an issue of public concern can achieve a prominence that exceeds the evidence in support of the phenomenon
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- The UCL study also refutes the following claims about the Net Generation: 1. They have zero tolerance for delay and their information needs must be fulfilled immediately 2. They are the `cut-and-paste’ generation 3. The find their peers more credible as information sources than authority figures 4. They need to feel constantly connected to the web 5. They prefer quick information in the form of easily digested chunks, rather than full text 6. They are expert searchers
- Sample was random so can be generalized to BCIT population
- Basic instructional design