Krystie Alleaume & Priscilla TannerHume Region Principals Conference

Hilton on the Park, MelbourneMay 22, 2008

Gen Z StatsOlder parents: Median age of mother at birth of

1st child approaching 31Taught by older teachers: the median age of a

school teacher is 42Will live longer than any generation in history: as

of 2005, the life expectancy at age birth is 78.5 years for males and 83.3 years for females

Most formally educated generation in history: starting education younger than ever, and projected to stay in education for longer than ever.

Prospects Most materially supplied generation of children

ever with fewer siblings and more entertainment and technological options

Entering the workforce in an era of declining supply: more people exiting the workforce than entering it.

For Gen Z the skills shortages, the ageing population and the global demand for labour will continue to empower them.

Generation Z: The digital natives

Prensky, Marc “Digital Natives, Digital Immigrants” (2001)

The ChallengeFor those of us who preceded Generation Z we have

at some point in our lives, become fascinated by and

adopted many or most aspects of the new technology

Digital Immigrants

Digital Immigrant educators, often speak an

outdated language (that of the pre-digital age), and

struggle to teach a population that speaks an entirely

new language

Video: ‘Pay Attention’ by Darren Draper - http://t4.jordandistrict.org/payattention

Music: ‘Revolve’ by hisboyelroy – http://ccmixter.org/files/hisboyelroy/430

Considerations for educators

“Schools offer ICT and technology as subjects yet for them technology is like the air they breath it permeates everything” McCrindel Mark, (2008)

“It is now clear that as a result of this ubiquitous information environment and the sheer volume of their interaction with it, today’s students think and process information fundamentally differently from their predecessors. “

Prensky, Marc “Digital Natives, Digital Immigrants” (2001)

Engaging learners“….increased development of higher cognitive skills and

improving self regulation is central to wider concerns

about promoting life long learning. To make sure more

young people are successful in developing these attributes

requires access to powerful learning environments which

are often heavily reliant on digital technologies”

14 – 19 and Digital Technologies: A Review of Research and Projects (2006) Davis, C. Hayward, G. & Lukman, L. Dept. of

Educational Studies Oxford University

MethodologyToday’s teachers have to learn to communicate in

the language and style of their students.This doesn’t mean changing the meaning of what is

important, or of good thinking skills.

Real

Rich

Relevant

Generation Z Learning

Fast & Random AccessMulti-taskingVisual learningImmediacyExperientialSocial & Collaborative

Oblinger, D & J: “Is it age or IT: First steps toward understanding the Net Generation

Pop Quiz

You’re getting ready for work and deciding what to wear. You want to check the weather forecast. Do you:

a. Turn on the TV and wait for the weather in your city

to scroll along the bottom of the screenb. Turn on the radio and wait for the half-hourly news

reportc. Check the barometer on your walld. Type the word “weather” and your city into Google

The New

WWWWhatever we want

Whenever and wherever we want it

Students are more likely to use the Internet for research than the library (73 percent)1

Websites and hypertext enable ‘Just in time’ not ‘Just in case’ learning

Web publishing no longer requires Frontpage or Dreamweaver!

Gen Z learners are used to receiving information fast with random access

1. Oblinger, D & J: “Is It Age or IT: First Steps Toward Understanding the Net Generation”. Accessed online 1 May 2008.

2. Giles, J (15 December 2005) Nature 438, 900-901 “Internet enyclopaedias go head to head”

Research: A group of 5-year olds separated them into two rooms and asked to watch an episode of Sesame street

Children in the room filled with toys watched only 47% of the show, compared to 87% in the bare room

Testing of knowledge and comprehension of the content produced exactly the same scores from both rooms

Gen Z learners are infamous for their ability to multi-task

1. Elizabeth Lorch, psychologist, Amherst College, quoted in Malcolm Gladwell, The Tipping Point: How Little Things Can Make a Big Difference, Little Brown & Company, 2000, p. 101.

Source: ‘Classroom Organisation’, ePotential Facilitators Kit, DEECD.

Click to view movie

Gen Z learners prefer graphics and multimedia before text

Inspired by: Marco Torres

‘Lead, Inspire, Innovate’

Presented at Strathmore Secondary College (May 12, 2008)

Multimedia and Learning in action

Students remember:

Only 10 percent of what they read20 percent of what they hear30 percent, if they see visuals related to what they are hearing50 percent, if they watch someone do something while explaining it Almost 90 percent, if they do the job themselves, even if only as a

simulation.

Federation of American Scientists (2006): “Harnessing the power of video games for learning”

Gen Z learners prefer to learn by doing, rather than by being told

Gen Z learners prefer to collaborate and interact socially with others

1. Boyd, Danah (2006) “Identity Production in a Networked Culture: Why Youth Heart MySpace”

A. ASAMOF ?

B. ^ E123 CID

C. ;-)DURS

D. #-) DKDC

E. ODTAA CYM 

Short on time out of the office everyone please text an instant message regarding

your progress Annual Implementation Plan as soon as possible ciao for now Stuart

1. ASAMOF ? As a matter of fact I have a question

2. ^ E123 CID ‘thumbs up’ easy as 123 consider it done

3. ;-)DURS ‘wink’ damn you are sexy

4. #-) DKDC ‘partied all night’ don’t know don’t care

5. ODTAA CYM One damn thing after another check your mail

Gen Z learners thrive on immediacy and value speed over accuracy

Video conferencing Online chatting

Enter edumail username and password to view

Web 2.0

User-generated content

Interactive & collaborative opportunities

Web 2.0 further enables technology to be a push up experience for our students because it makes it easy. One of the biggest myths in education is that technology is a receiving tool and we need to force feed it in. Universities are increasingly turning to iTunes and podcasts to deliver content so that teachers can use their classroom time to teach and have the rich discussions that promote learning.

Curiosity Inspires Innovation -Marco Torres Collaboration Day,14th May 2008, Coburg Senior High School

http://jdorman.wikispaces.com/digitalnatives

UltranetA tool for school improvement

Reporting Collaboration

School info

Staff info

Student info

Learning & Teaching

Management

Administration

Whole school, program and teacher curriculum planning and deliveryStudent assessment, submission and feedback,

Digital learning content

Shared curriculum / lesson plans Collaboration tools Discussion forums Messaging Blogs

Staff profile Staff timetable

Student profile Student results Course enrolment

Profile Timetable Calendar Committees Clubs & organisations

Management of: Attendance Timetable Calendar Resources Records

Student report cards Standard reports Ad-hoc reports

In the meantime…

SharepointMoodle

Learning community can be connected for anywhere, anytime learning

Sharepoint 3.0

Moodle

As an educational leader catering for Generation Z…

What can you do?Facilitate a strategic eLearning plan

Why?Embrace technology as an educational opportunity Set goals for embedding technology in all

classroomsCommit to an action planSupport staff with necessary resources and

professional learning

Hume eLearning Wiki

http://hume-elearning.wikispaces.com

Video: ‘Pay Attention’ by Darren Draper - http://t4.jordandistrict.org/payattention

Music: ‘Revolve’ by hisboyelroy – http://ccmixter.org/files/hisboyelroy/430