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, guest edited by
Chris Davis, we examine how educators and educational systems can
respond to the challenge and leverage the opportunity.
Highlights from the issue:
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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
)
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The
technology that shapes these student's 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)
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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)
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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.
(Seehttp://innovateonline.info/index.php?view=article&id=384)
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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)
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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) |
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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) |
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