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Understanding the Digital Generation
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Understanding the Digital Generation
Teaching and Learning in the New Digital Landscape

Foreword by Marc Prensky



February 2010 | 176 pages | Corwin

Published in Association with 21st Century Fluency Group

An innovative look at reshaping the educational experiences of 21st-century learners!

Inspiring thoughtful discussion that leads to change, this provocative resource for teachers and administrators examines how the new digital landscape is transforming learners and learning. It makes the case for rethinking teaching processes in the face of these emerging developments within an environment of standards, accountability, and high stakes testing, and for providing informed leadership that supports 21st-century learning.

The book provides strategies, ideas, and compelling viewpoints to help leaders deepen their understanding of how educational thinking and instructional approaches must translate into relevant classroom experiences for today's learners. Understanding the Digital Generation describes implementing educational approaches that build critical thinking skills, and discusses the role of digital media and technology used by students and how that fosters the crucial development of new 21st-century fluency skills. In reader-friendly terms, the authors provide:

  • A comprehensive profile of digital learners' attributes
  • An exploration of the concepts of "neuroplasticity" and the "hyperlinked mind"
  • An approach to educational models that support traditional literacy skills alongside essential 21st-century fluencies
  • An examination of appropriate methods of evaluation that encompass how digital generation students process new information

For staff developers leading study groups, this text provides powerful chapter-opening quotes, built-in questions, and additional tools to generate reflective dialogue and an open exchange of ideas.


 
The 21st Century Fluency Project
 
Foreword
 
Introduction
 
Part I. Understanding the Digital Generation
 
1. The Need for Balance
 
2. The Problem of the Gap
 
3. What We Know About the Digital Generation
 
4. Learning Preferences of the Digital Generation
 
Part II. How Should Education Respond?
 
5. An Impending Tragedy
 
6. It’s Time to Catch Up
 
7. A Shift to Whole-Mind Instruction
 
8. Teachers Must Move Off the Stage
 
9. Teachers Must Let Students Access Information Natively
 
10. Teachers Must Let Students Collaborate
 
11. Teachers Must Teach Students Visually
 
12. Teachers Must Re-evaluate Evaluation
 
13. A Need for Balance and Leadership

"The authors make a compelling case for the need to transform 20th-century classrooms into 21st-century learning environments to engage digital learners and prepare them to successfully collaborate, create, and compete in the mulitnational workplaces and communities of the new knowledge economy."

Janis Jensen, Director, Office of Academic Standards
New Jersey Department of Education

"While many assume that 21st-century education merely demands access to hardware and the Internet, our greatest limit is one of pedagogical vision. Jukes, McCain, and Crockett consistently push us to re-imagine the entire premise of learning and collaboration in the future. Best of all, they know how to guide us through a strategic process that ensures our students will remain intellectually agile in a future that extends far beyond the traditional schoolhouse."

Christian Long, Educator and School Planner
Former President/CEO, DesignShare

"For academic advisors this book is a good resource to provide an understanding and appreciation for the digital generation of students. I recommend this book for academic advisors seeking to better improve their understanding and interactions with students of the digital generation."

Douglas A. Smith, Academic Advisor, College of Education
University of Wyoming
NACADA Journal

The text was returned.

Patrick Jenlink
Secondary Leadership Educ Dept, Stephen F Austin State University
May 11, 2013

Revelent and up-to-date

Dr Daryl Ann Borel
Educational Leadership, Lamar University
June 11, 2010
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Key features

Written to inspire and generate reflective dialogue that leads to change, this book:

  • Explores what the latest neuroscience and psychological research suggests about students' use of digital media and the relationship to changes in the brain
  • Helps to reconcile new information about brain development with instructional practices in the current environment of standards, accountability, and high-stakes testing
  • Provides an entire chapter on the role of leadership
  • Offers tools that leaders can use when facilitating book study groups, including thought-provoking discussion questions

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