The Generation GapApproaching Technology in a Multigenerational ClassroomTalking points:*Todays classrooms are increasingly diverse, not only in education or ethnicity levels, but in age. The last decade has seen an increase in non-traditionally aged individuals returning college, either for the first time or for further degrees. This has led to very multigenerational student population. Add to this the increasing presence of technology in the classroom, there are several questions we need to be asking ourselves on how to address this situation. *We all know that person (or are that person) that forgets themselves and calls those ever present sites THE Facebook or THE Twitter. While it provides some giggles on behalf of the audience and some discomfort on behalf of the speaker, it is indicative of a larger phenomenon. It also speaks to an entire audience/generation of students unsure of technology and social media. The traditional, younger students in your class always laugh or roll their eyes when they hear that small little article before one of their lifeline sites, but that simple word (the) indicates a much larger obstacle for those of us who incorporate technology into our classroom. A students comfort level with social media sites often determine their overall outlook on technology, along with their comfort level. This slight mix-up on adding an unnecessary article clearly shows the different generational perspective on the growing technological world. *The classrooms basic setup is changing, moving away from the traditional book and paper to increasingly complicated technology (just look at the fact that there is a Colorado conference on technology in the classroom).1Schedule . . . Current ClassroomsProblems across the different generationsDiscussion Some possible approachesQuestions

The future of the classroom . . .How many of you have technology or multimodal assignment on your syllabus?How many use your university or colleges online portal or platform? (D2L, Blackboard, etc.)How many of you teach hybrid or online classes?Most institutions are is encouraging, and often requiring, the use of technology in the classroom, from requiring grade posting on the schools online platform to fully integrated smart classrooms.Technology in the classroom Classes (for teachers)Almost all writing classes require some type of assignment that involves technology or the creation of a multimodal compositionResearch is almost exclusively done onlineInstructors utilize technology such as presentation software or smart classrooms for lecturesDigital content and textsAsk questions . . .

I know that I do all of the above.

3Terminology . . .Designers creators of multi-faceted compositions (images, text, multimodal)Netizens/Digital Natives generation raised on technologyICT information communications and technologyTechnoliteracy just like it sounds

http://www.rvceupdates.com/blog/wp-content/uploads/2014/05/you-may-take-notes.jpgJust the fact that there is a whole new vocabulary for the students of the new generation emphasizes that growing difference. Articles and textbooks now focus on making students active participants in not only writing and reading, but in creating their own multimodal assignments (hence the designers term). Assignments in various classrooms ask the students to use blog platforms for their research process, create videos instead of traditional argument papers or take entire classes online. This creates issues for all, from the traditional net generation student to the non-wired generations to the faculty responsible for teaching with this technology.4Average age of some Colorado institutions . . . Though the average age of undergraduates at most institutions remains in the mid-twenties, there is a solid percentage of those above 35 that really raise this average age. This means that any classroom has the potential of containing at least 1 or 2 non-netizens, not to mention the instructors.5The reaction . . .

For students with limited of no ICT background, completing an assignment using a word processing, spreadsheet or presentation software program may eclipse their subject-specific knowledge and skills (Tannis 3).Commonly heard from these non-technological students:I havent been in school for 10/20/30 years . . .I just dont understand these programs.Computers just dont work for me.This stuff is beyond me.Its an emotional drain. It isnt that I havent got the ideas, but the technology was beating me (Tannis 2).There is a lot of insecurity and fear of failure among returning or older students. Technology increases this. I see this not only with my students, but as a writing tutor, I see it from students across disciplines. The most common technology assignment I see is the PowerPoint presentation. The first thing adult students say is that I dont know anything about this program! (many have never even opened it).6What this means for the older generations . . .Most of us over the age of 30 view computers as tools by which we engage in discussion, do research, write notes and lectures and the like (Moody and Bobic 176).Out of their element:Obstacles before the classroom (registration, Assessment testing, online portals, etc.)Returning to school after years/Low Self-esteemDifferent generation with different expectations and prioritiesSocialization moved onlineDisconnect with other students and facultyAccessInventing not only the university, but technological identity as well

Technology and computers are simply something to be used to record our words, to be utilized only to the point that is necessary for the project. However, for the net generation, computers are the means of creation and thinking, vital to production and inseparable from their identity as a student. How can this

-Entering college itself presents technological hurdles.-Low self esteem. The majority of older students I see both as an instructor and a writing tutor preface everything they tell me and everything they turn in with an apology or justification: This is the first paper Ive written in 20 years; Im sorry, I hope I did this right; I spent so much time on this, I hope its what you want. This only increases with the assignments that require more than the most basic of computer knowledge. The fact that they are so insecure about the process in the first place means that they are more likely to avoid the assignment or stress over it so much that they get hung up on the technology side and cant go any further.-They often expect different things from the curriculum and dont understand why the multimodal assignments or alternative approaches are important. Word processors make sense because they are an extension of previous technologies, but creating a video instead of writing paper baffles many students. They dont understand that literacy means something different. Students are no longer expected to just be able to write a 5 page argument paper, but know hoe to make that into a project that incorporates visual and aural argument as well. Making them understand why it is important to create in this way is often difficult because they dont see the WHY.-Another problem I see is the fact that much of the socialization and connections made in class have moved online to social media. This alienates those who dont participate in social media, usually those of older generations. Furthermore, a lot of the examples and references younger students make come from the online world, further confusing or distancing older students. This creates a sense of disconnect with the rest of the classroom (including the instructor, because in an effort to connect with the net generation, we often rely on pop culture or social media references to relate).-Access varies, either because they dont have their own computer/internet access/smart phone or because they just dont have the knowledge to access the technology. There is also an income issue here.-They have to figure out the genre expectations of technology assignments (for example, very few of them follow or understand blogs, so when they are asked to create one, they are at a complete loss. They also have to create an online identity, something those in the net generation have been doing for years.7The Net Generation isnt exempt . . .

Perhaps the most important point of the sociofact of technology is that students do not understand the process of adding to knowledge: theirs is a world of information streaming past them at the speed of light . . . [o]ne does not create new knowledge; one manipulates information. In this digital stream, everyone can be an expert on any topic with only a few clicks on relevant Web pages (Moody and Bobic 177-8).http://www.wall321.com/thumbnails/detail/20120625/facebook%20internet%20meme%20google%20youtube%20twitter%20myspace%20wikipedia%20deviantart%201600x900%20wallpaper_www.wall321.com_88.jpgTraditional students and by this I mean students straight from high school have spent all of their educational lives involved with technology. While this means finding their way around the internet or creating a fancy animation on their presentation, it presents its own set of problems.8What it means for them . . .Paradoxically, the net generations knowledge and immersion in technology often makes them ill-prepared for the classroom as well.Common problems:Disconnect between instructors (often a non-netizen) expectations and students beliefsMisguided research skillsConfusion about critical thinkingTendency to regurgitate informationMisunderstanding of argumentRevisionInformalityDual identityDisproportionate knowledge of different technologies[F]itting in academically requires students to write differently online than they do offline. Two discourses are needed to meet the literacy demands of contemporary academe (Relles and Tierney 484)

http://www.graduationsource.com/blog/wp-content/uploads/2014/01/texting-writing-skills-cartoon.jpgThey believe that writing is constructed one way and instructors feel differently. The dont understand why they are expected to write or construct differently when theyve been so successful in the online world.They live in a world of social media and forum platforms in where they simply cut and paste others arguments, that as long as they know where to find the answer and provide a link, then they are researching. They dont have to cite because they are talking to others that treat information similarly and if they want to find it, they can do the google search or follow the link. They also view databases as another Google, not really evaluating their information (its all the same to them). Think that by combining/wrangling others arguments and putting them together is adding to the scholarship. Argument to them is One-Uping the opponent to get more comments or likes, to Win in the eyes of their peers. This is also apparent in their drafts and revision. They are used to instant feedback and response. The drafting process is constant, there is no finished idea because they are tweaking it in real time based on the responses of other users. The majority of their online writing or interactions are informal (even with strangers), so the idea of having to create a work that fits into academia is beyond their scope of experience. This dual identity seems pointless to many of my students because they see the world moving towards a fully online identity. Students dont understand formal software parameters (cant format in word, but can create an entire fan video)

9Faculty and Classroom obstacles . . .Time: How much does the instructor want to dedicate to teaching technology instead of planned curriculum (in or out of the classroom)?How much time do you have to learn it? (pressure on the instructor for expert knowledge)Other Students:Disproportionate learning/knowledgeDifferent levels of expertiseSupport from school: Students are often bounced from resource to resource because no one is sure who handles that technologyOften staffed by those not completely confident about the technology or patient enough to assistCant put themselves in the students shoesVariety of different software programs

10Small Group Discussion . . .Take a few minutes to discuss how you approach common multigenerational technology issues found in the classrooms with those around you. Some examples:Problems with formatting documentsInability to access the online platformCant read digital textsDont understand a specific software or assignmentWant an alternative, non-technological, optionDoesnt know the rules for certain formats (i.e. Blogs)Cant figure out how to participate in online discussionsCant separate their social identity from their educational oneText speechMisuse of technology in classDifferent levels of expertise re: technologyHow do you solve these problems?

http://cdn.thatssotrue.com/2012/3/27/thatssotrue_6388_1332863283.gif11What are some of the solutions your group considered?Good teaching is dependent on collaboration!12Solutions . . .Student groupsIn-class training/modelingSample formatsDiscussions on technology itselfBackground biographyGenre expectationsDelineation between different technologies and their place in the classroomSpend time on the obvious (D2L or the university website)Understanding the schools resourcesAs much as younger students often roll their eyes at their parents or grandparents ineptitude with technology, I have found that they are often more than happy to help out others (it gives them a sense of accomplishment). They might not understand all of what is expected of them in the assignment, but they have the technology covered. Inversely, the older students are able to explain the assignment expectations or level of formality needed. Ive found that student groups are often the BEST way of closing this gap.

13Questions?14Works Cited . . .Esurance. Beatrice Offline Over-Sharer. YouTube. 2014. Web. 27 July 2014.Moody, Ruth and Michael Bobic. Teaching the Net Generation without Leaving the Rest of Us Behind: How Technology in the Classroom Influences Student Composition. Politics & Policy 39.2 (2011):169-194. JSTOR. Web. 27 July 2014.Relles, Stefani and William G. Tierney. Understanding the Writing Habits of Tomorrows Students: Technology and College Readiness. The Journal of Higher Education 84.4 (2013): 477-505. JSTOR. Web. 27 July 2014.Tannis, Derek. Lost in the Lifeworld: Technology Help Seeking and Giving on Diverse, Post-Secondary Campuses. Canadian Journal of Learning and Technology 39 .2 (2013): 1-17. Academic Search Premier. Web. 26 July 2014.School websites:University of Northern ColoradoUC DenverMSU DenverColorado Mountain CollegeArapahoe Community CollegeRed Rocks Community CollegeCommunity College of Denver

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