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iGeneration

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Cameron Yarbrough

on 3 July 2014

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Transcript of iGeneration

iGeneration
By Cameron Jade Yarbrough
The iGeneration denotes people born 1990 and beyond (Rosen, 2011). Within this generation, children are embracing and learning to use technology at very young ages (Rosen, 2010b). The “i” is commonly associated with many digital sources and therefore is iconic in symbolizing digital technology (Rosen, 2011).
Many ways of the past are practically non-existent for children of the iGeneration. For example, most children probably do not know what a card catalog is for or how to use a hard copy road map, dictionary, or phone book (Rosen, 2010b). Children of the iGeneration have grown up with Mapquest, Dictionary.com, Google, and so much more (Rosen, 2010b).
Rosen (2011) states that “children and youth in this new generation are defined by their technology and media use, their love of electronic communication, and their need to multitask” (p. 12). The iGeneration multitasks more efficiently and effectively then other generations (Rosen, 2010a).
This generation is becoming more social except much of the socialization is occurring virtually (Rosen, 2010a). Virtual communication is creating a new style of writing that includes textisms like LOL, OMG, and BRB as well as shortened words like tht, plz, and bcuz (Rosen, 2010a). (LOL – laugh out loud, OMG – oh my gosh, BRB – be right back, tht – that, plz – please, and bcuz – because.) Children as young as five are communicating electronically on a daily basis (Rosen, 2010b).
Mini-generations are being established within the iGeneration; such mini-generations are taking on a more optimistic approaches and turning ideas into products (Rosen, 2011). The iGeneration is starting to be known as ‘”content creators”’ in which “they live to create, and will merge multiple media into one complex but comprehensive whole” (Rosen, 2010a, p. 21).
Children and teens are using massive amounts of media on a daily basis. Nearly all waking hours are spent using some form of technology (Rosen, 2011).
The iGeneration has redefined communication; text messages and emails are being chosen over telephone and face to face conversations (Rosen, 2011). In a month’s time, teenagers are receiving almost 17 times more text messages than phone calls. Phones have a new meaning; they are no longer devices to call people, but rather a portable computer with access to unlimited amounts of information (Rosen, 2011).
The iGeneration has increasingly become a more creative generation and continues to express such innovative measures in multimedia outlets (Rosen, 2010a).
Key Characteristics
Recommendations

Technology should not essentially take the place of face-to-face interactions at school or totally move to an online learning environment (Rosen, 2011).
Teachers should have more education and direction regarding the use of technology so that the incorporation of technology in the classroom is more meaningful and not just a requirement. Technology should be used to help “convey content more powerfully and efficiently” (Rosen, 2011, p. 14).
There are many formats of technology that can be used in the classroom. Videos can be found on YouTube, SchoolTube, Learn Zillion, Khan Academy, and much more (Rosen, 2011). Communication can be used through sources like Edmodo, Remind101, and Google Docs (Rosen, 2010b). Audio can be incorporated by podcasts and music (Rosen, 2011; Rosen, 2010b).
Technology can appeal to visual, auditory, and kinesthetic learners (Rosen, 2011).
Allowing students to listen to iPods while doing work may help with minimizing distractions and frustrations; even allowing students to wear headphones to block out background sounds may prove beneficial (Rosen, 2010a).
Teachers should allow students to be able to express academic content in the forms of art, video, and music. Students become more committed and involved in topics when they are permitted to use tools, like technology, that is available and comfortable to them (Rosen, 2010a).
Research shows that online interactions are often more honest and outgoing rather than face-to-face communication (Rosen, 2010a). Creating usernames unknown to the rest of the class can allow for further honesty and self-disclosure (Rosen, 2010a). Rosen (2010a) state that “anonymity breeds “’disinhibition’” which in turn leads to fascination exchanges (p.22).
Allowing students to write using the new virtual writing style, which includes textisms and shortened words, may encourage students to write more (Rosen, 2010a). Blogs are also a good way to encourage writing (Rosen, 2010a).
References

Rosen, L. D. (2010a). Rewired: Understanding the iGeneration and the way they learn. Education Digest, 759), 20-22.

Rosen, L. D. (2011). Teaching the iGeneration, Educational Leadership, 68(5), 10-15.

Rosen, L. D. (2010b). Welcome to the…iGeneration. Education Digest, 75(8), 8-12.


Background Picture Credits to:
Ritchie, R. (Editor). iPhone3GS [Web Photo]. Retrieved from http://www.imore.com/iphone-3gs
Thx 4 viewing. FYI this wuz a lot of wrk. BTW I desrv an "A+". TTYL. SYOTFS.
LOL :-)
Teachers should consider creating virtual projects that encourage multimedia communication and collaboration (Rosen, 2010a).
People aged 18-29 “consume nearly 20 media hours per day” (Rosen, 2010b, p.10).
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