The Always-Connected Generation

Autor/in	Bull, Glen
Titel	The Always-Connected Generation
Quelle	In: Learning & Leading with Technology, 38 (2010) 3, S.28-29 (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-5754
Schlagwörter	Age Groups; Influence of Technology; Social Change; Computer Uses in Education; Educational Change; Technology Uses in Education; Educational Policy; Professional Associations; Teacher Educators; Teacher Responsibility; Adjustment (to Environment); Environmental Education; Teacher Education; Teacher Effectiveness; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Age grop; Altersgruppe; Sozialer Wandel; Computernutzung; Bildungsreform; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Politics of education; Bildungspolitik; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrverpflichtung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Pädagogische Kompetenz
Abstract	The Pew Internet and American Life project characterizes the millennials--the first generation to come of age in the new millennium--as the first "always-connected" generation. Significant aspects of culture are changing as a result. A changing world where all students are connected all the time has substantial educational implications. Despite advance knowledge of societal trends, schools have generally not anticipated or capitalized on this educational potential. Pew reports that most schools treat portable devices as a disruptive force that educators must manage and exclude from the school and the classroom. In this area, schools are immovable objects in a societal stream flowing around them. The beginning of this decade may offer another opportunity to consider societal trends, with the goal of examining educational policies that could capitalize on them. The author stresses that teacher preparation programs and teacher educator professional associations have a responsibility to develop policies and standards for effective preparation of teachers in this area and to develop a knowledge base to establish best practices and inform policy and practice through effective research. This will require careful thought about the ways technology, pedagogy, and content knowledge (TPACK) intersect. (Contains 3 online resources.) (ERIC).
Anmerkungen	International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10