The App Generation & Beyond

I’ve been in the classroom for 13 years, starting 15 years ago. I’m first to admit that I’m not of the “App Generation,” but I have coworkers, students, and my own children who are. My husband and I have had conversations about “these kids today,” and it’s interesting to see Howard Gardner and Katie Davis have researched some of what we’ve anecdotally noticed. Reading through the book, and then discussing in class, I noticed that many of the things pointed out about the characteristics of people who are included in the App Generation, were not positive. As we listed the possibilities and constraints, we were much quicker to point out the negatives. Is this because they are truly negative attributes, or are they possibly positives for situations that just don’t exist yet? We’ll have to help our students find ways to leverage their skills and strategies, but also help them be problem-solvers to find ways to use their skills.

                 One of the trends my coworkers and I have noticed increasing over the years is our students’ aversion to taking any kind of risks. We weren’t sure if this was related to home expectations, cultural expectations, or internal expectations, but the fact remains that many of our third graders (really, most of our elementary-aged students) are really *afraid* to make decisions, mistakes, or choices. They’re afraid to do something incorrectly, so they err on the side of being extremely safe, or waiting for someone to help them. Looking at Gardner’s & Davis’s study, it could also be part of their App Generation characteristics. The book gave some examples of how and why students are afraid to make mistakes, but part of what we need to help them understand, especially in elementary school, is that we learn a lot from our mistakes, and that very few mistakes that we make in school are devastating. We don’t have our phones out, ready to record failures to share on social media. We’re a safer space in that regard.

                Another trend we’ve noticed is the expectation that everyone needs to see what everyone else is doing. My husband and I have also noticed the television programming has shifted dramatically to be mostly shows that encourage people to be famous, act like famous people, or do things to get noticed. When our kids were very small, we had a certain channel on in the background, and the shows were quirky, but funny enough. As those kid-stars aged out of their teeny-bopper characters, the shows were replaced with new shows about getting noticed as sassy bloggers, famous musicians, actors, or other “viral” claims to fame. This was around the same time I noticed more of my third graders seeming like they were always “performing” in class. I was stunned to have a few of my students tell me about their own YouTube channels, or videos they or their parents were sharing of them online. I can understand how the feeling of always being on stage can exacerbate an already-growing feeling of insecurity, nervousness, or need to impress everyone. (This was previously considered a hallmark of adolescence, wasn't it?) How have we lost the part of childhood where kids can play, explore who they are, how to build relationships with others, and not worry about every failure or shortcoming being broadcast across the internet, or stress about failing to impress others with all of their witticisms or cute quips?

                Finally, another trend I’ve noticed that was covered in the book is that students are less likely to get outside any play, or try things on their own. Instead, when I talk with my students about what they like to do after school or on weekends, I’m told about all of the different “YouTubers” they watch. They don’t even play their own games – they watch someone on YouTube showing them how to play. They can use the technology to consume or watch, but they’re not technologically savvy or skilled enough to create their own content. Yet. This is another area that I feel as teachers, we need to help our students. I feel that if I’m going to incorporate technology into my classroom and lessons, then I need to make sure I’m helping my students create and express themselves and what they know and feel instead of just observing others. Living vicariously is not my wish or goal for my students. They need to make their own paths!

                I guess I’ve also focused on what I perceive as negatives first, but they’re things I’ve worried about that seemed to be reinforced as things I should be worrying about after reading this book. How can I help my own children avoid some of these consequences? How can I help my students, who are already afraid to make mistakes (who act out to entertain others as a distraction from what they feel insecure about) feel more confident in our classroom and school? One of the possibilities, or strengths, highlighted in the book and in our class discussion, is the ability to collaborate with others. I introduced Google Classroom to my students last week on the day before Thanksgiving break. I showed a couple of students who were quick learners about the ability to share projects with others in order to collaborate, like we did in class with the Decades slides presentation. The kids were so excited about the prospect of working together on projects, and a couple even asked if I’d assign homework on Google Classroom so they can work together. (They’re asking for homework!!). Our apps and technologies enable students to collaborate as long as they’re connected to a device.

Another positive that was pointed out is the willingness to accept others from diverse backgrounds and different identities. As one student and I discussed earlier in November, people are sometimes afraid of what or who they don’t understand, but when they have the opportunity to meet people unlike themselves and get to know them, they’re not as afraid. Being connected online can help students who don’t fit into their physical communities find a place that accepts them for who they are and help people feel less like an outcast. However, there is the other side to this benefit. People can also hide behind their technology and be less willing to be vulnerable, which is how meaningful relationships are built. We can help students learn how to express themselves to help them foster meaningful relationships, both in person (face-to-face) and virtually.

Our students, coworkers, and own children being part of the “App Generation” may mean they expect everything “right now,” and will need to learn the art of being patient and entertaining themselves. They may be dependent on technology and need to learn coping strategies for when technology isn’t the best answer (like when the internet goes down again and you can’t show that BrainPop video in your lesson – again!) If the GPS is giving directions for a route that doesn’t work, do our kids know how to read a map? They may have unrealistic expectations and need help reframing what is realistic, what is impossible, and what is better for themselves and everyone else around them. They may depend on apps and GPS to function, but we need to help them learn other strategies for when those don’t work. We have a lot of things we need to help our students learn, and yes, I’ll say it again. The importance of the PICKLE-strategies seems to be reinforced yet again. Problem-solving, Information-using, Critical-thinking, Knowledge-using, Literate, Ethical decision-makers. We have our work cut out for us, and so do they!

Are You Net Smart?

 

Net Smart is a very informative, dense book with lots of practical tips and helpful suggestions, along with detailed anecdotes about the author’s experiences from the emergence of the online world until now. I appreciate that he’s interviewed the experts and consolidated his advice and techniques into one book, though it is a bit tedious at times. His postulates that the five digital literacies are: 1. Attention; 2. Participation; 3. Collaboration; 4. Critical Consumption (or “Crap Detection”); and 5. Network Smarts. Some of these ideas overlapped with The Information Diet.

I could easily pull dozens of skills that I would love to teach my third graders right now from the bulleted lists in the final chapter of the book, titled “How (Using) the Web (Mindfully) Can Make You Smarter.” Some of these points would benefit ALL users of the web and comment boards, like “Assume goodwill: when you think someone else is attacking you, it’s likely a misunderstanding.” Another gem from the Participation collection of bullet points is, “Crap detect thyself before broadcasting something as an assertion of fact.” Oh Snopes – what would we do without you?? I am most curious about the concept of training my attention. That is one of the things students and parents most often comment they struggle with. We are being hit from a hundred different directions with a constant barrage of information, communication, and distraction. It’s no wonder our attention spans are not better than they are – students and adults alike! In the 15 years since I started teaching, I’ve noticed that my teaching style needs to incorporate more moving, videos, or other devices to hold attention. Our classroom presentations need to be flashier to hold our students’ waning attentions.

How do the concepts from Howard Rheingold impact my practice? I would like to reread through the Attention chapter and the bullet points and select a few to start teaching my students to help them be more technologically literate individuals. We always hear that “these kids today are great at technology.” What we always notice in the classrooms is that yes, they can use technology to distract themselves, and they can use apps and games, or change settings, but when it really comes down to their skills, they are not able to produce things with technology. Being consumers is one skill, but being producers able to create goods that others will actually want to download or buy is a much more useful skill. Employers don’t want job candidates who can surf the web, play games, complete online quizzes, and post to social media. They need employees who add value to their companies by leveraging the technology available to them to produce things, but who are also skilled at collaborating and communicating appropriately in person and virtually. These are no small tasks, since many teachers in classrooms are not proficient at these skills either (not because they can’t, but because they don’t have the technical experience). Being able to network and complete tasks virtually connected through the cloud or other program is one that our current students may be required to do daily, but for now is a novel task that not many of us teachers have tried out yet. I think one of the most important things I took out of the attention chapter is not necessarily about technology – it’s about mindfulness: stopping to pay attention to what is going on now. It’s also about setting goals. These are things that I can try to teach my students whether I have access to the laptop cart or not, and I know I would benefit from it as well!