Born between 1965 and 1980, Gen Xers grew up in an era of emerging technology (Valued Options , n.d). Their relationship with digital technology will positively influence the development of their teaching practice. The generation gap between those born post 2000 and Gen X can be minimised to students by recalling that Google and YouTube were created by Gen X (Grimes, 2011, p. 1-3). These tools enable lifelong learning by providing the ability to view, and research topics anywhere (Howell, 2012, p. 13). Gen Xers, have been in the workforce for some time. They know what a digitally ready Australian workforce needs (Howell, 2012, p. 12). Children of Gen Xers are either in primary school now or about to begin. These children use tablets, smartphones, and digital television and they are learning to read and write using digital technologies and these are motivating them to learn. Gen Xers could be described as digital natives. Generation X saw the emergence of the Commodore 64, and Nintendo Entertainment Systems (Ultimate Console Database , 2007) in the 70’s and 80’s. Mimeographs were replaced by high-speed copiers, faxes transmitted seconds, and handheld calculators appeared. Computers which, occupied rooms became desktop appliances (Valued Options , n.d). Gen Xers have adapted to change. This ability to adapt will be a positive influence within the classroom.
Instilling Lifelong Learning as a Generation X Teacher.
Lifelong learning tasks for students should allow them to develop lifelong learning skills and employability (Queensland Studies Authority, 2013, p. 1). For children in primary school the workforce is a long way off, but the core skills of familiarity with digital devices will expand thought and challenge competencies. Stu...
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... J. E. (2010). Child development and education (4th ed.). Upper Saddle River, N.J: Pearson Education International.
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. on The Horizon, 9(5), 1-6. doi:10.1108/10748120110424816
Queensland Studies Authority (2013). Queensland Studies Authority (1). Retrieved from http://www.qsa.qld.edu.au
Ultimate Console Database (2007). Classic video game systems - Ultimate Console Database. Retrieved April 3, 2014, from http://ultimateconsoledatabase.com/classic.htm
Valued Options (n.d.). Generation X. Retrieved April 3, 2014, from http://www.valueoptions.com/spotlight_YIW/gen_x.htm
Victorian Department of Education and Early Childhood Development (2014, March 28). Online Learning and Teaching Resources. Retrieved April 7, 2014, from http://www.education.vic.gov.au/school/teachers/support/Pages/elearnresources.aspx
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A “tethered generation” is the description that is undeniably associated with Millennials because of their technological dependence. It is difficult to define an entire group of people without considering the factors that contribute to our behaviors and lifestyle as a generation. In Kathryn Tyler’s similarly titled article “The Tethered Generation”, she explains that technology supports the existence of millennials, “To prepare for millennials, it’s important to understand how cell phones and computers have changed their brain development, the enormous role their parents play in their lives well into adulthood, and what policies and training programs” (Tyler, “The Tethered Generation”). Millennials’ minds and habits formed around technology. They learned to problem solve by consulting the Internet to find answers to questions at a rapid pace or easily can contact a friend or family member on their smartphones for advice.
McDevitt, T. M., & Ormrod, J. E. (2010). Child development and education. Upper Saddle River, NJ: Merrill.
Teresa M. Mcdevitt, Jeanne E. Ormrod (2013). Child Development and Education. United states: Pearson education.
Meggitt, C., Bruce, T. and Grenier, J. (2012). ‘Childcare and Education.’ (Second edition). London: Hodder Education.
Driscoll, Amy; Nagel, Nancy G. (2008). Early Childhood Education, Birth -8: The World of Children, Families, and Educators. Pearson education Inc.
Shala, Merita et al. "Early Learning Development Standards for Children Age 0-6." www.masht-gov.net. Ministry of Education, Science and Technology, n.d. Web. 8 Nov. 2012. .
McDevitt, T., & Ormrod, J. E. (2010). Child development and education (4th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Smith, P. K., Cowie, H., & Blades, M. (1998). Understanding children’s development, third edition. Malden: Blackwell Publishers Inc.
McDevitt, T. M., & Ormrod, J. E. (2010). Child development and education (4th ed.). Upper Saddle River, New Jersey: Pearson.
Today is an era of information explosion. In the past few years, many newly invented technological devices and software are now tightly integrated with our everyday lives. Today, people can look up almost any kind of information, make friends, communicate with others, and express ourselves with the simple touch of a button on a device we usually keep within arm’s reach. “Widespread use of technology is changing the way we work, learn, and communicate – even the way we carry out our regular, daily activities.”(Seifer and Mihalynuk) These devices not only benefit our livelihoods and increase our happiness, but they are also integral in advancing education, technology, development, and, in general, human evolution. The children of today, who have been raised in this era of information explosion, will undoubtedly reap such benefits and, in turn, advance society towards a better generation.
Lifelong learning is the concept that learning and opportunities can go beyond that of compulsory education, as well as traditional routes both academic and vocational. With ever expanding economic growth and globalization the need for new skills is more prominent and lifelong learning and adult education is seen to have become a governmental response to socio-economic inequality, the financial crisis as well as the growing competition within industry both nationally and internationally. The notion of lifelong learning also presents itself as a “trinity… of Lifelong learning, the learning organization and the learning of society as a whole” (Hughes and Tight 1995 as cited by Tight 2010 pg. 254) suggesting that lifelong learning does not just present benefits for an individual, but is itself is part of a much bigger picture in the development of society. This being said, with a youth unemployment rate of 21% and a national unemployment rate of 7.7% (Parliament statistics, 2013). It is worth questioning whether or not the measures in place for lifelong learning are significant enough to deal with the growing issues in Britain. With these principles in mind, the body of this essay will look at, and discuss lifelong learning in regards to the 14-19 demographic and explore the opportunities and barriers generated within contemporary lifelong learning provision and practice.
In the previous part of this paper, the definition of Lifelong Learning is discussed and elaborated in details. However, it appears that the current conception of lifelong learning focus on “education” rather than “learning” as the recognition of certification and qualification is the main emphasis. This is closely linked to the continual renewal of licenses to practice a profession. Hence, there is a lower emphasis and value placed on “vocational” learning for personal interest and enrichment.
McDevitt, T.M, & Ormrod, J. E. (2010). Child development and education (4th ed). New Jersey: Pearson Education.