Share your experiences teaching Gen Z. What are their characteristics? What are some of the challenges? What strategies could be used to manage these challenges?
What types of technology do you use in your teaching practices to engage your students? Share any resources, links or strategies you have found to be effective.
IMPORTANT NOTE – Teacher PD Accredited Hours
If you are participating in this forum as part of obtaining Teacher PD accredited hours please be aware that you must complete steps 1 and 2 below in order to meet the requirements of this forum and in order for you to receive your accredited PD hours.
You are required to do 2 things:
- Add your own contribution to the Community of Practice Forum
- Respond to at least two other posts on the Community of Practice Forum
I’m old and old school. Nowadays I have to explain why I know best and why I do the things the way I do. Instead of just expecting the students to do what I ask without question. “I want you to copy the worked examples so that you get some handwriting practice for your exam. Can you repeat what I said? That’s because you were distracted by your mobile phone. So, put it away and we can all try a different way of learning today”.
Explaining the relevance of what you are asking them to do is spot on. Students often ask “do I need to do or know that” and giving them handwriting practice is great preparation for them
And getting the students to show / explain what has just been taught let’s us now if what we are teaching is getting in.
I like that you explain why you’re asking them and ask them for feedback afterwards. Catering to ‘should’ not being in their vocabulary!
One thing that I have found with teaching the Z gen is keeping lessons short and sharp. I really have to break teaching up into lots of short segments to get the best of them. My lessons are digitally based even with the use of social media in some cases, like portfolio development. I had to rethink the way I communicate with the group because they are smart and creative I had to become their live APP because if I don’t evolve I’ll get eaten up.
I like your post Julie-Ann and yes we do have to ‘evolve’ – not always easy but definitely needed as it has changed. You live app description is apt !
You are so right. I list activities on the board and keep the lesson moving. I too am trying to get my communication to be very specific and avoid LTTT (Listen to the teacher talk).
I so get the breaking the teaching up and being the live app. You are spot on.
i try to create opportunities for all learning styles in each class. I think it is the variety of modes avaliable that ensures everyone gets something. Just listening is difficult even for auditory learners to sustain for hours, although pod casts have added another dimenision for us auditory learners. Too much video footage can still send the gen Zs to sleep as well. The kinetic activites can be bought into auditory and visual activities to extend, engage, involve and reinforce the message. To encourage the use of the least accesssed learning style is a gift to grow
So true! While I teach in a field of industry that demands a lot from staff, and I believe that simulating this in the learning environment should better prepare them, it often doesn’t it just puts them off, better to do as you said, break thingS up into short, sharp chunks, if the industry doesn’t adapt also they will be out of staff or the new generation will influence the way the industry adapts also, there are many aspects to these issues.
I often find that my students now get quite tired and restless after group discussion or sessions where I am presenting learning material. I try to break them up with some step by step computer based learning activities which they tend to prefer to work on. I think they enjoy beavering away by themselves on the computer and are less willing to join and contribute to class discussions. I try to create a balance between the two to keep them engaged.
Yes Elizabeth their learning practices needs to be broken up as attention spans aren’t what they used to be
I found it very interesting that the percentage of learners changed over generations the way they learn, such as a GenZ being exposed to lots of visual stimulation become visual learners.
I read an article a couple of years ago that claimed that the learning styles, that everyone accepts as fact, was just a theory that became accepted without proof. A little like Trump’s facts. I don’t know if that is true. The article suggested that we all learn using a variety of strategies and that labelling kids with a preferred learning style can be detrimental to there learning. They believe that they can only learn by one particular method. Remember the experiment where they told a class of kids that one eye colour was better than the other.
I would have to agree. I myself chop and change my learning style depending on the subject and my emotional state.
I don’t think those tests are ever meant to be prescriptive or exclusive. We are all a mix of learning styles. There are so many available and I have found I try to find ones that suit the cohort I’m teaching. I think the students usually enjoy a discussion about how they learn. I’m also aware of my own weakness when it comes to hands on/’how things work’ tasks.
Hi Kenno, I too was surprised a few years ago when I realised that the whole learning styles thing has been pretty soundly debunked. While it seems to make some intuitive sense, there is not evidence at all to support the notion that learners predominantly learn in one way or another. I prefer to talk about learner preferences, and also try to consider what type of activity suits the content or the skill being taught.
For example, whatever your learning preference may be, if you want to learn a manual skill, you will be more successful with a hands-on learning activity (kinesthetic), than just listening to someone describe how to do it (auditory).
It seems to be that today’s students learn best on technological devices though so keeping up with that is the only way to teach them to be effective – whether we agree or not!
I also like to change my teaching styles within a lesson to cater for the different learning styles. I think it’s important to expose them to all styles.
I found it so interesting to look at the way Gen Y learns- I remember being told that a certain student in my class will have ear-phones on( with music playing) since this assists him in concentrating and wondering how this could possibly work. Having listened to the presentation This explains how and why the students can learn this way. Amazing.
Another interesting point is that students are unused to spending quiet time with themselves- I remember a TED talk which the presenter was saying that we need to teach our kids to be comfortable in their own presence…. so much food for thought
I have experienced the same thing Dalia. Most of my students will use ear phones with music playing to concentrate. I find it interesting that they will use noise cancelling ear-phones to cancel out other voices which provide distraction but are fine with the music playing
I have had similar experiences – what ever works I say
I struggle with the headphones in the ears while ‘working’ too. I just can’t do this for myself so I really find it hard to understand how others do it. I am at the complete other end as being hearing impaired it really distracts me having background noise and it is hard for me to concentrate. This makes a classroom interesting as I recognise that some students needs this but then I am struggling in the environment myself. It is a challenge !
I understand the need for noise to be able to concentrate, I am exactly the same. With me it does not have to be music, it can be the TV, the noise at Macca’s, street noise or anything, just not that deathly silence! I can remember my Mother telling me to turn my radio off when I am studying and that was in the early 70s!
Being an “older” teacher and a natural introvert, I find it challenging when noise levels are constant. At the beginning of starting with a new cohort, I initiate a friendly discussion with learners to establish what will work for all of us. We discuss volume, frequency, musical taste etc. I support learners in suggesting they use headsets wherever this is possible. Having a sense of humour and allowing the learner to partake in decision making heightens the level of engagement.
Instructional sessions are kept short (chunked) and followed by practical application. Using innovative delivery methods such as Adobe Spark to create video recordings with visuals helps in keeping the learner’s attentions.
Yes I hold similar discussions and allow the use of headphones as I myself love to listen to music while I am studying or just at home alone.
it is the engagement that makes the learning happen…
I found it interesting that we are changing the way we learn. I know I am a auditory learner and never thought it may have been because I had been programmed in the “chalk and talk” routine. It makes sense. So to stimulate this next generation that idea of changing activities, visual work, online activities etc. to help engage rather than the talking and more talking also makes sense. Though mixing the two styles for all the different groups will always be fun.
I found this very interesting, too! Given the fact that GenZ has spent so make time in front of visual displays it seems no wonder. Learning materials need to be adjusted to these learner in order to keep them engaged!
In my classroom the more noise the better. Teaching hairdressing is a very hands on experience and students like to be interactive. I believe their is compromise in allowing students to have their own music at certain times when appropriate. It helps them to focus on the task and can be motivating. You can tell this by the body language.
In this case, playing music during hairdressing practice is valuable as it is reflective of their work environment.
Respect for students – taking an interest in their music
Sometimes it can’t be tricky to find a balance that might suit all learners in the class, especially when there is a mix of ages and possibly different tolerances of noise. Also to find the balance for the current generation between noise and the distractions, to support them to get the most from their studies.
I agree – as I have a very diverse range of ages and nationalities that balance is a tight rope. It is always interesting to see changes in behaviour from older students to the noise levels and their tolerance to the way younger students behaviour is always a lot stronger than the other way around. Younger students don’t seems to notice the displeasure they bring to older students when they talk or are on their phones. I always think at least they showed up. Not sure if they want to learn but they are interacting and may learn something.
Yes I often find it difficult to find the right mix due to differences in age. However, I teach subjects including working in a diverse environment, teamwork and working in a business environment, and draw on these differences to make the students aware that there are multiple learning styles out there. From here I encourage them to be aware of how they learn and take on information and to communicate and make adjustments to ensure they have the best chance of succeeding.
I agree that finding balance is tricky. Completing activities around learning styles and having open discussions about differences often opens up a path to finding some balance – although often has to be revisited
I agree it is often a challenge to balance the learning styles in an adult learning environment and to provide the stimulus required to keep all the students engaged with the delivery – the best way i have found to manage this is to have a wide variety of tasks and skills the students need to complete in the time frame of the lesson
It is true that students are more tolerant of noise in the environment and can get work done but they are still distracted by it. Having these different digital distractions has also tended to shorten their attention spans.
I know we tend to think of the younger generations as being ‘tech savvy’ but as an Information Technology teacher I have seen that they are less knowledgeable about technology than previous generations.
Yes they can tap on an icon and open an app, yes they can swipe and pinch and tap to make predetermined actions happen. But when their technology does not respond as expected or they are used to they are suddenly very lost. Previous generations had to come to grips with the technical workings of their devices and therefore understood them better.
While the current generation has more information available to them than ever before they are not able to access it because they can only find what their devices show them and will not look further than the first five posts.
Added to this is their inability to concentrate long enough to read the material that they do find. This presents challenges in the class room. As a teacher I find I know have to work my lessons into much smaller bites for the students.
This is interesting Rod. I have generally thought that, because this new generation have been raised with technology, that they will have a deeper understanding of it and how to make it work for them. This is a new idea to consider.
Also the shorter attention spans is something that has a real impact on the classroom and the way lessons are planned.
I agree Rod that we think this generation is tech savvy however, I find students struggle with how to operate learning platforms to gather information.
I agree on the fact that the younger generation is less knowledgeable about technology than previous generations since most application packages provide extended integration techniques and easy drag and drop functionalities. Teaching Gen Z how it all works should be part of our teaching using visual aides.
In the schools that I have worked mobile phones are a huge problem. The students seem addicted to them. If you don’t insist that the phones are switched off, the students spend their time texting their friends and are completely distracted from the lesson.
Yes I have noticed this too.
Sounds a bit like accounting Rod, unless we know manual accounting practices and theory, using an accounting package is just data entry! Punch data into the wrong spot and without that deeper understanding of accounting principles finding the error could be next to impossible.
this is a good way to look at things – i have found the same happens with our laboratory delivery the students can use the equipment – it’s seems to be second nature but the understanding of how it works or what to do when it stops working are almost beyond their comprehension and know one reads the SOP. perhaps we need to break up the instructional materials such as SOP in smaller bits over longer periods of time.
A share of common interest to get a conversation or relationship starter is what I struggle with. my key to build relationships is ask them for help and show a genuine appreciation of this.
I think sometimes to show vulnerability is powerful in fostering relationships
As an eLearning Teacher it is common for student to A. Be very blunt and demanding when communicating with a Teacher and B. Avoid any form of communication other than online. If an eLearning Teacher calls the student by phone (to clarify) the student can frequently be very put out by the ‘confronting nature’ of the phone call.
They seem amazed that they need to be as polite online as they would be in a face-to-face class, however the non-personal nature of online learning seems to be taken as a licence to drop the pretence of decency.
When the student is ‘confronted’ by the phone call and advised that the phone can supplement the online screen Teaching experience they frequently ask not to be spoken to as this is “not what I signed up for”.
Yes this is a real concern especially when on social media sites it seems they can say anything but when approached face to face its a different story. They lack emotional intelligence. Are we creating a generation of robots?
As a teacher in the ‘olden days’ I found it was my inability to deal with a noisy background that drove the level of noise allowed in the classroom. One of the advantages of digital learning is that students learning outside a classroom environment can individually manage the environment so that it works best for them. Time of day, location, selection of device, adaptive technologies and resources that allow a variety of learning styles are only some of the variants.
that is a valid point, that noisy person next to you, the squeky table, the background fuzz of a screen were difficult.
I never thought of that Robyn but I do agree. It’s great learners have the ability to manage their learning environments to a certain degree so that it can best suit them. It’s very exciting but still a bit daunting
My students are generally adult learners, but I have had some teenagers in class in the last two years. The things I discovered about them were that their attention span is quite short and being digital natives, they tend to embrace internet and online technologies a lot more than actual face to face activities. They are at times laconic because their life experiences are limited and the topics they like to talk about are entirely different from the rest of the class. They lack efficient time management skills and need affirmation for everything they do, even if it is something that is expected to be done normally by students.
The language they use is different from what the adults use and the things they want to learn and the way they learn it is also distinctively different to the rest of the class. Even if their IQ is high their EQ is quite low and they have to be dealt with more carefully. They love social media and audio-visual online activities and can easily get bored.
I use the Soniq digital whiteboard all the time, every day and set up a ‘class’ space in Edmodo every semester. I used to get the students to use laptops twice a week, but on general preference have now switched to allowing them use their smartphones instead and they are allowed to use it all the time Some of the online resources I have used over the years are Kahoot!, Wordwall, Popplet, Quizlet, Pearltrees, Padlet, Youtube videos and others to keep my students engaged and motivated in class. I try to make every lesson as interactive as possible, supporting individual students in their varied needs, once a week during the ‘independent learning session’.
I have had to adjust the length of teaching periods to suit that attention span too. Throwing caution to the wind at times!!! And they struggle with how teachers do it differently- why don’t you teach like ….. She let’s us do this ….
Bernard we have a dedicated computer room which sometimes is never used because its much easier to access the internet on their phones then use the computer to look up information. When I mention that they can use the computer rooms internet for free they still prefer to use their phone even if they don’t have enough data.
I have used an online classroom with a FaceBook style interface.
All of the students were familiar with this layout but the younger students related to it instantly and were able to assist the older students especially at the beginning.
My experience is that some of the older students are more resilient and happy to try new technology, while the younger students want to swipe and move away from creating written assessments. This was the opposite of what was expected.
That actually makes sense. Older students needed to interact with technology earlier as it was still being developed and they were in the era. Today the technology has matured and students only need to use it.
Students today just expect to turn on and go.
Yes I agree, and I often have the younger students help the older students with technology, it is nice to see them learn from each other
I’m involved with young people at TAFE. It’s clear there is a gap between ‘what I was used to’ and what they prefer in terms of background noise. Many students say ‘I concentrate better with some music going on’.
I wonder if the need for noise has the same impact for all learners. For example, is the learner who has a history of learning challenges impacted more, less or the same as the very capable learner ?? Is there a place for learning in silence?
A lot of the need for noise is so that the student feels protected. They do a lot of their communicating and living in a connected but alone environment. They are comfortable being connected to people but not necessarily being in contact with people..
They want to be alone but are afraid of being alone.
My students in senior secondary school aged 16 -18 years are definitely tech savvy and connected. They rely on their digital devices for all aspects of their lives including learning. They display divided attention in being able to keep multiple areas of focus active at the same time. I am not sure how much depth is being achieved in each individual area and this is a challenge. Also they seem to struggle focusing on one area over extended periods. This is a challenge in my area of teaching in music where practice does require singular focus over extended periods.
I use quite a lot of digital technology including internet/Youtube resources, digital audio/lighting technology and music software. My students are extremely quick and familiar with using and learning these technologies.
I agree. My students are late high school through to mature age. Generally the younger students lack determination, even though this is a critical employability skill in the workplace.
Most older students commit to an online tutorial and login on time, while it is common for younger students to message the next day saying ‘some stuff happened’ expecting the tutorial to be rescheduled. How this will play out with an employer will be most interesting. Focus and commitment are challenges we need to work on with our students.
It’s not enough to teach the way we have always done, Gen Y respond to activities and real life experiences/ stories where they can see clear value, rather then learning philosophies or principles without a strong application to specific workplaces.
Students want to be involved in the direction of their learning – becoming co-creators of the course content. I believe it’s more important to illustrate the principles with case studies and problem solving leading them to their own conclusions and understanding.
I have been a student of the ‘flipped classroom’ approach and have been using this in my own teaching practices. To push this further it would be great to have the freedom to include more excursions and interaction with the industry – stepping out of the classroom all together.
I like the point that you highlighted in your second paragraph, Monique. I have also realized that my Gen Y students appreciate the ‘hands-on’ approach and enjoy ‘doing’ things. I allow them to choose the timing of the formative assessments and encourage them voice their opinions freely. I’ve also realized that they are more tolerant to others views and when given responsibility they tend to be more involved in their education.
I’ve also tried ‘flipping’ my lessons and giving them extended activities to complete in their ‘own’ time, but realized that their ‘own’ time was meant to be for ‘themselves’ to do their ‘own’ stuff, not my academic ‘chores’. (words in inverted commas are their quotes).
My Gen Z students have come to our course as they have had difficulty adapting to traditional high school settings. Our class rules insist on mobile phones away which is most difficult for these students. Their attention span is short and lots of different activities work best for them. Wherever possible access to computers is included in lessons. As many of our students are on autism spectrum, activities are presented one at a time. The ability to work in divided attention is not as present in my classroom.
I have experienced the same behaviour with mobile phones. The students find it very difficult to not interact with them. They have become an added attachment to the human body and need to be refereed to on a constant basis
Sharyn your comment and experience with students who have autism resonate with me. Also the need to limit access to mobile phones. One of the challenges in or teaching context is consistency with classroom ‘gadget’ expectations from teacher to teacher.
I love my Gen Z students. I find them to be critical thinkers and less worried about discussing their opinions in classroom comparing to older students in the class. I also find that their attention span in classroom is shorter so I had to find a way to switch between presenting and doing activities every 15 or so minutes. This seems to produce best results.
I couldn’t agree more Elena, I have found many of them to be critical thinkers, and the true challenge to have activities and presentations that have the depth of knowledge they require yet continue to grab their attention.
Yes agree with them being more critical and questioning in their thinking. And also more aware of wider issues in society and politics. The advice to switch activities every 15 minutes is excellent as I too have found their attention span to be short.
That’s right, Elena. I’ve also found my younger students more interactive and involved when they are encouraged to discuss contemporary things and voice their opinions.
They appreciate the ‘hands-on’ approach and enjoy ‘doing’ things. So, I include interactive activities and brainstorming in my lessons. I also allow them to choose the timing of the formative assessments and encourage them voice their opinions freely.
I’ve also realized that they are more tolerant to others views and when given responsibility they tend to be more involved in their education.
They also tend to try new things more readily than my older students and are quick to latch onto innovative ideas. Although, their attention span is short, they are able to do several things at once – read a book while listening to music/ a podcast (earpods in one ear) and keeping a ear open for when their neighbour wants to say something or I give them instructions. I’m at a loss to understand how they do that.
Coming from a European school system, we were always encouraged to question everything, as long as it was communicated appropriately. I noticed a strong difference when I started teaching in Australia. In general, students were much more willing to accept the teacher’s “authority”. Many years ago, I tested this by telling students that they would be able to type much faster if they crossed their legs. Without question, they all did this obediently. I never got the “why” question so I embrace that Gen Z are critical thinkers. Our world needs it.
I had a group of Uni students (last year, all working, evening students). They had to come to class to maintain the min attendance requirements, but were absolutely not interested in adding to class discussions. I felt like I was talking to myself, writing my own ideas on the board etc. Then I decided to try an online tool – I would ask exactly the same question, but instead of writing answers on butcher paper/ telling their classmates, students had to type them in the app on their phones. Then the answers were displayed for everyone to see on the board/ Google classroom. Almost every single student participated – suddenly, the room was full of energy. Interestingly, they were happy to discuss their answers with peers also.
Thanks for sharing Marina, I’ve been meaning to check out google classroom, your findings are interesting with the simple change to technology allowing students to feel comfortable and excited about sharing their thoughts!
That is great and seems to be a simple change of method allowed the students to be able to share their ideas. It really is very exciting and now I want to try this out.
I was given a very disengaged Gen Z group and was told to teach them financial literacy. I worked out in 5 mins that the classroom was not for them. I organised trips to travel agents,money exchange places to prepare them for a holiday. I took them to car yards to teach them about buying a car. We played monopoly to teach them about purchasing property. I had minimal issues with mobile phone use . If I’d talked to a textbook for those topics, no one would have listened. Totally had to change my mindset. Students absolutely loved the course.
This is a great example of teaching and engaging learners – showing connections with real life, making it relevant and moving away from teacher-centred ‘chalk and talk’ style. Just wished that there was a bit of flexibility with assessments to suit such delivery – most of assessments, in my experience, are still traditional
Hi Joanne,
I love your idea of “active” classroom. Not only it keeps it dynamic and exciting for students, but also exposes them to real life skills. Excellent idea!
Real life scenarios worked best for my class when teaching percentages. The students were disengaged with math generally so we went to the local shopping centre and investigated the use of percentages in sales, credit cards etc. Their engagement was improved and understanding enhanced. The morning tea at the cafe that I provided was an added bonus.
Joanne you are very fortunate to have such flexibility and relevant resources so close to you. I like your point thought – some times it’s necessary to think from the learner’s perspective – put yourself in their shoes to reach engagement and promote interest
Gen Z are a interesting and dynamic group of learners. In my experience,creating an active learning platform by using technology cuts through and engages the students. By using Moodle and Google Classroom for unit content and interactive quizes and allowing the students to use their own devices for research has produced some great outcomes.
as a teacher presenting a practical lesson i find that students respond to Instagram links, videos or simply photos of similar products which we about to produce. This seems to work best at the beginning of class. It seems to engage students and they always have more interesting questioning about the lesson.
Yes, I agree, My students do respond to the links from created content or socials. This often opens the discussion and encourages further research.
I also agree with your observation. Even when delivering units on concepts such as work ethics, or media bias, links to popular shows have proven valuable at times. I have recently revisited my units to include videos links that provide some further evidence of what concepts are being delivered. Homer Simpson has assisted in this on occasion.
Yes I find the use of YouTube videos and the like very useful when trying to maintain the attention of the group and as you have said, early in the lesson helps as it engages them from the start
Good point Scott, I agree, going that extra step with use of added technology really helps making stronger connections for students
I used to find it fascinating that when I say time to have a quick break with the intent of getting everyone to stand up move around, have a chat and maybe get some fresh air that they all immediately pick up their phones and check in to the digital worlds and sit in silence.
I’ve noticed the same thing. The students don’t want to leave the room but are happy to look at their phone.
Mind you, I was doing exactly the same thing in the break.
Teaching at the VET sector where in the same classroom we have Gen Z learners together with Gen Y & Gen X is often challenging as the Gen Z are very plugged in, tech savvy, flexible, adaptive, have enhanced abilities for divided attention (this giving them high employability skills), are able to switch tasks and find info on the internet quickly as they have the experience in doing so through their life opposite to especially Gen X.
These Gen Z learners are mainly visual and kinaesthetic and can often learn and do in noise as this is their natural habitat, while Gen y and especially Gen X require a more quite learning environment. What is important to note is the fact that their learning has been impaired by the various tech interruptions they may expose themselves to while learning opposite the Gen Y and X who are much more focused on their learning.
Such a great summary of the presentation and the issues we all face in VET classrooms Joanna.
I have the same complications in the classroom, where older generations need structure and quietness to learn new information and younger generation are happy with active group discussions and less structure learning. It is a balancing act in VET sector to create class plans to satisfy both learners.
Delivering in an adult learning environment in 2020 exposes you to a variety of learning styles and to attempt to appeal to that range requires a great deal of thought and preparation to ensure you are catering for those differing styles.
Yes, that must be challenging especially if it is cross generational. The key is to be responsive to the tech savvy and encouraging to those not so accomplished
I agree. Not everyone learns in the same way and not all young people are tech savvy.
It’s an assumption we can’t make
Adult learning spaces are particularly difficult because, as you say, there is a diversity of learning styles. In a similar situation I found that many older learners, while eager to engage in real life situations and multi-media were uncomfortable without a text. As a result we always provided a text option that contained the main points of the lesson.
I don’t have any Gen Z just yet as I teach TAE40116 which required you to have qualifications and vocational expertise, so Gen Z would still be short on the expertise. But I am sure I will see them coming through in the next few years.
Our classrooms are connected so we use Video, adobe connect, Moodle LMS, Google docs. To support and consult with students we can use the same technology, skype, mobile, text and email.
Connected classrooms through adobe connect and skype are excellent forms of communication with Gen Z. They need an array of tools to keep them engaged.
Really interesting topic on the use of technology and how Gen Z have grown up with some of the major advances. I see this in my own children – who are constantly googling answers to tell me facts / data or the use of Siri.
One of the biggest challenges is the speed with which technology is moving and how quickly some processes might be outdated. Eg within business teaching students some skills (which may be defunct in a few years eg sending a fax). We need to be on top of the changes to technology ourselves and be responsive to change.
Hi Sue-Ann yep I agree keeping up is part of the challenge. We use to enforce a no mobile phone rule. But I have been caught out! Younger people are so use to using their phones. Once I requested a student to put down the phone and jump on a computer to be told: I’m already doing the activity!!
I see the same thing Sue-Ann, using smart phones like an external brain.
I have used Kahoots in class to engage students in topics. It breaks up a lesson and can quickly show me who is up to speed and who isn’t. It adds a competitive edge which I find the students enjoy. I also use the Kahoot! As a teaching tool. When everyone is getting the questions correct we keep going. When a large number are getting it wrong we stop and review the question and discuss the answer. Then keep going. They are learning on the run. It’s great fun.
Kathoots sounds interesting Julie-Anne. I googled to see its a game-based learning platform. I did some studies in gamification a while back which focused on making your learning management system (like Moodle) more game like, to engage. There is no doubt that well pitched and target training games can make learning more engaging. And technology should make that easier.
It does sound like a lot of fun Jullie-Anne:) Well doen:)
I will do some research to see how I can use this in my very specific industry classes…thanks:)
Totally agree that Kahoots is a great tool for a fun interactive experience. Students always want to participate. Another great feature is that its a collaborative tool and you can use other people s quizzes rather than starting from scratch.
The use of Moodle in my course has allowed students to access course and unit information and post questions and responses in the forum. Many students are using the mobile phones in class to access Moodle. It’s a challenge for students to post questions, as only a few students would like to do so. How would you encourage such students to actively participate in forum discussions?
I agree Sui, we use moodle too as an online platform and when we are in the studio where we don’t have computers for each student, they use their mobile phones and tablets to access the moodle.
A really interesting problem because if you start making this kind of thing mandatory, students will put up any old thing to comply with the requirements. I’ve seen gamification in courses sometimes address this kind of thing. Points for useful links, resources, good graphics/pictures, answers to student led questions etc along with leader boards, badges etc. I think the thing that we have kept in mind is that there has always got to be a clear ‘What’s in it for me”. Students need to get a real benefit from participation.
The use of social media and technology such as mobile phones and computer would greater enhanced the social and cognitive presence of students. What strategies would you use to enhance learning via such technologies?
I often find that asking the students for help especially with technology/social media tips etc helps to build rapport and we can learn a great deal from them, its a two way street.
Yes!! this is a great tool to make the student more at ease. also them showing you something they are good at helps when you need them to pay attention to what your are delivering.
Gen Z are very switched on to term the pun. I can relate to their learning needs as I my self was the same even though it was the early 80’s and early technology – interruptions being the problem.
Students don’t have the opportunity to use phones as internet service is very erratic and not a priority in their family lives, they do adjust accordingly
I have found the use of interactive smart boards to be terrific. I can engage students visually by clicking onto hyper links. I have also incorporated QR codes into my text books. Students are now encouraged to bring and use their mobile phones to class as they can move along self-paced and access the QR codes as they need to
Thanks Jason for the idea on using QR code’s in documents – might google this myself and use.
Incorporating activities where they can use their phones such as quizzes or research activity is a strategy that can work with this cohort (and others) of students.
I agree – get your phones out! rather than put your phones away.
I deliver in an adult learning environment with only a few being GenZ however you can see the GenZ learners immediately accessing their phones when problems are presented to the class.
I do allow my students to use their phones in activities during my lessons. They are a great source of information and I feel that the students appreciate this type of learning. The challenge however is too ensure that students don’t take advantage and start browsing unrelated websites, social media, etc.
I have learn’t so much from this generation, its so exciting to have 2 way learning, everyone comes out a winner!
They can teach others in the class too. We played a generation game where I asked a question about material we hadn’t yet covered in class. I asked the class to split up into generations to see who could find the answer first. Gen Z of course found the answer, then I asked the others to help them dig deeper.
Lindy that is so true. Watching it in action ensures you keep up with it!
I teach web design and development and information technology, so technology is imbued in everything I do. I do find because Gen Z are already deeply connected to personal digital technologies that I don’t necessarily to make as impassioned pleas about designing for user experience as they have all used unresponsive websites, for example, and know how annoying that can be. I have found some learners are more comfortable responding to a question via text via a learning platform than answering out loud. I also find it is really useful —for learners of all ages and backgrounds— to be reminded that if they don’t know something that life is an “open book test” and that researching for answers and understanding is encouraged.
John I like how you can see the students embedding their experience into their designs. Nice quote – life is an open book exam. I might steal that one! Thank you
I’ve found that Gen Z like to be rewarded for their efforts. By using reward-based technologies like educational games to help engage and reinforce their learning, I’ve managed to keep them focused.
Agreed. The reward-based technologies could stimulate those Gen Z further, in learning through games, activities, and discussion in Moodle.
Agreed Casey we tend to use gamification in learning at work and I’m sure that this works well with Gen Z.
I use apps for course materials and get them to research topics on their phones. I think that we can’t stop it so use it to our advantage. In class answer questions or create a word cloud as a class using poll everywhere and similar.
I tried to stop students using their phones to no avail. So I find tasks that they can do in class using their phones and present to the class. For example I ask them to search the value of the shares for different companies and explain to the class what they would do to ensure a price increase.
This is a great use of technology in the classroom Elena!
I agree. It seems that, for this generation it is important to engage them ‘on their terms’. Having them get out their phones or devices to research etc can help them to feel engaged and maybe support them feeling valued and hence willing to contribute to discussions.
I used to get irritated if students have their ear phones in – now I just accept the fact that its part of their method of learning
Gen Z appear to have better research skills than previous generations and are able to multitask with apparent ease. I wonder if Google home will change their learning styles when they just have to ask and the answer is immediately forthcoming.
Gen Z do have great multitasking skills .
I always make them look further to ensure the information they find is valid
They are quick to google for answers. Ask them anything and they whip out their phones and give you several responses from several web sites.
100%. Sometime I haven’t even realised that they have jumped onto Google and are looking for information about something we’re talking about. At times this can be annoying, but at the same time very often my students provide input and have showed initiative to research. It’s just about finding the right balance I guess.
Agreed. I think it’s important to encourage students to explore information with their computers and mobile phones. They should also be able to curate and share such information via blogs and social media – Facebook and Youtube.
My experience teaching Gen Z is that they are a mixture of maturity and naivitity. In some ways they appear to be very grown up in the way they dress and act but on the other hand they often appear to be gullible and believe everything they are fed from the Internet. I believe It is important to teach them how to be more discerning and how to conduct their own research to ensure they are not captives to the fakeness that abounds on the Internet.
I think this a good point Kerry. Teaching Gen Z TVET students has shown me that they often have a splintered level of maturity. The ability to ignore the presence of fake news is often difficult because they have the belief that if its on the internet it must be real. The chat that goes along with fake news and the fact that so many people are being sucked in by it, is a case in point.
I find the Gen z students are more active in their learning. They are keen to engage with technology and are confident with its use. I find they will participate when offered learning using tech, but are inclined to disengage wuth more traditionla methods of teahcing and learning. Using mobile phones to engage with such tools as Kahoot has generally been successful and motivates learners. This can, however, be challenging in a mixed age group of learners where skill level is mixed !
In my teaching practice I have used Padlets and Kahoots,and would be keen to explore Wooclap, Moodles and other technology… however there are barriers witin my current teaching environment nad I am concerned about access and equity for some learners. I am also aware of a diversity among my learners — some of my students have never used a computer before !
I like the use of Kahoot for engagement I haven’t heard of wordclap , so I am currently googling it while I write this post !
I saw a wonderful video the other day of a teacher taking his class outside in the sunshine and teaching them how to breakdance. Apparently they now love it so much and can’t wait for each outdoor activity session.
And perhaps therein lies the key.As educators we need to ‘mix up’ and vary our practice to provide different ways of engaging…to consider our approaches to teaching and learning and the environments and spaces we work in.We can model and encourage active learning in so very many ways.. and need to think broadly .. going beynd the more traditional models.
Good points Robyn and Sharon. The need for teachers to constantly think ‘outside the box’ must be exhausting, although necessary (and probably nothing new?) to engage a range of different learning styles. This ability to adapt to their environment is something I admire about good teachers.
Taking kids outside seems to work in European countries with much harsher climates than ours …
The benefits of teaching and learning outside are phenomenal. I’ve found that being outside and being mindful of nature helps kids switch off from technology and focus more on the tasks at hand.
I look forward to interacting with the Gen Z people now that I have a better understanding of how they think. I have a new appreciation for them
I totally agree with the comment. I am a baby boomer so it is not easy to change.
This give a real insight into how the Gen Z kids have a completely different skill set to previous generations
Totally agree and we as educators need to make sure we are adapting to cater for this generation.
I totally agree about Gen Z and this has shown me another outlook of how we alter to learn
The Gen Z kids can’t survive without constantly checking their phones in class. I found it counterproductive to ban phones so allow them to have phones provided they aren’t actively using them or causing a disruption in the classroom, and that they are on silent. I wish they didn’t have phones in the classroom but that’s part of being a Gen Z.
I feel the use of mobile phones in he classroom is a possible ‘way in’… a way to connect using Apps…however I also recognise the difficulty in keeping learners on task when the technology is there and encourages them to lose focus. This will be an ongoing debate methinks. Interesting to see this being discussed internationally and different lines of management being taken.
I found you need to give them something to do with their hands – the old fashioned worry beads or paper clips to straighten or whatever – they find it very difficult to concentrate if they aren’t doing something with their hands,
Great idea to help them focus without getting anxious
I try to make sure that I give students tasks that they need to do some research using their phones or the lab computers. They seem happy to do it.
I do this too and it’s a great idea
Elena, I do this too and it works a treat! I set rules around the use of phones in the teaching environment and I have had 100% compliance with the use of phone’s in the teaching environment
With my young students, I allow them to check their social media as a reward for giving me a certain amount of attention. For example, if we can discuss the following and I feel that you have contributed, I will let you have a few minutes to check your phone. It sees to work.
As the teacher if I need to look something up, I often reach for my phone. And in all sorts of contexts and with all kinds of cohorts I think it’s useful to explicitly say “it’s not possible to know everything” and that it is more important to have research skills and the ability to gauge the efficacy of found information than to memorise things. And it actually doesn’t matter if I’m looking up the spelling of a word or some specific programming syntax, this approach is super effective. Several learners commented on this in 2019 and I realised I need to make specific mention of it in future classes.
I incorporated QR codes into their learning texts. They are now encouraged to bring their phones to scan codes and watch the attached video or access the linked learning content. The engagement and learning of students has dramatically increased and their feedback has been positive their phones to scan codes and watch the attached access the linked learning content. The engagement and learning of students has dramatically increased and their feedback has been positive
I incorporated QR codes into their learning texts. They are now encouraged to bring their phones to scan codes and watch the attached video or access the linked learning content. The engagement and learning of students has dramatically increased and their feedback has been positive