The document discusses the differences in learning preferences between older and younger, technology-oriented generations. Younger generations have grown up with technologies that allow for quick multi-tasking, visual learning, and social or collaborative work, rather than linear, text-based, and independent learning. The document advocates developing digital literacy skills in students and shifting to more student-centered, project-based learning approaches that align better with how younger generations learn with technologies.

1. Preferences of the
Technology Generation

2. In the field of
education, it is
important that
critical differences in
perceptions
between old and
young which create a
generation gap need
to be discussed.

3. Single and multi-track activity patterns
 The old generation has availed of slow and single-
track pattern of activities.
 The new generation is exposed to quick flicking
video games, mobile phone texting, socializing
through the social websites, and downloading
text/music/photos/video with adeptness and
task-switching speed.

4. Text vs Visuals
 In order to research, they go to the school library,
use the card catalogue for needed books, and
sign up to borrow books for home reading.
 The technology or digital generation has greater
affinity to visuals (photos and videos) compared
with text.

5. Linear vs hyper media
 The past 30-year old generation has obtained
information in linear, logical and sequential
manner. On the positive side, this has made them
more logical focused, and reflective thinkers.
 The new generation, however, follows a personal
random access to hyperlinked digital information,
less superior to elders in focus and reflection.

6. Independent vs social learners
 The traditional education system gives priority to
independent learning, prior to participative work.
 New learners, however, are already acquainted
with digital tools that adopt to both personal and
participative work.

7. Learning to do vs Learning to pass the
test Old teachers teach students in order to help
them to pass tests and complete the course
requirement.
 The new digital learners simply wish to acquire
skills, knowledge and habits as windows of
opportunity afford them to learn.

8. Delayed rewards and instant gratification
 The traditional reward system in education consists
in the grades, honors certificates/medals, and
diplomas.
 The digital learners on their own experience more
immediate gratification through immediate scores
from games, enjoyable conversation from web-cam
calls, excitement from email chats, and inviting
comments from their Facebook account.

9. Rote Memory vs Fun Learning
 Teachers feel obliged to delivering content-based
courses, the learning of which is measurable by
standard test.
 Digital learners prefer fun learning which is
relevant and instantaneously useful to them.
Self - Help

10. While there are apparent setbacks or
limitations to digital learning, there are
opportunities to tap through:
 The new learners’ digital fluency with visual
learning with the use of audiovisuals, media
and multimedia;
 Using hyperlinked multimedia for projects that
enhance work focus and reflection; and
 Problem-solving activities to suit the new
generation’s style and preference for fun and
relevant learning.

11. Developing
Basic Digital
Skills

12. As teachers adjust
their teaching to
effectively match the
new digital world of
Information and
Communication
Technology (ICT), they
must be clear on what
basic knowledge, skills
and values (or
literacies) need to be
developed by digital

13. Literacy skills:
1. Solution Fluency
This refers to the capacity and
creativity in problem solving. It
requires whole brain thinking executed
when students define problem, design
the appropriate solution apply the
solution, and assess the process and
result.

14. 2. Information Literacy
This involves 3 subsets of skills, namely
a. An ability to access information, access may
involve not only of the Internet, but other
than sources like the CD-ROM software
b. An ability to retrieve information, retrieved
information may include not only texts, but
images, sounds and video. The searches
must be perspective of trends in the digital
info scope, in the accuracy of data, and in
the methodology for data gathering.
c. An ability to reflect on, assess and rewrite
for instructive information packages.

15. 3. Collaboration Literacy
This refers to team work with virtual or
real partners in the online environment.
There is virtual interaction in social
networking and online gaming domains.
Distance has been abridged, such that
learning comes to an exciting potential for
partnerships are now possible for multi-
cultural learning.

16. 4. Media Literacy
 Media refers to channels of mass
communication (radio, Television,
Magazine, advertising, graphic arts) or
digital sources. There is a need for an
analytical mind to evaluate the message in
a chosen media, as well as creative ability
to publish digital messages, as well as a
creative ability to publish digital messages.

17. 5. Creativity Literacy
 Artistic proficiency adds meaning by way
of design, art, and story-telling to package
a message.
6. Digital Ethics
 The digital citizen is guided by principles of
leadership, global responsibility,
environmental awareness, global citizenship,
and personal accountability.
Self - Help

18. Higher Thinking Skills
Entering the new world of ICT opens the way
for complex and higher cognitive skills
6. Creating – new product / point of view
5. Evaluating – justify stand or position
4. Analyzing – distinguish different parts
3. Applying – use information in a new way
2. Understanding – explain ideas
1. Remembering – recall information
The above taxonomy is patterned after new scientific knowledge on
how the human brain works

19. Right hemisphere
 the brain works
sequentially through a
series of events like
talking, reading and
writing.
 it is logical and good at
decoding along the literal
level of meaning.
Left hemisphere
 the brain is good at
individual analysis
of images, events
and ideas.

20. By developing higher thinking skills, the
school today can inculcate the digital
fluencies, while overcoming limitations
inherent in digital technology, resulting
superficial and mediocre skills of new
learners.

21. In the instructional process, there is also an
instructional shift from lecture-to-tasks to digital
tasks-to-learning.
- in this approach, skills are developed
and the learning outcome is achieved
by students themselves.

22. 4Ds
 Define the problem
Design the solution
Do the work
Debrief on the outcome

23. The teacher will have to move away from
center stage of the classroom, and allow
students the limelight of the teaching-learning
process.