Diana Oblinger, James Oblinger (2005). Educating the Net Generation. Washington: Educause.
- novas gerações que já cresceram com tecnologias, mudanças em formas de pensar e agir.
- transformação necessária de sistemas educativos face ao desafio de educar alunos com formas de pensar radicalmente diferentes das gerações anteriores
- integração de tic como forma de potenciar criatividade, exploração e construção de conhecimento.
Citações:
Simulations and visualizations allow students to explore and draw their own conclusions—another form of first-person learning. Games and role playing provide students with the opportunity to assume another persona and learn by “being there” rather than by being told. (p:24)
For Net Geners, technologies that are still considered transformative by their parents’ and grandparents’ standards (for example, instant messaging) are a basic part of their everyday lives; they are only considered technology in the broadest sense of the term. In light of what these students did not consider technology, their definition of what constitutes technol¬ogy is fascinating, and it emerged as a third major theme: For the Net Generation, technology is “what’s new,” and the time between new and old can be quite brief when viewed from a perspective other than the Net Generation’s. (p:33)
This is typical among Net Geners: learning through social interaction is im¬portant. (p:44)
It is not enough for us to accept a professor’s word. Instead, we want to be challenged to reach our own conclusions and find our own results. Lessons last longer, in our minds, if we understand the relevant steps to reach them. (p:57)
One of the most striking generational differences is that access to and use of technology is simply assumed by today’s learners. Technology is invisible and intuitive; students don’t “learn technology,” nor do they think of it as separate from the activities it enables. (p:140)
This shift has come about partly due the emergence of a constructivist theory of learning. Stated simply, this theory holds that learners construct knowledge by understanding new information building on their current understanding and expertise. Constructivism contradicts the idea that learning is the transmission of content to a passive receiver. Instead, it views learning as an active process, always based on the learner’s current understanding or intellectual paradigm. Knowledge is constructed by assimilating new information into the learner’s knowledge paradigm. A learner does not come to a classroom or a course Web site with a mind that is a tabula rasa, a blank slate. Each learner arrives at a learn-ing “site” with some preexisting level of understanding. (p:177)
