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Changing Instructional Strategies to Teach the Net Generation Student

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Dr. Diane J. Fisher Dr. Sharon E. Rouse. Dr. Lajuan Davis Mrs. Joy P. Davis ... How are you like Jenny, Amy, Sam, and Jack? How are you different? ... – PowerPoint PPT presentation

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Title: Changing Instructional Strategies to Teach the Net Generation Student


1
The New F.A.C.E. of Business Education
Teaching Financial Analysis and Communication
Endeavors via the Technology of WebQuests
Dr. Diane J. Fisher ? Dr. Sharon E. Rouse Dr.
Lajuan Davis ? Mrs. Joy P. Davis The
University of Southern Mississippi NBEA
Convention, April 6, 2007
2
(No Transcript)
3
Todays Diverse Learners
  • Defining the Net Generation
  • Students born around 1982 through late 1990s
  • Students who have grown up with technology
  • Students who have always had the Internet
  • The Millennial Generation
  • Traditional age (18-to-22-year-olds) college
    students

4
Todays Diverse Learners
  • Characteristics
  • Digitally Literate
  • comfortable using technology without an
    instruction manual
  • Understanding of technology may be shallow
  • Moves between real and virtual instantaneously
  • Expands literacy well beyond text
  • Text literacy may be less well developed

5
Todays Diverse Learners
  • Connected
  • Highly mobile
  • Always connected via cell phones, instant
    messaging
  • Immediate
  • Fast
  • Demand for immediate response
  • Experiential
  • Prefer to learn through discovery
  • Self-directed

6
Todays Diverse Learners
  • Social
  • Academically driven
  • Family oriented
  • Committed to telling the truth
  • Not politically active, but community centered

7
Todays Diverse Learners
  • Learning Preferences
  • Prefer to learn and work in teams
  • Prefer structure rather than ambiguity
  • More comfortable in image-rich environments than
    text
  • Refuse to read large amounts of text
  • Readily take part in community activities

8
Implications for Action
  • Raising Faculty Awareness
  • Expert faculty key ingredient for learning
    success
  • Experience and expertise
  • Professors ability to use current technology
    available (Blackboard)
  • Professors ability to convey lecture using
    PowerPoint
  • Students want and crave interactivity

9
Implications for Action
  • EDUCAUSE study
  • Student technology use
  • First for educational purposes (99.5)
  • Second for communication purposes (99.5)
  • Surfing the Internet for pleasure (97.2)
  • Classroom activities (96.4)
  • Students prefer classes with moderate/ extensive
    technology

10
Implications for Action
  • Changes in Instructional Strategies
  • Result in greater student outcomes
  • Engage the student
  • Make learning fun
  • Meet the needs of todays learner
  • Increase opportunities to teach every child
    effectively
  • Move beyond comfort zone to improve teaching

11
WebQuests
  • WebQuests
  • Combine effective instruction into one integrated
    activity
  • Strategies to increase student motivation
  • Develop thinking skills
  • Cooperative learning process
  • Students become responsible for their own
    learning

12
Renewed Interest in Basic Business
  • Keying In January 2007
  • E.g., student interest in personal finance
  • Identity theft
  • Credit-card fraud
  • Online banking
  • WebQuests can be utilized to teach personal
    finance/communication skills, etc.

13
WebQuests Enhance Learning
  • Use WebQuests to enhance certain units or
    segments of business courses
  • Emphasize units students need to remember long
    term
  • Five-year rule
  • Follow proven methods for creation and use of
    WebQuests
  • Maximize student learning/outcomes
  • Do not overuse WebQuests

14
WebQuest Information
  • WebQuests are technologically created lesson
    plans
  • Do need to have technology to create WebQuests
  • WebQuest Money in Motion
  • Do not need to have technology to utilize
    WebQuests
  • WebQuest Youre in the Drivers Seat Buying
    Your First Car . . . .

15
Teaching Methods
  • Obtain templates and create WebQuests
  • Utilize (but evaluate) pre-created WebQuests
  • Use SMARTBoards
  • Post WebQuests on the schools Web site
  • Share WebQuests in staff development meetings
    (network) or teacher kiosks

Livingston, P. (2006.) 1-to-1 Learning Laptop
Programs That Work. ISTE Publications.
16
Methods
  • Make WebQuests authentic (real world)
  • Allow students to communicate with experts around
    the world
  • Allow collaborative work
  • Provide short WebQuests (one hour)
  • Involves exploration and evaluation of
    teacher-selected sites
  • Answers a question

17
Methods
  • Provide lengthy WebQuests (one to four weeks)
  • Synthesizing information
  • Constructing a framework to display data
  • Publish WebQuests
  • School Web site
  • School or local library
  • School newsletter

18
Methods and Issues
  • Teach students to cite information properly
  • NoodleTools NoodleBib
  • Utilize WebQuests that promote higher- level not
    lower-level (drill kill) thinking
  • Make WebQuests learner centered, not student
    centered
  • Discourage plagiarism and cheating

http//www.thematzats.com/webquests/page2.html htt
p//coe.west.asu.edu/students/esmarion/PeaceWQnf/w
hywebquests.htm
19
A WebQuest for Teachers
http//www.lerc.educ.ubc.ca/LERC/students/4771999S
/LIBE1/MD/
20
Higher Level WebQuests
21
Brain Imaging
  • fMRI measures blood flow
  • PET - imaging
  • EEG - imaging

22
Computers Supporting Learning
  • Short term (working brain)
  • Long term
  • 1. Procedural Memory
  • Process skills
  • (Touch type)
  • 2. Declarative Memory
  • (Factual label and location)
  • Sylwester, 2005

23
Brain Connections
  • Multiple Stimulations
  • Enriched Classrooms and Curriculum

24
Educators
  • Must have learners
  • Solve realistic problems
  • Customize environments
  • See the big picture from the details
  • Provide feedback based on reality, rather than
    from an authority figure

25
Declarative Knowledge
  • Knowledge from the result of a lesson that
    educators want learners to know

26
Money in Motion
27
Introduction
Introduction
Home
Uncle Charlie has just won the lottery! Since he
has no children he has decided to share a portion
of his earnings with his nieces and nephews.
Each is to receive 20,000. He is a little
concerned, however, about his relatives spending
habits. He doesnt feel they make the most
informed decisions when spending their money.
That is why he is asking for your help! After
all, you are the one who just bought a new dirt
bike with the money you saved from your
babysitting and lawn mowing jobs. And how about
the money you made at the yard sale selling your
Barbie doll collection? Uncle Charlie thinks you
would be just the person to advise his nieces and
nephews.
Introduction
Introduction
Introduction
Task
Introduction
Process
Uncle Charlie
Introduction
Evaluation
Introduction
Conclusion
28
Task
Introduction
Home
Spending money comes easily to most of us.
Americans spend 277 billion each year eating
out, 237 billion buying clothes, and 6.6
billion going to the movies! Thats a lot of
cash! But why do some of us eat inexpensively at
the local fast food chain while others spend five
times dining at a fine restaurant? Why must some
of us have 100 sneakers while others are
perfectly content with a less costly brand? WHAT
REALLY AFFECTS OUR SPENDING? That is the
question you will be researching during this
WebQuest. You and your teammates will compile
your information and create a kids newsletter on
spending. Your newsletter will reflect the
information your team thinks is most important
for the average American consumer to know about
spending. Exemplary newsletters will be made
available to local financial institutions for
distribution.
Introduction
Introduction
Introduction
Task
Introduction
Process
Introduction
Evaluation
Introduction
Conclusion
29
Process
Introduction
Home
Step 1
Remember Uncle Charlie?  Since he respects your
views on spending he has asked you to counsel his
nieces and nephews on how to use his generous
donation.  In order to do this you will be
assuming the role of a financial planner.  You
and your teammates are each to select one of the
following nieces or nephews to be your client. 
After you have made your selection, click on your
client's name to learn more about the
responsibilities of your new job.
Introduction
Introduction
Introduction
Task
Introduction
Process
Next
Introduction
Evaluation
Amy
Jenny
Introduction
Conclusion
Sam
Jack
30
Process
Introduction
Home
Step 2
Now it's time to share your wealth of knowledge
with your teammates.  Sitting together, each
person is to present his Financial Plan and share
his or her Research Notes with the other members
of the group.  Use the What Affects Spending
template (column A) to take notes during the
presentations.  After everyone has presented,
discuss the information you have just recorded. 
What influences the nieces and nephews spending
habits?  What ideas and information appear
similar for each of the nieces and nephews?  What
connections can be made?  WHAT AFFECTS SPENDING? 
Remember, that is the essential question for this
WebQuest.  Take notes on your discussion and
include your ideas in column B.
Introduction
Introduction

Introduction
Task
Introduction
Process
Introduction
Evaluation
Introduction
Conclusion
Back
Next
31
Process
Introduction
Home
Step 3
Before beginning your newsletter it would be
helpful to have some samples to examine.  There
are many facets that make a good newsletter.  You
will learn what those are by participating in the
next step of the WebQuest.  You and your
teammates will be evaluating a selection of
newsletters on the web and in printed form.  To
do this each of you will once again take on a
role.  You will be evaluating each of the
newsletters strictly according to the role you
receive, not according to your personal opinion. 
After discussing your findings with your
teammates, your team will reach consensus on
which newsletter you feel is the  best.  You will
then present your findings and rationale to the
entire class.  By the end of this activity you
and your group will uncover the components of a
good newsletter.    
Introduction
Introduction

Introduction
Task
Introduction
Process
Introduction
Evaluation
Introduction
Conclusion
Back
Next
32
Process
Introduction
Home
Step 3
Select one of the following roles
   
Introduction
Introduction

Introduction
Task
Introduction
Process
Introduction
Evaluation
Introduction
Conclusion
Back
Next
33
Process
Introduction
Home
Step 3
  • Individually examine the following newsletters
    and evaluate them according to your role.
    Remember to keep in your role, even if you
    personally feel differently.  Record information
    about each site as you review it.  This
    information will be helpful later in your group
    discussion.  Remember to keep in your role while
    answering the following question - Which
    newsletter is the best and why?
  • Office of Financial Aid
  • School Newsletter
  • As a group discuss your findings and prepare to
    present your results to the class. Your
    presentation should answer the following
    questions
  • Which newsletter is the best?
  • Why did you select it?
  • What are the components of a good newsletter?

Introduction
Introduction

Introduction
Task
Introduction
Process
Introduction
Evaluation
Introduction
Conclusion
Next
34
Process
Introduction
Home
Step 4
  • Now it's time to develop your newsletter.  Use
    Microsoft Publisher to begin creating your
    newsletter. The biggest part of that task is
    already completed.  You and your teammates have
    thoroughly researched the area of spending.  Your
    team highlighted the important factors of
    spending which you will focus on in your
    newsletter.  You have examined a variety of
    samples and now realize what makes a newsletter
    interesting, pleasing to the eye, informative and
    accurate.  Now add some common sense,
    organization and commitment and you will have
    that exemplary newsletter in no time!  Here are
    some guidelines which will help you through the
    process
  • Select a Title
  • Decide on Layout
  • Identify Major Topics
  • Select Formats
  • Assign Tasks
  • Go To Print!

Introduction
Introduction

Introduction
Task
Introduction
Process
Introduction
Evaluation
Introduction
Conclusion
35
Evaluation
Introduction
Home
You will receive both a team grade and an
individual grade for this project.  Your team
newsletter counts as 50 of your grade. 
Carefully review the Newsletter Rubric before you
begin this WebQuest.   The remaining portion of
your grade is based on your individual work  20
for your financial plan, 20 for your research
notes and 10 for your individual effort and
participation.
Introduction
Introduction
Introduction
Task
Introduction
Process
Introduction
Evaluation
Introduction
Conclusion
36
Conclusion
Introduction
Home
Introduction
Uncle Charlie is very impressed with your work! 
And he certainly appreciates all the effort you
put into advising his nieces and nephews.  
Hopefully, because of your efforts his money will
be used wisely.  After participating in this
WebQuest what have you learned about your
personal spending habits?  How are you like
Jenny, Amy, Sam, and Jack?  How are you
different?  What financial plans do you see for
your future?
Introduction
Introduction
Task
Introduction
Process
Introduction
Evaluation
Introduction
Conclusion
Uncle Charlie
37
References
  • http//www.thematzats.com/webquests/page2.html
  • http//coe.west.asu.edu/students/esmarion/PeaceWQn
    f/whywebquests.htm
  • Kvavik, R. B. (2005). Convenience,
    communications, and control How students use
    technology. In D. Oblinger J. Oblinger (Eds.)
    Educating the net generation. EDUCAUSE
    www.educause.edu/educatingthenetgen
  • Livingston, 2006, ISTE Publications
  • McNeely, B. (2005). Using technology as a
    learning tool, not just the cool new thing. In D.
    Oblinger J. Oblinger (Eds.) Educating the net
    generation. EDUCAUSE www.educause.edu/educating
    thenetgen

38
References
  • Oblinger, D. G., Oblinger, J. L. (2005). Is it
    age or it First steps toward understanding the
    net generation. In D. Oblinger J. Oblinger
    (Eds.) Educating the net generation. EDUCAUSE
    www.educause.edu/educatingthenetgen
  • Orlich, D. et al. (2007). Teaching strategies.
    Houghton Mifflin Company, Boston, MA.
  • Roberts, G. R. (2005). Technology and learning
    expectations of the net generation. In D.
    Oblinger J. Oblinger (Eds.) Educating the net
    generation. EDUCAUSE www.educause.edu/educating
    thenetgen
  • Smith, S. E. Potoczniak, A. (2005). 5 points
    of connectivity. EDUCAUSE Review, 40(5)
    (September-October 2005) 30-41

39
References
  • Sylwester, Robert. (2005). How to explain a
    brain. Cory Press, Thousand Oaks, California.
  • Windham, C. (2005). The students perspective.
    In D. Oblinger J. Oblinger (Eds.) Educating the
    net generation. EDUCAUSE www.educause.edu/educa
    tingthenetgen
  • Tileston, Donna. (2004). What every teacher
    should know about learning, memory, and the
    brain. Cory Press, Thousand Oaks, CA.

40
Contact Info
http//www.usm.edu/technologyeducation/bte/index.h
tm
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