Understanding the Millennials

1
Understanding the Millennials

• TCEA Technology Coordinators Academy
• Summer 2005

2
Who are they?

• Born between 1982 and today, theyre a generation
  nearly as large as the Baby Boomers, and theyre
  charged with potential.
• Theyre variously called the Internet Generation,
  Echo Boomers, Nexters, Generation Y, the Nintendo
  Generation, and the Digital Generation.

3
The Growing Generation Gap

• In their lifetime, AIDS has always existed.
• The Vietnam War is as ancient history to them as
  WWI or WWII, or the Civil War.
• Bert and Ernie are old enough to be their
  parents.
• They have always had a VCR, computer, answering
  machine, microwave.

4
The Growing Generation Gap

• Barbie has always had a job.
• Computers have always fit in their backpacks.
• Yugoslavia has never existed.
• A 45 is a gun, not a record with a large hole
  in the center.

5
The Messages They Heard

• Connect 24/7 They learned to be
  interdependenton family, friends, and teachers.
  More Millennials say they can live without the
  television than the computer. Many prefer
  chatting online to talking on the phone.    

6
Digital Kids

• The Millennials are the first generation to grow
  up surrounded by digital media.

7

• Millenials live in a world jam-packed with
  information and entertainment, reports Stephen
  Baker in the July 12, 2004 issue of BusinessWeek.
  They practically grew up with the Internet, so
  theyre far more likely to regard information as
  something they can control. This thinking extends
  from one device to the next.

8
Teens Use of Technology

• 94 use the Internet for school research.
• 70 use instant messaging.
• 41 use email and IM to contact teachers about
  class work.
• 56 prefer the Internet to the telephone.

9
Teens Perception of Technology

• The majority find the use of technology in
  schools disappointing and their teachers use
  uninspiring.
• They see better ways to use technology than their
  teachers do.

10
Digital Kids

• They are devouring information, solving complex
  problems, and developing expertise every day.
• They dont think of it as learning they think
  of it as fun.

11
Their Information-Age Mindset

• Computers arent technology theyre just a part
  of life.
• The Internet is better than TV.
• Reality is no longer real.
• Doing is more important than knowing.

12
Their Information-Age Mindset

• Multitasking is a way of life.
• Typing is preferred to handwriting.
• Staying connected is essential.
• There is zero tolerance for delays.
• Consumer and creator are blurring.

13
So, What Does That Mean to Me?

• Todays youth will hold 10 to 15 jobs in their
  lifetime and value flexibility and adaptability
  over subject matter expertise
• The education model that worked for their parents
  wont work for these students.
• They value self-expression, personal safety, and
  convenience over privacy.

14
Millennial Learning Preferences

• Teamwork they gravitate toward group activity.
• Technology they are mesmerized by new
  technologies.
• Structure they spend more time doing homework
  and housework and less time watching TV.

15
Teaching Millennial Students

• Educational Implications
• Professorship has changed -- no longer an expert,
  now simply a person with expertise
• Naiveté about credibility, quality, and
  reliability of sources, or timeliness, accuracy,
  or authenticity of information

• Specifics
• Have heightened techno skills and ability to
  access information

16

• Plagiarism may not be perceived as morally or
  ethically wrong
• Main ideas need to be stressed as opposed to
  details, or if dwelling on details, place within
  the contextual relationship of main ideas.

17
Teaching Millennial Students

• Educational Implications
• Dont make assumptions about generational
  knowledge and experiences ask or pre-assess
• Students may question or challenge information
  and assumptions
• When possible, involve students in decisions
  about rules and structure of learning experiences

• Specifics
• Molded by viewing a myriad of global violence,
  thus they are often skeptical
• Looking for both rules, structure, and
  frameworks, as well as heroes and inspiration