Teaching Generation Z. Engaging tomorrow's learners.

Autor/in	Docherty, Mathew
Titel	Teaching Generation Z. Engaging tomorrow's learners.
Quelle	Aus: Buchner, Josef (Hrsg.); Freisleben-Teutscher, Christian F. (Hrsg.); Haag, Johann (Hrsg.); Rauscher, Erwin (Hrsg.): Inverted classroom vielfältiges Lernen. Begleitband zur 7. Konferenz Inverted Classroom and Beyond 2018, FH St. Pölten, 20. & 21. Februar 2018. Brunn am Gebirge: ikon VerlagsGesmbH (2018) S. 77-85Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	3-99023-489-7; 978-3-99023-489-1
Schlagwörter	Kompetenz; Zukunftsorientierung; Generation; Digitale Medien; Medieneinsatz; Neue Technologien; Schüler; Lehr-Lern-Prozess; Unterrichtsgestaltung; Unterrichtsmethode; Unterrichtstechnologie; Digitalisierung; Blended Learning; E-Learning
Abstract	How should we teach in an age of uncertainty, when two thirds of today's school children will work in jobs that don't yet exist [...]? In an age where artificial intelligence will equal their own intelligence by the time they finish school [...]? In an age of mass education, when more students over the next thirty years will graduate than since the beginning of recorded history [...]. How can teachers efficiently and effectively manage such an incursion? Today's students are the first true digital natives, they take in information instantaneously and lose interest just as fast [...]. They are more likely to look for a solution in the internet than to ask for advice, are accustomed to watching online lessons to learn, yet still value a university degree [...]. How can we meet their expectations and engage them meaningfully? This paper looks at the teaching methodologies that can be implemented in order to enthuse the next generation of students. It looks at ways improve student agency, engagement, motivation and encourage higher-order thinking skills, ultimately aiming to empower them with the know-how they will need to succeed. It sees the role of the teacher as a guide rather than a gatekeeper to knowledge, after all, information is readily available today, traditional teachers have already been outsourced to the likes of YouTube and Netflix [...]. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1