Attitudes to technology Janaina Cardoso APLIERJ / UERJ/ Celing [email protected] www.techweb.wikispaces.com Attitudes to Technology • • • • Introduction Generation Y Hadfield’s pyramid Attitudes to technology Cacique Almir, Paiter-Suruí tribe, Rondonia Almir Suruí: Elected one of the most creative leaders in the business world by the American magazine "Fast Company, he uses/prescribes technology to preserve traditions urgos4patas.blogspot.com.br/2012/06/cacique-de-cocar-terno-e-iphone.html Introduction Generations The Baby Boomer Generation • 1946-1964 • post-war Generation X • 1965-1980 • Working, independent and skeptical Generation Y • 1981-1999 • confident and technologically advanced, and they come with a sense of entitlement Generation Z • 2000-present • A group that has received little attention in the literature thus far. (Reilly 2012:03) Gen Y characteristics • • • • • • • • • tech-savvy balances personal and work lives kinesthetic and visual feedback-dependent predilection for entertainment and games redefine respect seek a purpose and a passion read less and less well Gen Y and academic dishonesty Generation Y Hadfields’ reversed pyramid (Harmer 2007:175) Hadfields’ reversed pyramid Language labs, videos , computers, PowerPoint Cassette recorders, OHPs, photocopiers Whiteboards, books Paper and pens Blackboard Nothing (Harmer 2007:175) ‘Other way up’ resources pyramid (Harmer 2007:176) ‘Other way up’ resources pyramid People (Harmer 2007:176) Real life Blackboard Paper and pens Whiteboards, books Cassette recorders, OHPs, photocopies Language labs, videos , computers, PowerPoint Attitude to technology I can never get into the computer room in class time – it’s always being used. My students know so much more about computers than I do. 1 I don’t know anything about technology! 3 5 6 Why use computers anyway? We’ve got a perfectly good coursebook. Using computers isn’t interactive. My students could do computer work at home. 2 4 I don’t like them, so I don’t see why I should use them in the classroom, I’d like to use computers more, but preparing materials is so time consuming. 7 Technological awareness process Access Use Knowledge Creativity Learners profile: now and then • Lack of familiarity with technology • More negative attitude towards technology • Little access to the Internet • Lack of modern technology at work • Used to read more • Methodology awareness • Wish for a less traditional education PAST • More familiarity with technology • Addicted to technology, esp. social networking • Access to internet on the phone all the time • Read less and don’t worry about what other people will think about their posts • Think more about themselves • Very creative and fun • Lack of methodology awareness NOWADAYS The Course: now and then PAST • Introducing modern technologies • Thinking their possible use in the classroom • Technology as a useful tool • Main aim: Change of attitude towards technology NOWADAYS • Methodology awareness • Rethinking the use of technology – adapting it to language teaching • Technology without methodology doesn’t work. • Technology is just a tool. • Main aim: How to apply their technology skills to their teaching reality Findings • Younger teachers have more access to technology than they used to. • However, they have less methodology awareness. • The need for more training and development course. Findings • There may be a generation gap between teachers working in the same institution. • There may also be a greater gap between coordinators and the new generation of teachers. • More study to understand this new generation as workforce. The future is now! Can we still consider the idea of “future” in relation to “modernity”? Nothing surprises us. What can be considered modern? 5 WAYS TO ATTRACT GEN Y TO YOUR WORKPLACE • Offer flexibility. • Use technology and social media as recruiting tool. • Write great job descriptions to find your best fit. • Develop onboarding programs. • Be their mentor. (Huhman, Heather 2010) Homework Reflection • • • • • How does this may affect the teaching and learning process? How do you cope with this new reality? What about dealing with the “brandnew” Generation Z? What is the next after Z? Does the difference between the generations take into consideration teachers’ and learners’ individual learning styles? 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