Teaching the Net Generation: Strategies and Skills

Understanding their unique learning needs is the first strategy useful for teaching Net Generation students. They are visual and kinesthetic learners; they love to “see and do.” They are able to attend to auditory information presented in short bursts, but because they are not strong auditory learners.They lose attention during lengthy oral presentations. Net Generation students work well in small collaborative groups, as they are social by nature. When working independently, they are productive when there is a support structure in place. Additionally, the use of technology is essential with these learners, as they see technology as part of how they do things. A teacher who provides a structured learning environment, employs a variety of learning strategies, and provides variety of learning tasks, promotes learning for Net Generation students.

Along with teaching by accommodating their learning needs, teaching Net Generation students by making use of their unique skills promotes their learning. Having grown up with technology, Net Generation students are savvy with using its multiple forms and are quick to embrace technological change. Frequently you will see someone from Net Generation surfing the web, listening

to music and texting friends simultaneously. This ability to multi-task and multi-process will serve them well as these skills are needed to manage the new technology-based work world they will be entering. Additionally, the ability of students from the Net Generation to easily access and share information through technology enhances their probability for success in whatever they do. In fact, the Net Generation is success driven. These students see achievement as essential. They will work collaboratively to attain their goals. Their social natures and desire for group activity promote a culture of cooperation in order to achieve goals.

Technology-Based Teaching Strategies

Using new technology-based teaching strategies will meet the Net Generation’s learning needs while taking advantage of their skills. One such strategy is the web quest. A web quest poses questions that students must answer by searching for information on the web. Therefore, a web quest can facilitate students’ learning on a topic, while using their skills with information navigation and technology.

In order to motivate students, the teacher begins the web quest by providing a brief synopsis of background information on the topic and the goals for the web quest. Next, the teacher defines questions to answer on the topic. For example, the teacher may want students to explore voting rights in the US, asking students to define what they are, who is allowed to vote and who is not, and how various groups gained their voting rights. Along with the web quest questions, the teacher provides criteria for assessment so that the students can judge whether or not they have been successful in addressing the goals of the web quest.  Then, the teacher describes how the students will share their learning outcomes (e.g., presentations). Teachers who use these steps provide the structure that Net Generation needs for learning independently while addressing some of their other learning needs, such as teaching using visuals and technology. Simultaneously, the students can multi-task and multi-process information while achieving the assignment goals.

Technology-Based Simulations

Another strategy for teaching the Net Generation is technology-based simulations. A technology-based simulation provides a working model for experiencing a phenomenon and solving particular problems related to it. The use of this type of simulation is becoming widespread — from teaching high school physics to training ambulance technicians. For a technology-based simulation, the teacher assigns students to work in collaborative teams to support learning. Students then brainstorm solutions to problems presented in the simulation by using information they collect on simulation related issues.

For example, if the students are completing a simulation on the flow rates of glaciers, they can search the Internet for information on temperature, elevation, altitude, etc. in order to solve problems posed in the simulation. Through cooperation, the students identify the best solutions and apply them to the simulation problems. The “see and do” simulation format also meets students’ learning needs. Additionally, the simulation promotes problem-solving skills for students while fostering their attainment of the specified simulation goals.

By teaching future educators to address the unique learning styles of Net Generation students, teachers can enhance their learning success. Teaching using new technology-based teaching approaches of web quests and technology-based simulations promote students’ learning at any level, from elementary through graduate school.