Share your experiences teaching Gen Z. What are their characteristics? What are some of the challenges? What strategies could be used to manage these challenges?
What types of technology do you use in your teaching practices to engage your students? Share any resources, links or strategies you have found to be effective.
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It is true that students are more tolerant of noise in the environment and can get work done but they are still distracted by it. Having these different digital distractions has also tended to shorten their attention spans. I know we tend to think of the younger generations as being ‘tech savvy’ but as an Information Technology teacher I have seen that they are less knowledgeable about technology than previous generations. Yes they can tap on an icon and open an app, yes they can swipe and pinch and tap to make predetermined actions happen. But when their technology does… Read more »
A share of common interest to get a conversation or relationship starter is what I struggle with. my key to build relationships is ask them for help and show a genuine appreciation of this.
As an eLearning Teacher it is common for student to A. Be very blunt and demanding when communicating with a Teacher and B. Avoid any form of communication other than online. If an eLearning Teacher calls the student by phone (to clarify) the student can frequently be very put out by the ‘confronting nature’ of the phone call. They seem amazed that they need to be as polite online as they would be in a face-to-face class, however the non-personal nature of online learning seems to be taken as a licence to drop the pretence of decency. When the student… Read more »
As a teacher in the ‘olden days’ I found it was my inability to deal with a noisy background that drove the level of noise allowed in the classroom. One of the advantages of digital learning is that students learning outside a classroom environment can individually manage the environment so that it works best for them. Time of day, location, selection of device, adaptive technologies and resources that allow a variety of learning styles are only some of the variants.
that is a valid point, that noisy person next to you, the squeky table, the background fuzz of a screen were difficult.
My students are generally adult learners, but I have had some teenagers in class in the last two years. The things I discovered about them were that their attention span is quite short and being digital natives, they tend to embrace internet and online technologies a lot more than actual face to face activities. They are at times laconic because their life experiences are limited and the topics they like to talk about are entirely different from the rest of the class. They lack efficient time management skills and need affirmation for everything they do, even if it is something… Read more »
I have had to adjust the length of teaching periods to suit that attention span too. Throwing caution to the wind at times!!! And they struggle with how teachers do it differently- why don’t you teach like ….. She let’s us do this ….
I have used an online classroom with a FaceBook style interface.
All of the students were familiar with this layout but the younger students related to it instantly and were able to assist the older students especially at the beginning.
My experience is that some of the older students are more resilient and happy to try new technology, while the younger students want to swipe and move away from creating written assessments. This was the opposite of what was expected.
That actually makes sense. Older students needed to interact with technology earlier as it was still being developed and they were in the era. Today the technology has matured and students only need to use it.
Students today just expect to turn on and go.
I’m involved with young people at TAFE. It’s clear there is a gap between ‘what I was used to’ and what they prefer in terms of background noise. Many students say ‘I concentrate better with some music going on’.
I wonder if the need for noise has the same impact for all learners. For example, is the learner who has a history of learning challenges impacted more, less or the same as the very capable learner ?? Is there a place for learning in silence?
A lot of the need for noise is so that the student feels protected. They do a lot of their communicating and living in a connected but alone environment. They are comfortable being connected to people but not necessarily being in contact with people..
They want to be alone but are afraid of being alone.
My students in senior secondary school aged 16 -18 years are definitely tech savvy and connected. They rely on their digital devices for all aspects of their lives including learning. They display divided attention in being able to keep multiple areas of focus active at the same time. I am not sure how much depth is being achieved in each individual area and this is a challenge. Also they seem to struggle focusing on one area over extended periods. This is a challenge in my area of teaching in music where practice does require singular focus over extended periods. I… Read more »
I agree. My students are late high school through to mature age. Generally the younger students lack determination, even though this is a critical employability skill in the workplace.
Most older students commit to an online tutorial and login on time, while it is common for younger students to message the next day saying ‘some stuff happened’ expecting the tutorial to be rescheduled. How this will play out with an employer will be most interesting. Focus and commitment are challenges we need to work on with our students.
It’s not enough to teach the way we have always done, Gen Y respond to activities and real life experiences/ stories where they can see clear value, rather then learning philosophies or principles without a strong application to specific workplaces. Students want to be involved in the direction of their learning – becoming co-creators of the course content. I believe it’s more important to illustrate the principles with case studies and problem solving leading them to their own conclusions and understanding. I have been a student of the ‘flipped classroom’ approach and have been using this in my own teaching… Read more »
I like the point that you highlighted in your second paragraph, Monique. I have also realized that my Gen Y students appreciate the ‘hands-on’ approach and enjoy ‘doing’ things. I allow them to choose the timing of the formative assessments and encourage them voice their opinions freely. I’ve also realized that they are more tolerant to others views and when given responsibility they tend to be more involved in their education. I’ve also tried ‘flipping’ my lessons and giving them extended activities to complete in their ‘own’ time, but realized that their ‘own’ time was meant to be for ‘themselves’… Read more »
My Gen Z students have come to our course as they have had difficulty adapting to traditional high school settings. Our class rules insist on mobile phones away which is most difficult for these students. Their attention span is short and lots of different activities work best for them. Wherever possible access to computers is included in lessons. As many of our students are on autism spectrum, activities are presented one at a time. The ability to work in divided attention is not as present in my classroom.
I have experienced the same behaviour with mobile phones. The students find it very difficult to not interact with them. They have become an added attachment to the human body and need to be refereed to on a constant basis
Sharyn your comment and experience with students who have autism resonate with me. Also the need to limit access to mobile phones. One of the challenges in or teaching context is consistency with classroom ‘gadget’ expectations from teacher to teacher.
I love my Gen Z students. I find them to be critical thinkers and less worried about discussing their opinions in classroom comparing to older students in the class. I also find that their attention span in classroom is shorter so I had to find a way to switch between presenting and doing activities every 15 or so minutes. This seems to produce best results.
I couldn’t agree more Elena, I have found many of them to be critical thinkers, and the true challenge to have activities and presentations that have the depth of knowledge they require yet continue to grab their attention.
Yes agree with them being more critical and questioning in their thinking. And also more aware of wider issues in society and politics. The advice to switch activities every 15 minutes is excellent as I too have found their attention span to be short.
That’s right, Elena. I’ve also found my younger students more interactive and involved when they are encouraged to discuss contemporary things and voice their opinions. They appreciate the ‘hands-on’ approach and enjoy ‘doing’ things. So, I include interactive activities and brainstorming in my lessons. I also allow them to choose the timing of the formative assessments and encourage them voice their opinions freely. I’ve also realized that they are more tolerant to others views and when given responsibility they tend to be more involved in their education. They also tend to try new things more readily than my older students… Read more »
I had a group of Uni students (last year, all working, evening students). They had to come to class to maintain the min attendance requirements, but were absolutely not interested in adding to class discussions. I felt like I was talking to myself, writing my own ideas on the board etc. Then I decided to try an online tool – I would ask exactly the same question, but instead of writing answers on butcher paper/ telling their classmates, students had to type them in the app on their phones. Then the answers were displayed for everyone to see on the… Read more »
Thanks for sharing Marina, I’ve been meaning to check out google classroom, your findings are interesting with the simple change to technology allowing students to feel comfortable and excited about sharing their thoughts!
I was given a very disengaged Gen Z group and was told to teach them financial literacy. I worked out in 5 mins that the classroom was not for them. I organised trips to travel agents,money exchange places to prepare them for a holiday. I took them to car yards to teach them about buying a car. We played monopoly to teach them about purchasing property. I had minimal issues with mobile phone use . If I’d talked to a textbook for those topics, no one would have listened. Totally had to change my mindset. Students absolutely loved the course.
This is a great example of teaching and engaging learners – showing connections with real life, making it relevant and moving away from teacher-centred ‘chalk and talk’ style. Just wished that there was a bit of flexibility with assessments to suit such delivery – most of assessments, in my experience, are still traditional
Hi Joanne,
I love your idea of “active” classroom. Not only it keeps it dynamic and exciting for students, but also exposes them to real life skills. Excellent idea!
Real life scenarios worked best for my class when teaching percentages. The students were disengaged with math generally so we went to the local shopping centre and investigated the use of percentages in sales, credit cards etc. Their engagement was improved and understanding enhanced. The morning tea at the cafe that I provided was an added bonus.
Joanne you are very fortunate to have such flexibility and relevant resources so close to you. I like your point thought – some times it’s necessary to think from the learner’s perspective – put yourself in their shoes to reach engagement and promote interest
Gen Z are a interesting and dynamic group of learners. In my experience,creating an active learning platform by using technology cuts through and engages the students. By using Moodle and Google Classroom for unit content and interactive quizes and allowing the students to use their own devices for research has produced some great outcomes.
as a teacher presenting a practical lesson i find that students respond to Instagram links, videos or simply photos of similar products which we about to produce. This seems to work best at the beginning of class. It seems to engage students and they always have more interesting questioning about the lesson.
Yes, I agree, My students do respond to the links from created content or socials. This often opens the discussion and encourages further research.
I also agree with your observation. Even when delivering units on concepts such as work ethics, or media bias, links to popular shows have proven valuable at times. I have recently revisited my units to include videos links that provide some further evidence of what concepts are being delivered. Homer Simpson has assisted in this on occasion.
I used to find it fascinating that when I say time to have a quick break with the intent of getting everyone to stand up move around, have a chat and maybe get some fresh air that they all immediately pick up their phones and check in to the digital worlds and sit in silence.
I’ve noticed the same thing. The students don’t want to leave the room but are happy to look at their phone.
Mind you, I was doing exactly the same thing in the break.
Teaching at the VET sector where in the same classroom we have Gen Z learners together with Gen Y & Gen X is often challenging as the Gen Z are very plugged in, tech savvy, flexible, adaptive, have enhanced abilities for divided attention (this giving them high employability skills), are able to switch tasks and find info on the internet quickly as they have the experience in doing so through their life opposite to especially Gen X. These Gen Z learners are mainly visual and kinaesthetic and can often learn and do in noise as this is their natural habitat,… Read more »
Such a great summary of the presentation and the issues we all face in VET classrooms Joanna.
I have the same complications in the classroom, where older generations need structure and quietness to learn new information and younger generation are happy with active group discussions and less structure learning. It is a balancing act in VET sector to create class plans to satisfy both learners.
Delivering in an adult learning environment in 2020 exposes you to a variety of learning styles and to attempt to appeal to that range requires a great deal of thought and preparation to ensure you are catering for those differing styles.
Yes, that must be challenging especially if it is cross generational. The key is to be responsive to the tech savvy and encouraging to those not so accomplished
I agree. Not everyone learns in the same way and not all young people are tech savvy.
It’s an assumption we can’t make
Adult learning spaces are particularly difficult because, as you say, there is a diversity of learning styles. In a similar situation I found that many older learners, while eager to engage in real life situations and multi-media were uncomfortable without a text. As a result we always provided a text option that contained the main points of the lesson.
I don’t have any Gen Z just yet as I teach TAE40116 which required you to have qualifications and vocational expertise, so Gen Z would still be short on the expertise. But I am sure I will see them coming through in the next few years.
Our classrooms are connected so we use Video, adobe connect, Moodle LMS, Google docs. To support and consult with students we can use the same technology, skype, mobile, text and email.
Connected classrooms through adobe connect and skype are excellent forms of communication with Gen Z. They need an array of tools to keep them engaged.
Really interesting topic on the use of technology and how Gen Z have grown up with some of the major advances. I see this in my own children – who are constantly googling answers to tell me facts / data or the use of Siri. One of the biggest challenges is the speed with which technology is moving and how quickly some processes might be outdated. Eg within business teaching students some skills (which may be defunct in a few years eg sending a fax). We need to be on top of the changes to technology ourselves and be responsive… Read more »
Hi Sue-Ann yep I agree keeping up is part of the challenge. We use to enforce a no mobile phone rule. But I have been caught out! Younger people are so use to using their phones. Once I requested a student to put down the phone and jump on a computer to be told: I’m already doing the activity!!
I see the same thing Sue-Ann, using smart phones like an external brain.
I have used Kahoots in class to engage students in topics. It breaks up a lesson and can quickly show me who is up to speed and who isn’t. It adds a competitive edge which I find the students enjoy. I also use the Kahoot! As a teaching tool. When everyone is getting the questions correct we keep going. When a large number are getting it wrong we stop and review the question and discuss the answer. Then keep going. They are learning on the run. It’s great fun.
Kathoots sounds interesting Julie-Anne. I googled to see its a game-based learning platform. I did some studies in gamification a while back which focused on making your learning management system (like Moodle) more game like, to engage. There is no doubt that well pitched and target training games can make learning more engaging. And technology should make that easier.
It does sound like a lot of fun Jullie-Anne:) Well doen:)
I will do some research to see how I can use this in my very specific industry classes…thanks:)
Totally agree that Kahoots is a great tool for a fun interactive experience. Students always want to participate. Another great feature is that its a collaborative tool and you can use other people s quizzes rather than starting from scratch.
The use of Moodle in my course has allowed students to access course and unit information and post questions and responses in the forum. Many students are using the mobile phones in class to access Moodle. It’s a challenge for students to post questions, as only a few students would like to do so. How would you encourage such students to actively participate in forum discussions?
I agree Sui, we use moodle too as an online platform and when we are in the studio where we don’t have computers for each student, they use their mobile phones and tablets to access the moodle.
A really interesting problem because if you start making this kind of thing mandatory, students will put up any old thing to comply with the requirements. I’ve seen gamification in courses sometimes address this kind of thing. Points for useful links, resources, good graphics/pictures, answers to student led questions etc along with leader boards, badges etc. I think the thing that we have kept in mind is that there has always got to be a clear ‘What’s in it for me”. Students need to get a real benefit from participation.
The use of social media and technology such as mobile phones and computer would greater enhanced the social and cognitive presence of students. What strategies would you use to enhance learning via such technologies?
I often find that asking the students for help especially with technology/social media tips etc helps to build rapport and we can learn a great deal from them, its a two way street.
Yes!! this is a great tool to make the student more at ease. also them showing you something they are good at helps when you need them to pay attention to what your are delivering.
Gen Z are very switched on to term the pun. I can relate to their learning needs as I my self was the same even though it was the early 80’s and early technology – interruptions being the problem.
Students don’t have the opportunity to use phones as internet service is very erratic and not a priority in their family lives, they do adjust accordingly
I have found the use of interactive smart boards to be terrific. I can engage students visually by clicking onto hyper links. I have also incorporated QR codes into my text books. Students are now encouraged to bring and use their mobile phones to class as they can move along self-paced and access the QR codes as they need to
Thanks Jason for the idea on using QR code’s in documents – might google this myself and use.
Incorporating activities where they can use their phones such as quizzes or research activity is a strategy that can work with this cohort (and others) of students.
I agree – get your phones out! rather than put your phones away.
I deliver in an adult learning environment with only a few being GenZ however you can see the GenZ learners immediately accessing their phones when problems are presented to the class.
I do allow my students to use their phones in activities during my lessons. They are a great source of information and I feel that the students appreciate this type of learning. The challenge however is too ensure that students don’t take advantage and start browsing unrelated websites, social media, etc.
I have learn’t so much from this generation, its so exciting to have 2 way learning, everyone comes out a winner!
They can teach others in the class too. We played a generation game where I asked a question about material we hadn’t yet covered in class. I asked the class to split up into generations to see who could find the answer first. Gen Z of course found the answer, then I asked the others to help them dig deeper.
Lindy that is so true. Watching it in action ensures you keep up with it!
I teach web design and development and information technology, so technology is imbued in everything I do. I do find because Gen Z are already deeply connected to personal digital technologies that I don’t necessarily to make as impassioned pleas about designing for user experience as they have all used unresponsive websites, for example, and know how annoying that can be. I have found some learners are more comfortable responding to a question via text via a learning platform than answering out loud. I also find it is really useful —for learners of all ages and backgrounds— to be reminded… Read more »
John I like how you can see the students embedding their experience into their designs. Nice quote – life is an open book exam. I might steal that one! Thank you
I’ve found that Gen Z like to be rewarded for their efforts. By using reward-based technologies like educational games to help engage and reinforce their learning, I’ve managed to keep them focused.
Agreed. The reward-based technologies could stimulate those Gen Z further, in learning through games, activities, and discussion in Moodle.
Agreed Casey we tend to use gamification in learning at work and I’m sure that this works well with Gen Z.
I use apps for course materials and get them to research topics on their phones. I think that we can’t stop it so use it to our advantage. In class answer questions or create a word cloud as a class using poll everywhere and similar.
I tried to stop students using their phones to no avail. So I find tasks that they can do in class using their phones and present to the class. For example I ask them to search the value of the shares for different companies and explain to the class what they would do to ensure a price increase.
This is a great use of technology in the classroom Elena!
I used to get irritated if students have their ear phones in – now I just accept the fact that its part of their method of learning
Gen Z appear to have better research skills than previous generations and are able to multitask with apparent ease. I wonder if Google home will change their learning styles when they just have to ask and the answer is immediately forthcoming.
Gen Z do have great multitasking skills .
I always make them look further to ensure the information they find is valid
They are quick to google for answers. Ask them anything and they whip out their phones and give you several responses from several web sites.
100%. Sometime I haven’t even realised that they have jumped onto Google and are looking for information about something we’re talking about. At times this can be annoying, but at the same time very often my students provide input and have showed initiative to research. It’s just about finding the right balance I guess.
Agreed. I think it’s important to encourage students to explore information with their computers and mobile phones. They should also be able to curate and share such information via blogs and social media – Facebook and Youtube.
My experience teaching Gen Z is that they are a mixture of maturity and naivitity. In some ways they appear to be very grown up in the way they dress and act but on the other hand they often appear to be gullible and believe everything they are fed from the Internet. I believe It is important to teach them how to be more discerning and how to conduct their own research to ensure they are not captives to the fakeness that abounds on the Internet.
I think this a good point Kerry. Teaching Gen Z TVET students has shown me that they often have a splintered level of maturity. The ability to ignore the presence of fake news is often difficult because they have the belief that if its on the internet it must be real. The chat that goes along with fake news and the fact that so many people are being sucked in by it, is a case in point.
I find the Gen z students are more active in their learning. They are keen to engage with technology and are confident with its use. I find they will participate when offered learning using tech, but are inclined to disengage wuth more traditionla methods of teahcing and learning. Using mobile phones to engage with such tools as Kahoot has generally been successful and motivates learners. This can, however, be challenging in a mixed age group of learners where skill level is mixed ! In my teaching practice I have used Padlets and Kahoots,and would be keen to explore Wooclap, Moodles… Read more »
I like the use of Kahoot for engagement I haven’t heard of wordclap , so I am currently googling it while I write this post !
I saw a wonderful video the other day of a teacher taking his class outside in the sunshine and teaching them how to breakdance. Apparently they now love it so much and can’t wait for each outdoor activity session.
And perhaps therein lies the key.As educators we need to ‘mix up’ and vary our practice to provide different ways of engaging…to consider our approaches to teaching and learning and the environments and spaces we work in.We can model and encourage active learning in so very many ways.. and need to think broadly .. going beynd the more traditional models.
Good points Robyn and Sharon. The need for teachers to constantly think ‘outside the box’ must be exhausting, although necessary (and probably nothing new?) to engage a range of different learning styles. This ability to adapt to their environment is something I admire about good teachers.
Taking kids outside seems to work in European countries with much harsher climates than ours …
The benefits of teaching and learning outside are phenomenal. I’ve found that being outside and being mindful of nature helps kids switch off from technology and focus more on the tasks at hand.
I look forward to interacting with the Gen Z people now that I have a better understanding of how they think. I have a new appreciation for them
I totally agree with the comment. I am a baby boomer so it is not easy to change.
This give a real insight into how the Gen Z kids have a completely different skill set to previous generations
Totally agree and we as educators need to make sure we are adapting to cater for this generation.
I totally agree about Gen Z and this has shown me another outlook of how we alter to learn
The Gen Z kids can’t survive without constantly checking their phones in class. I found it counterproductive to ban phones so allow them to have phones provided they aren’t actively using them or causing a disruption in the classroom, and that they are on silent. I wish they didn’t have phones in the classroom but that’s part of being a Gen Z.
I feel the use of mobile phones in he classroom is a possible ‘way in’… a way to connect using Apps…however I also recognise the difficulty in keeping learners on task when the technology is there and encourages them to lose focus. This will be an ongoing debate methinks. Interesting to see this being discussed internationally and different lines of management being taken.
I found you need to give them something to do with their hands – the old fashioned worry beads or paper clips to straighten or whatever – they find it very difficult to concentrate if they aren’t doing something with their hands,
Great idea to help them focus without getting anxious
I try to make sure that I give students tasks that they need to do some research using their phones or the lab computers. They seem happy to do it.
I do this too and it’s a great idea
Elena, I do this too and it works a treat! I set rules around the use of phones in the teaching environment and I have had 100% compliance with the use of phone’s in the teaching environment
With my young students, I allow them to check their social media as a reward for giving me a certain amount of attention. For example, if we can discuss the following and I feel that you have contributed, I will let you have a few minutes to check your phone. It sees to work.
As the teacher if I need to look something up, I often reach for my phone. And in all sorts of contexts and with all kinds of cohorts I think it’s useful to explicitly say “it’s not possible to know everything” and that it is more important to have research skills and the ability to gauge the efficacy of found information than to memorise things. And it actually doesn’t matter if I’m looking up the spelling of a word or some specific programming syntax, this approach is super effective. Several learners commented on this in 2019 and I realised I… Read more »
I incorporated QR codes into their learning texts. They are now encouraged to bring their phones to scan codes and watch the attached video or access the linked learning content. The engagement and learning of students has dramatically increased and their feedback has been positive their phones to scan codes and watch the attached access the linked learning content. The engagement and learning of students has dramatically increased and their feedback has been positive
I incorporated QR codes into their learning texts. They are now encouraged to bring their phones to scan codes and watch the attached video or access the linked learning content. The engagement and learning of students has dramatically increased and their feedback has been positive