- Have never known a world without the internet or cell phones
- Tend to text instead of talk face to face
- Require constant and immediate feedback
- Globally aware
- Independent learners and self directed
- Sense of entitlement
- Tech savvy
- Expectant of flexibility
- Plans and commitments are often made instantaneously
- Smart! Able to process massive amounts of information and new knowledge quickly
- Cynical, world weary and skeptical
- Ethnically diverse
- Pragmatic, practical and independent
- Tech savvy
- Knowledge seeking and sharing
- Self sufficient, do things for themselves, handle problems on their own
Gen X (Teachers)
Gen Z (Learners)
Implications for Learning
Believe that “if you want something done well, do it yourself”. If you broke it, fix it!
Believe in problem solving through collaboration
Collaborative learning experiences & problem solving
Are highly educated and see education as the necessary key to success
Believe that knowledge is power but don’t always place the same value on what Gen X deem to be the ‘stuff you need to know and be able to do’
Learning made meaningful to the learner.
Realising potential and celebrating all success and progress
Flexible but not as resilient or embracing of change
Very resilient to change as live in a world where change comes fast and furious
Learners directing own learning & using technology as an enabler
Like to plan ahead, sometimes a whole year in advance and will often make plans for others
Often reluctant to commit to what they are doing tomorrow because things change and can be resistant to plans that are made for them
Studying for a test or exam 3+ weeks out might be a challenge for some Gen Z’s.
Pre-determined learning VS spontaneous learning experiences.
Well versed in learning and memorising information that we might need one day. Used to learning ‘just in case’
Do not rely on any learnt information being correct for a sustained period of time. Like to learn ‘just in time’
Technology gives access to the most up to date knowledge.
Could be a challenge to engage in content that is not contextualised or considered to be for an immediate purpose.
- He see’s his place in the future job market in a global sense
- He’s concerned about the future of his language, culture and identity and sees it as everyone’s responsibility to revitalise and normalise Te Reo Māori
- He know’s learning is hard at times but he has clear ideas about how he learns best and what will help him to learn
- His perception is everything. Whether his teacher’s like him or not is not necessarily the issue. What he perceives about those learning relationships absolutely is. What he believes about his relationships has a direct bearing on how he learns and in turn his academic success
- He really just wants to feel that his teachers like him, believe in him, want him to achieve and will help him to do so
- He wants to be inspired by teachers and he believes his engagement in new learning is directly linked to the way in which content is delivered, assessed and how he engages with it.
- He sees technology as an essential enabler to his learning - simply a ‘given’.
- How are we preparing our kids for a global job market?
- What are we all doing to ensure the survival of our indigenous languages, cultures and identities?
- How do we gather student voice and use it to inform our teaching practice and learning programmes?
- How are we empowering our kids to direct their own learning?
- How can we inspire our kids to learn and to make school content relevant in the minds of our tamariki of all ages?
- How can we continue to strengthen our relationships with kids? Between school and whānau/the community?
- What opportunities are we offering our kids to use technology to aid their learning?