Demonstration projects around the
United States have found that once
teachers relegate much of the content
dissemination to technology, they can
spend class time more productively—
helping students analyze, synthesize, and assimilate material
(Johnson, Smith, Levine, &
Haywood, 2010; Project
Tomorrow, 2010). After
all, isn’t this the most
effective use of class time
and teacher talent?
For example, suppose
you want your students to
watch and discuss Act I of
Hamlet. Instead of showing
the video in class, you might
have them watch it on You Tube as
a homework assignment. Not only will
they be engaged in a modality they use
constantly, but they will also be able to
access the video 24/7—they can watch
and rewatch it on their own schedule.
After they view the video once, you can
use class time to help them deconstruct
Act I and then send them back to watch
it again—which they are more likely to
do than if you send them back to reread
It appears that many children and
teens spend nearly all their waking
hours using media and technology.
into the Future
Technology is all about engagement.
Watching the intense looks on our
children’s and teens’ faces as they play
video games, text all day long, Skype,
Facebook, watch You Tube videos, and
juggle a dozen websites at a time, we
can clearly see that they are engaged.
The iGeneration is immersed in technology. Their tech world is open 24/7.
Now, we need to take advantage of their
love of technology to refocus education.
In doing so, we’ll not only get students
more involved in learning, but also free
up classroom time to help them make
meaning of the wealth of information
that surrounds them. EL
Coupland, D. (1991). Generation X: Tales for
an accelerated culture. New York: St. Martin’s Griffin.
Johnson, L., Smith, R., Levine, A., &
Haywood, K. (2010). 2010 Horizon report:
K– 12 edition. Austin, TX: New Media
Lenhart, A., Ling, R., Campbell, S., &
Purcell, K. (2010). Teens and mobile
phones. Retrieved from Pew Research Cen-
ter’s Internet and American Life Project
Rideout, V. J., Foehr, U. G., & Roberts,
D. F. (2010). Generation M2: Media in the
lives of 8- to 18-year-olds. Retrieved from
Kaiser Family Foundation at www.kff.org/
Strauss, W., & Howe, N. (1991). Genera-
tions: The history of America’s future, 1584–
2069. New York: William Morrow.
Larry D. Rosen is professor of psychology at California State University,
Dominguez Hills; LROSEN@csudh.edu.
His two most recent books are Me,
MySpace, and I: Parenting the Net Generation (Palgrave Macmillan, 2007) and
Rewired: Understanding the iGeneration
and the Way They Learn (Palgrave Macmillan, 2010).
ASCD / www.ASCD.org 15