TEACHING ENGLISH TO DIGITAL GENERATIONS BASED

ON A CONNECTIVIST VIEW

Gisele Costa de Matos

Adviser: Ms. Miriam Novak Jardim

This paper aims to present how technology has been

influencing the way individuals think, communicate and learn,

especially those from the Generations Y and Z, also called

Digital Generations.

In order to help English teachers to answer Digital Natives’

needs and expectations, a new methodological idea is

proposed through the principles of Connectivism, an

innovative learning theory.

INTRODUCTION

With the objective of knowing English teachers’ opinions and

beliefs concerning Digital Natives’ relation with technology, the

influences it represents in terms of students behaviors in the

classroom, and the experiences of using technology in the

classroom, a survey was applied to English teachers from

private and public schools and language centers.

OBJECTIVE

Although individuals from generations Y and Z are both

considered Digital Natives, Generation Z, which is formed by

children, adolescents and young adults born after 1990, is the

one who has never known a world without technology.

DIGITAL NATIVES

According to Rosen (2010), the great advance of technology

occurred on the last two decades, have been influenced ZGeners’

behaviors, giving them particular features. They:

- are multitasking;

- need to constant communication and interaction;

- expect instant results.

DIGITAL NATIVES

These features have been influencing students` behavior in the

classroom and, as consequence, have been representing a

challenge for teachers in terms of controlling the class and

keeping students’ attention and motivation.

DIGITAL NATIVES

Connectivism is a learning theory created by Canadian

researchers George Siemens and Stephen Downes. Siemens

defines Connectivism as “a learning theory for the digital age”, as

it considers the influences of the continuous advance of

technology in the distribution of knowledge and in the learning

process.

CONNECTIVISM

The speed to which information and knowledge are distributed

and updated, and their large availability, has been enabling

individuals to be more autonomous, what has been turning the

learning process into a much more complex, ample and chaotic

one. From the Connectivist view, knowledge is distributed across

a network of connections and, therefore, learning consists of the

ability to construct and traverse those networks (DOWNES,

2007).

CONNECTIVISM

Connectivism proposes a pedagogy in which contents and

teachers are decentralized, and in which teaching is not based on

fixed outcomes or in assessments. It recognizes the fluid nature

of knowledge and connections based on the context, focusing on

people’s interactions with each other and on the context in which

these connections take place, instead of focusing on pre-made or

pre-defined knowledge. The role of the teacher in Connectivism is

based on modeling, demonstrating and providing learners with

opportunities to practice and reflect.

CONNECTIVISM

A questionaire was applied to English teachers currently working

in public schools, private schools and language centers of

different cities in the state of Rio Grande do Sul. Thirty-two

teachers answered the survey. Fourteen of them are currently

working in public schools.

RESEARCH – DATA FINDINGS

SURVEY – GENERAL INFORMATION

9

23

0 5 10 15 20 25

Women

Men

SURVEY – DATA FINDINGS

100% of the teachers believe that technology influences totally or

partially Zgeners` behaviors.

12

20

0

0 5 10 15 20 25

No

Partially

Yes

SURVEY – DATA FINDINGS

All the respondents declared making use of some technological

devices, websites or software in the classroom. When asked

about their feelings concerning these experiences, the anwers

were prominently positive.

0

0

12

1

19

0 5 10 15 20

Satisfied

Insecure

Motivated

I do not use technology

Frustrated

SURVEY – DATA FINDINGS

When using technology in the classroom, students feel more

motivated.

0

6

0

0

26

0 5 10 15 20 25 30

Show motivation

Show indifference

I do not use technology

Show interest in using the tool, not

in the activity itself

Other(s):

16

4

8

3

1

16

21

0 5 10 15 20 25

Videos

Power Point Presentations

Cell Phones

Chats

Blogs

Social Networks

Researches on the Internet

SURVEY – DATA FINDINGS

Technological sources most frequently used by teachers in the

classroom are videos, Power Point and Researches on the

Internet (options “always” and “frequently” were selected).

SURVEY – DATA FINDINGS

Technological sources less frequently used by teachers in the

classroom are Social Networks, Blogs, Chats and Cell Phones

(options “rarely” and “never” were selected).

7

20

17

23

27

5

1

0 5 10 15 20 25 30

Videos

Power Point Presentations

Cell Phones

Chats

Blogs

Social Networks

Researches on the Internet

SURVEY – DATA FINDINGS

The respondent teachers believe that a variety of changes are

needed to turn technology into a routine in schools.

28

21

21

14

13

16

0 5 10 15 20 25 30

More computers

More computer per student

More involvement of schools'

principals

Teachers' self development for

dealing with technology

Government stimulus

New educational politics

contemplating technology and

teachers' support

CONCLUSION

Understanding the new generations of students and the way they

learn is the key for starting changes required in education.

Connectivism presents new concepts related to knowledge and

learning, bringing new ideas to help teachers to reach digital

generations of students needs and expectations. Through the

survey’s data findings, it was possible to notice that English

teachers are aware of the influences technology has been having

on the new generations of students, and that these changes are

needed. It also becomes clear that teachers have been making

efforts to use technology in the classroom, but to be more

successful and effective, preparation and support are needed.

REFERENCES

DOWNES, Stephen. What Connectivism is. Available at:

< http://halfanhour.blogspot.com.br/2007/02/what-connectivism-is.html >.

Access on September 07, 2012.

LOVELY, Suzette; BUFFUM, Austin G. Generations at School: Building an

age-friendly learning community. United States of America: Corwin, 2007.

ROSEN, Larry D.D. Rewired – Understanding the iGeneration and The

Way They Learn. First Edition. New York: Palgrave Macmillan, 2010.

SIEMENS, George. Connectivism: A learning theory for the Digital Age.

Available at: < http://www.elearnspace.org/Articles/connectivism.htm >.

Access on September 07, 2012.

______. Knowing Knowledge. Available at:

<http://www.elearnspace.org/KnowingKnowledge_LowRes.pdf >. Access on

October 06, 2012.

THANK YOU