This workshop is a hybrid with one face-to-face session (at EDCO from 3:45 to 6:45 pm on 11/5/18) with the remaining course work completed online.
Today’s generation of students is unlike any generation – they have only existed in a digital world. Our tried and true methods of instruction have been changing in order to motivate and engage these students from kindergarten through 12th grade. In Jean Twenge’s new book, she uncovers how today’s adolescents approach politics, religion, sex, and the world around them, including the classroom.
Join us for a virtual book discussion of Jean Twenge’s book iGen: Why Today’s Super-Connected Kids are Growing up Less Rebellious, More Tolerant, Less Happy – and Completely Unprepared for Adulthood. Over five weeks, participants will read about, discuss and explore strategies for classroom activities to meet today’s learners within our own classrooms. Enjoy the flexibility of learning online as part of a community of learners during this five-week workshop. Participants should have a comfortable working knowledge of G Suite for Education, specifically Google Docs. **Participants are required to obtain their own copy of the book.
Final Project (for graduate credit): Develop a final project as it pertains to your educational realm using Google Slides or Docs. Your project should clearly demonstrate how you will support the needs of the emerging “iGen” population moving forward and include both the content standards and the CASEL SEL Competencies you are addressing through your product. The final product should also demonstrate your understanding and influence of the readings and discussions on your educational philosophy of working with iGen. As a summary at the end of your created product, please provide a rationale that illustrates how these adaptations address the specific needs of this generation.
Weekly Outline:
Week 1 – Generation Z and Work
Introduction Readings – Chap. 7, plus additional online readings/video Google+ Discussion (post & reflections) Begin contributing to final project*
*Final Project on Teaching Philosophy utilizing ideas gained from book/workshop
Week 2 – Growing up in Gen Z
Readings – Chaps. 1 & 6, plus additional online readings/video Google+ Discussion (post & reflections) Continue work on final project
Week 3 – A Virtual Age
Readings – Chaps. 2 & 3 Google+ Discussion (post & reflections) Continue work on final project
Week 4 – Gen Z and Mental Health
Readings – Chaps. 1 & 6 Google+ Discussion (post & reflections) Continue work on final project
Week 5 – Growing up in Gen Z
Readings – Conclusion, plus additional video Google+ Discussion (post & reflections) Finish and post final project
Course Details
| Audience | K – 12, School Administrators, Special Education, School Psychologists |
| Level | Beginner/Intermediate |
| Instructors | Sarah Perkins & Krista Wright |
| Dates | Mondays Starting November 5, 2018 – December 10, 2018 (5 weekly meetings) |
| Earn | 15 hours of certificate of participation |
| Location | EDCO Collaborative, Bedford, MA |
| Time | 3:45-6:45 |
| MassCUE Member Cost | $150 |
| Non-Member Cost | $190 |
| Limit | 20 Participants |
| Prerequisites | Knowledge of G Suite Apps |
| Graduate Credit (Pending) | At the first class, participants may choose to register for 1 graduate credit through Worcester State University for an additional fee of $125. All participants, including those who do not opt for graduate credit, will receive a certificate documenting the number of course hours attended. |
Sarah Perkins & Krista Wright
Sarah Perkins is a Digital Learning Coach for Lynnfield Public Schools, Google Certified Educator, and Seesaw Ambassador. A former middle school Language Arts teacher, Sarah became a technology specialist to guide and encourage other teachers as they utilize technological tools with their curriculums. Sarah has provided professional development both in-district and at regional conferences, including Blue Ribbon Schools, MassCUE, Christa McAuliffe Technology Conference, and Salem Collaborative Project. She is also a co-founder of Edcamp North Shore. Sarah’s passion is to help teachers to see the possibilities that digital learning tools can bring to learners of all ages to feel successful in and out of the classroom. Sarah can be found on Twitter: @ELAperks
Krista Wright is a 7th grade English Language Arts teacher for Lynnfield Middle School. She has seen the power technology has to enhance her curriculum and make it more accessible to all students. She works closely with the Digital Learning Coach to create engaging lessons and projects that support her curriculum and the Common Core State Standards. Krista has presented at NCTE, MassCUE, and is a presenter for Salem Collaborative Project.
K-2.CAS.c.1 Identify and describe how people (e.g., students, parents, police officers) use many types of technologies in their daily work and personal lives.
K-2.CAS.c.2 Recognize when the purpose of content is to provide information or to influence you to act.
3-5.CAS.c.1 Explain the different forms of web advertising (e.g., search ads, pay-per-click ads, banner ads, targeted ads, in-game ads, e-mail ads).
3-5.CAS.c.2 Explain why websites, digital resources, and artifacts may include advertisements and collect personal information.
3-5.CAS.c.3 Define the digital divide as unequal access to technology on the basis of differences, such as income, education, age, and geographic location.
3-5.CAS.c.4 Use critical thinking to explain how access to technology helps empower individuals and groups (e.g., gives them access to information, the ability to communicate with others around the world, allows them to buy and sell things).
3-5.CAS.c.5 Identify resources in the community that can give people access to technology (e.g., libraries, community centers, education programs, schools, hardware/software donation programs).
3-5.CAS.c.7 Identify the impact of social media and cyberbullying on individuals, families, and society
6-8.CAS.c.1 Describe current events and emerging technologies in computing and the effects they may have on education, the workplace, individuals, communities, and global society.
6-8.CAS.c.2 Identify and discuss the technology proficiencies needed in the classroom and the workplace, and how to meet the needs.
6-8.CAS.c.3 Relate the distribution of computing resources in a global society to issues of equity, access, and power.
6-8.CAS.c.4 Evaluate how media and technology can be used to distort, exaggerate, and misrepresent information.
9-12.CAS.c.1 Explain the impact of the digital divide on access to critical information.
9-12.CAS.c.2 Discuss the impact of computing technology on business and commerce (e.g., automated tracking of goods, automated financial transaction, e-commerce, cloud computing).
9-12.CAS.c.5 Analyze the beneficial and harmful effects of computing innovations (e.g., social networking, delivery of news and other public media, intercultural communication). 9-12.CAS.c.7 Identify ways to use technology to support lifelong learning.
9-12.CAS.c.8 Analyze the impact of values and points of view that are presented in media messages (e.g., racial, gender, political).
The framework for systemic social and emotional learning core SEL competencies (via CASEL)
Sign Up for This Workshop
Reaching the “iGen” Generation: Strategies & Tools for Motivating, Engaging, and Teaching Today’s Students Weekly meetings starting Monday, November 5, 2018 through December 10, 2018 EDCO Collaborative 36 Middlesex Turnpike Bedford, MA 01730
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