STORY - "Learning with the Dotcom Kids"

A largely ‘baby boomer’ audience, complemented by plenty of ‘Gen-Xers’ and a lone ‘Gen-Y’ representative, was variously interested, instructed, involved and inspired by social researcher and Gen-Xer Mark McCrindle. Mark was addressing a diocesan conference in October titled “Understanding and Engaging Students for Learning in the 21st century” initiated by Teaching and Learning Services (Catholic Schools Office) under the auspices of the Australian Government Quality Teacher Programme.

Introducing the conference, Kathryn Fox, Head of Teaching and Learning Services, set the context against the backdrop of the Australian Bishops document “Catholic Schools at a Crossroads” which invites us to reflect upon the future of Catholic schools and challenges us to embrace the new evangelisation to which our schools are called in the 21st century: “Schools often have to pick up the pieces in the face of competing pressures from many directions.” Kathryn asked, “How do schools respond?”

Mark McCrindle not only addressed that question comprehensively, but also suggested and encouraged classroom strategies to engage students, K-12. Mark referred to the current cohort as “digital natives” and the “click and go generation”. He demonstrated over and over that the strategies that used to work are less likely to engage students for whom being “tech savvy” is “front of mind”. Most importantly, Mark practised what he preached, interspersing statistics and research conclusions with anecdotes and activities.

The students in our classrooms don’t remember a time before mobile phones, are used to ‘voting off’ what doesn’t appeal and ‘phoning a friend’, and would consult Wikipedia rather than Encyclopaedia Britannica. Not only do they take for granted facilities and abilities that may challenge some of their teachers and parents, they also lack (in many cases) the influences that were significant for earlier generations. There is less engagement with the extended family and networks based around parish, neighbourhood, sport and community organisations like Scouts and Guides do not have the impact they once did.

Mark McCrindle used the example of a journalist friend who spoke of the “30 second doorstopper” comment that was once a staple of electronic news reports. Today the desired ‘grab’ is 8 seconds! Just as news is now delivered in ways that are visual, multi-modal, fast-moving and story-driven, so students expect knowledge and skills delivery to be similarly engaging.

The drivers that once worked – examination results, career choice and projected income – are no longer as effective, as the post-linear generation makes regular shifts from study, to employment, to travel, to a career change perhaps involving study in a new area, and so on. Mark encouraged a greater emphasis on student readiness to learn: “When the pupil is ready, the teacher appears.”

The range of influences on students today is vast, and increasing almost daily, yet the Higher School Certificate, in terms of the types of learning required, has really changed little since its introduction in 1966. As Mark says, “Students are only three clicks away from any piece of information on the planet.”

He suggested that three key drivers for today’s students are community – on average, each child today has 0.8 siblings! – power, largely through technology, and meaning rediscovered.

Therese Jackman of St Therese’s New Lambton found the conference, “Fabulous and inspiring, being amongst such knowledge and teaching experience! What will most impact on my practice is understanding the context from which our generation Z comes, for this knowledge cuts to the core of teaching. It informs pedagogy and highlights why the traditional ‘chalk and talk’ may no longer work, juxtaposed against the “cafe style” classroom. And while content is still vital it is the process we use to teach, or should I say, facilitate learning, that will provide children with the skills they will need to function in future work environments. It was heartening to note that ideally this learning takes place in an environment where gospel values are modelled.”

Despite the inexorable advance of technology and new demands on the teacher, Mark McCrindle assured his audience that there was still room for the tradition: “Like a child on a swing, we need to lean back in order to go forward. We need not to lose the wisdom of the past.”

Tracey Edstein

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