Skip to main content
SpringerLink
Log in

Fostering Deep Learning and Critical Thinking Amongst Net Generation Learners

  • Chapter
  • First Online:
Contemporary Research in Technology Education

Part of the book series: Contemporary Issues in Technology Education ((CITE))

Abstract

This chapter explores how to encourage Net Generation learners to develop deep learning through the use of carefully designed interactive audio-visual workshops. Careful design of teaching resources can increase relevance, encourage discussion and debate and provide opportunities for critical reflection amongst students, a noted weakness of Net Generation learners.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 129.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 129.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • Ahlkvist, J. A. (2001). Sound and vision: Using progressive rock to teach social theory. Teaching Sociology, 29(4), 471–482.

    Google Scholar 

  • Albers, B. D., & Bach, R. (2003). Rockin’ soc: Using popular music to introduce sociological concepts. Teaching Sociology, 31(2), 237–245.

    Google Scholar 

  • Barnes, K., Marateo, R., & Ferris, S. (2007). Teaching and learning with the net generation. Innovate, 3(4).

    Google Scholar 

  • Cohen, S. B. (2014). Songs for justice. Retrieved August 18, 2011, from http://www.jamforjustice.org/the-experience/songs-for-justice/

  • DATA. (2014). Design and technology programmes of study: Key stages 1 to 3 national curriculum in England key. Wellesbourne, Warwickshire. Retrieved May 30, 2015, from https://www.data.org.uk/for-education/curriculum/dt-national-curriculum-for-england-2014/

  • Elkington, J. (1998). Cannibals with forks: the triple bottom line of 21st century business. Gabriola Island: New Society Publishers.

    Google Scholar 

  • Entwistle, N. J. (2000). Promoting deep learning through teaching and assessment: Conceptual frameworks and educational contexts. In TLRP conference. Leicester. Retrieved from https://www.data.org.uk/for-education/curriculum/dt-national-curriculum-for-england-2014/

  • Fransson, A. (1977). On qualitative differences in learning: IV – Effects of intrinsic motivation and extrinsic test anxiety on process and outcome. British Journal of Educational Psychology, 47, 244–257.

    Article  Google Scholar 

  • Glegg, G. L. (1969). The design of design. London: Cambridge University Press.

    Google Scholar 

  • Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1), 22–30.

    Google Scholar 

  • Gorski, P. C. (2014). Social justice song index. Retrieved May 30, 2015, from http://www.edchange.org/multicultural/arts/songs.html

  • Griffith J. S., & Bamford, R. (2007). Embedding the principles of responsible design into student practice from 1st year. In: Proceedings of connected 2007 international conference on design education. University of New South Wales, Sydney, Australia.

    Google Scholar 

  • Holliday, W., & Li, Q. (2004). Understanding the millennials: Updating our knowledge about students. Reference Services Review, 32(4), 356–366.

    Article  Google Scholar 

  • Hounsell, D. (1997). Understanding and teaching for understanding. In N. Marton, F. Hounsell, & D. Entwistle (Eds.), The experience of learning: Implications for teaching and studying in higher education (pp. 238–257). Edinburgh: Scottish Academic Press.

    Google Scholar 

  • Howe, N., & Strauss, W. (2003). Millenials go to college: Strategies for a new generation on campus: Recruiting and admissions, campus life, and the classroom (2nd ed.). Washington, DC: American Association of Collegiate Registrars and Admissions Officers.

    Google Scholar 

  • Hraba, J., Powers, E., Woodman, W., & Miller, M. (1980). Social change through photographs and music: A qualitative method for teaching. Qualitative Sociology, 3(2), 123–135.

    Google Scholar 

  • Huckle, J., & Sterling, S. (1997). Education for sustainability. London: Earthscan.

    Google Scholar 

  • ITEA. (2007). Standards for technological literacy: Content for the study of technology. Reston: International Technology Education Association. Retrieved May 30, 2015, from http://www.iteea.org/TAA/Publications/TAA_Publications.html

  • Lawson, B. (2006). How designers think: The design process demystified (4th ed.). Oxford: Architectural Press.

    Google Scholar 

  • Marton, F., & Säljö, R. (1997). Approaches to learning. In F. Marton, D. Hounsell, & N. J. Entwistle (Eds.), The experience of learning: Implications for teaching and studying in higher education (pp. 39–58). Edinburgh: Scottish Academic Press.

    Google Scholar 

  • McMahon, T. (2006). Teaching for more effective learning: Seven maxims for practice. Radiography, 12(1), 34–44.

    Article  Google Scholar 

  • McNerney, C., & Davis, N. D. (1996). Education for sustainability: An agenda for action. Pennsylvania: Diane Publishing Company.

    Google Scholar 

  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks: Sage.

    Google Scholar 

  • Ministry of Education. (2007). The New Zealand curriculum. Wellington: Ministry of Education.

    Google Scholar 

  • Murray, P. (2011). The sustainable self: A personal approach to sustainability education. London: Earthscan.

    Google Scholar 

  • Oblinger, D., & Oblinger, J. (2005a). Educating the net generation. Retrieved August 18, 2011, from http://www.educause.edu/educatingthenetgen

  • Oblinger, D., & Oblinger, J. (2005b). Educating the net generation – Is it age or IT: First steps toward understanding the net generation. Retrieved August 18, 2011, from http://www.educause.edu/educatingthenetgen

  • Palfrey, J., & Gasser, U. (2008). Born digital: Understanding the first generation of digital natives. New York: Basic Books.

    Google Scholar 

  • Panos Pictures. (2012). No Title. Retrieved September 20, 2012, from http://www.panos.co.uk/

  • Peterson, B. (2002). Songs with a global conscience. Retrieved May 30, 2015, from http://www.rethinkingschools.org/publication/rg/RGResource01.shtml

  • Ramsden, P. (1997). The context of learning in academic departments. In N. Marton, F. Hounsell, & D. Entwistle (Eds.), The experience of learning: Implications for teaching and studying in higher education (pp. 198–216). Edinburgh: Scottish Academic Press.

    Google Scholar 

  • Seidel, V. P., & Fixson, S. K. (2013). Adopting “design thinking” in novice multidisciplinary teams: The application and linits of design methods and reflexive practices. Journal of Product Innovation Management, 30(S1), 19–33.

    Google Scholar 

  • So Just. (2012). Social justice songs. Retrieved May 30, 2015, from http://www.sojust.net/songs.html

  • Tan, E., & Pearce, N. (2011). Open education videos in the classroom:exploring the opportunities and barriers to the use of youTube in teaching introductory sociology. Research in Learning Technology, 19(1), 125–133.

    Google Scholar 

  • Tapscott, D. (2009). Grown up digital: How the net generation is changing your world (1st ed.). New York: McGraw-Hill.

    Google Scholar 

  • Vaughan, N. (2006). The use of wikis and weblogs to support deep Approaches to learning (Vol. 1). Calgary: Teaching and Learning Centre, University of Calgary. Retrieved from http://journals.ufv.ca/rr/RR13/article-PDFs/6-vaughan.pdf

  • Warburton, K. (2003). Deep learning and education for sustainability. International Journal of Sustainability in Higher Education, 4(1), 44–56.

    Article  Google Scholar 

  • Watkins, M. A. (2014a). Exploitation – Rethinking design series. Retrieved May 30, 2015, from http://youtu.be/D7LRY7bEbyw

  • Watkins, M. A. (2014b). Localisation, emotionally durable design and reuse – Rethinking design series. Retrieved May 30, 2015, from http://youtu.be/9RKSl6-Ewcc

  • Watkins, M. A. (2014c). Step into my world – Rethinking design series. Retrieved May 30, 2015, from http://youtu.be/FtAZv1l7_80

  • Whitfield, P. R. (1975). Creativity in industry. Harmondsworth: Penguin.

    Google Scholar 

  • Windham, C. (2005). Educating the net generation – The student’s perspective. Retrieved August 18, 2011, from http://www.educause.edu/educatingthenetgen

Bibliography

  • Edwards, M. (2009). Hard rain. Retrieved August 24, 2011, from http://www.hardrainproject.com/

  • Watkins, M. (2014a). Towards an understanding of the social aspects of sustainability in product design: Teaching HE students in the UK and Ireland through reflection and peer learning. The Journal of Design and Technology Education, 19(1), 40–47.

    Google Scholar 

  • Watkins, M. A. (2014b). An investigation into effective methods for teaching social sustainability within product design in British and Irish Universities. Thesis (PhD Doctorate), Loughborough University, UK.

    Google Scholar 

  • Watkins, M. A. (2014c). Teaching the YouTube generation: Exploring the benefits of an interactive teaching approach in sustainable product design. In E. B. Sarrias, & L. M. S. Ruiz (Eds.), Global Valencia (pp. 501–506). Valencia: Escuela Técnica Superior de Ingeniería del Diseño Universidad Politécnica de Valencia

    Google Scholar 

  • Watkins, M. A. (2015). An audio visual approach to the teaching of the social aspects of sustainable product design. Formakademisk, 8(1).

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Architecture, Design and the Built Environment, Nottingham Trent University, Nottingham, UK

    Matthew Watkins

Authors
  1. Matthew Watkins
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Matthew Watkins .

Editor information

Editors and Affiliations

  1. Curtin University, Perth, Australia

    P John Williams

  2. University of Exeter Associate, Brighton, United Kingdom

    David Barlex

Additional information

An electronic copy of the PhD Thesis can be found in the British Library; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.594455

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer Nature Singapore Pte Ltd.

About this chapter

Cite this chapter

Watkins, M. (2017). Fostering Deep Learning and Critical Thinking Amongst Net Generation Learners. In: Williams, P., Barlex, D. (eds) Contemporary Research in Technology Education. Contemporary Issues in Technology Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-2819-9_3

Download citation

  • DOI: https://doi.org/10.1007/978-981-10-2819-9_3

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-2817-5

  • Online ISBN: 978-981-10-2819-9

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation