Generalizing Generations–Here We Go Again

A quick, fun post.

Since I read about a dozen books when writing a seminar paper in a popular culture course during graduate school (around 2009)—-including Dan Tapscott’s Growing Up Digital and others that categorized and generalized younger generations—-I had been itching, fretting, impatiently waiting to learn what would come after generation “Y.” I’ve had sleepless nights thinking about different possibilities.

Finally, there it is: it is called the Generation Z (the now young people born around 1995). We’ve started seeing a plethora of articles (books are coming) about this group of humans, most of the writers first generalizing up to their necks and then more or less quickly cautioning readers against generalization, most of them painting the new generation as distinct, some going uber optimistic, and others essentially focusing on how to monetize our understanding of the new human species.

Exactly what I was waiting for. Continue reading

Reverse Hacking Education

Disruption, reinvention, and even hacking have become very common themes in the discourse of higher education lately. As I sit down to write this post on the theme of hacking (for the fourth week of #clmooc, a connected learning community/course), I am thinking about how buzzwords tend to carry truckloads of irony and how often those who jump on the bandwagons of buzzwords with the most excitement don’t realize (or care about) the complexity of their words’ meanings, origins, uses, and effects. As a teacher, I am fascinated by the educational potential of irony and paradox in buzzwords, grand narratives, and over-sized belief systems. So, I often ask students to unpack the irony/paradox of overly popular words and their collocations. The intersection of the word “hack” and “education” seems so rich that I want to write an essay on it myself.

Assignment X: “Pick a word or phrase that has become unusually popular in the field of education (or another broad subject/context of your interest), study its meanings, origins, uses, etc, and write an essay in between 1000 and 2000 words.” Continue reading

Technomagicology

Technology doesn’t make people stupid. What makes them lose their senses is the itch to become the kind of “techno-magicians” who apparently don’t even Google a little about language acquisition before making big claims about how children learn language, who won’t involve those who practice and study teaching while coming up with grand ideas about “disruptive” change for entire systems of education, and who evidently don’t find it necessary to learn a little from research/scholarship on translation before making big claims or assumptions about the development of “Universal Translator.”  Continue reading