Active Teaching Lab Recap: Teaching the Google Generation

Fri September 13, 2019

A packed-house of 40 attended the Active Teaching Lab to discuss approaches and strategies for “Teaching the Google Generation” on September 13, 2019! This week’s lab also welcomed its 3000th participant!

Takeaways

  • For the Google Generation, information is hardly scarce and is immediately available across many devices and platforms. The task then is training students to discriminate and think critically about where they pull information and how they present it to others. Critical thinking skills should not take a backseat in a technology-enhanced classroom!
  • Reducing the cognitive energy and load of students allows them to more easily engage with course content. The “Digital Native” generation is likely more familiar with Google Suite because of its prominence in the K-12 setting and so Microsoft Word and Excel might not be as familiar a tool as one would expect. Solutions? Point students to campus training through LinkedIn Learning (formerly Lynda) to develop familiarity and competent use of a wide range of software programs.
  • When considering the use of technology in your course, consider as well whether the heart of the learning goal and objective of your assignment is the use of the tool (e.g., Excel) or the execution of a skill (e.g., designing a spreadsheet and generating a pivot table).

For more information visit the session’s activity sheet.

Video

The Active Teaching Lab is a Faculty Engagement program with sessions held on Wednesdays from 1:00-2:00pm and Fridays from 8:30-9:45am in the Middleton Building (1305 Linden Dr.), room 120. Check out upcoming Labs or read the recaps from past Labs. We build interdisciplinary conversations that are more emergent than a presenter and more dynamic than a panel — a conversation with colleagues sharing challenges, solutions, and experiments on topics selected by a variety of stakeholders.

Sign up for regular Lab announcements by sending an email to join-activeteaching@lists.wisc.edu.