This study focused on “digital natives” as preservice teachers to examine their beliefs, attitudes, and technology experiences and expertise, identify the strengths and weaknesses in their technology knowledge and skills, and explore what technology preparation was needed to prepare them to integrate technology in their future classrooms. Results reveal that (a) the digital-native preservice teachers reported strong positive belief in technology, yet moderate confidence and reserved attitude in using technology; (b) the majority (80%) of them spent the most time on social-communication activities, and only about 10% of them spent the most time on learning-related activities; (c) they were very proficient with basic technologies but were not familiar with more advanced technologies; (d) the scope of their use of Web 2.0 technologies was limited to mainly social-networking Web sites, and they lacked the experiences and expertise in using Web 2.0 technologies with great potential for classroom applic...

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Digital Natives As Preservice Teachers: What Technology Preparation Is Needed?

Although many schools are equipped with the latest instructional technologies, multiple studies have indicated that more than half of the teachers equipped with computers only use them for administrative functions, and only half of their students report using technology more than once a week Many faculty members lack the technological proficiency needed to take advantage of these new technologies, making them unable to bring these technologies into the classroom and leading to many standing unused in the classroom This study analyzes teachers’ perceptions of technology use in the classroom by surveying those who participated in the TeachUp! technology empowerment program created and developed by Digital Opportunity Trust USA, Inc (DOT USA) The results show that teachers who were part of DOT USA’s TeachUp! program perceived a significant increase in the areas of student engagement, student excitement, student acceleration of learning, and student proficiency with computer technology The analysis has indicated that faculty members need not only to learn how to use technology at a basic level but also to learn how to integrate that technology into their curricula In addition, newer teachers from digital native generations must be taught how their acquired skills can be used to integrate technology into the classroom curriculum to provide complex cognitive engagement for their students It is essential that the role of the teacher as a professional in the classroom not be discounted when evaluating classroom curriculum development and strategy, including those that would integrate various technologies

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Teacher's Perceptions of Technology Use in the Schools

This investigation examined perceptions of undergraduate students and faculty of incidents of classroom incivility; of the perceived effectiveness of faculty in circumventing classroom incivility; and of the effectiveness of polices addressing incivility. Findings revealed there is a statistically significant difference between faculty and student perceptions of the type and frequency of incidents of classroom incivility. Findings also revealed a difference between faculty and students as to whether a teacher’s interpersonal/pedagogical skill could affect classroom incivility. Implications include a dialogue between faculty and students regarding classroom incivility, a refinement of pedagogy/ interpersonal skills for the professorate, and development of policies.

Higher Education Faculty and Student Perceptions of Classroom Incivility

COMPARING GENERATION X TO GENERATION Y ON WORK-RELATED BELIEFS by Susana Fernandez A new generation of employees with new expectations is entering the workplace. They are known by many names, but most will recognize them as the Millennials or Generation Y (Gen Y). With many Gen Y members already in the workforce, managers are likely to be required to deal with the generational differences that appear to exist among employees. Given that Gen Y members are likely to work closely with Gen X members, the present study explored possible differences between Gen X and Gen Y on their work-related beliefs. Using data from 290 employees in a large Silicon Valley technology company, the present study examined potential generational and gender differences on three work-related beliefs, namely, work engagement, teamwork, and career development. Results showed that Gen Y was more engaged at work than Gen X. Furthermore, men were found to be more engaged at work and are more content with their career discussions than women. Implications of the findings are discussed. ACKNOWLEDGEMENTS Completing this thesis would not have been possible without the numerous individuals who showed me support, motivation, and who helped me to take mental breaks to continue on sanely. First, I must start by thanking the company and the many individuals that granted me access and helped me obtain the data to begin my thesis. Using real-life workforce data was a goal of mine and I in turn hope my thesis can help manage the crazy Gen Y, I admit being a part of. Next, I am extremely appreciative for the tremendous support every individual in my family showed in one way or another. My parents for always asking what it was exactly that I was studying, therefore reminding me I had to get back to my thesis. Their love and support was always present. My siblings for giving me mental breaks through their entertaining randomness, and especially for watching over my extremely hyper, yet patient with me, dog Niko. Finally, I would like to thank my thesis committee. Megumi Hosoda, was nothing but patient, supportive, directive, and still managed to make me laugh during our meetings. Thank you Megumi! Howard Tokunaga, thank you for the advice that allowed me realize that working on my thesis after long work hours is possible. Finally but not least, I owe a tremendous amount of gratitude to Michelle Deneau, for not only reminding me every day to get my thesis done, but for being an amazing mentor in all aspects. THANK YOU TO ALL!

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Comparing Generation X to Generation Y on work-related beliefs

The telework option has been noted by researchers as a way to save costs and increase productivity for organizations; allow flexibility, savings, and relieve stress for employees; and be environmentally friendly for society. While research has examined generational attitudes regarding work, there are limited studies on the expectations of this newest workforce, the Millennials (born 19811999), and even fewer concerning their attitudes towards teleworking. This study looks at the Millennials’ attitudes toward autonomy, work/life balance, perceived computer competence and its relationship with telework preference. Using a survey instrument, a sample of Millennials and non-Millennials (GenXers, Baby Boomers and Traditionalists) were scrutinized to determine their preferences by group. A sample of 263 university students, faculty and staff represented 195 Millennials and 68 non-Millennials. Partial support was found for the effect of autonomy and work/life balance toward the preference to telework. Based on our results, Millennials do not seem to prefer teleworking. However, our analysis of differences between males and females depicted greater interest in males.

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Grace Wood

Papers

Recognizing the Generational Divide: When X Meets Y at the Tribal College.