By William M. Gillum, Ed.D.
Associate Professor, School of Education at American Public University
The once heated debate about the merit of technology in the classroom has switched from should we use technology to how do we best utilize technology in today’s rapidly changing classrooms. The good news is that the latest generation of teachers is poised to help with this change and, with the right support, can have a great impact on the nation’s classrooms.
Who Are Millennials?
The term millennial is often used to describe those born between 1982-2002, who are very technologically literate and see technology as a necessity (Mangold, 2007). Many of today’s teachers are from this generation and they are tasked with working with a more diverse group of students with a variety of needs, experiences, and expectations. Gone are the days when a good PowerPoint presentation was considered cutting edge; today’s students yearn for a more personalized and inspiring education.
Millennial Teachers’ Own Experiences versus Those of Their Students
While these new teachers are more experienced in regards to their access to and comfort with technology, that does not always translate into a connection with an even younger generation of students and how they view technology. Another factor is their students’ experiences and access to technology in the classroom. Sweet, Sweet and Frank (2013) suggest, “a reflective exercise regarding teaching philosophies and potential educational technology bias should be undertaken” (p. 18).
Mentoring teacher candidates on how to best understand their students’ needs and how to integrate technology that best supports those needs and the curriculum becomes a challenge that teacher education programs must consider. Richardson (2013) recommends that educational leaders teach “…mentors how to add technology, such as texting, into their mentoring portfolios” (p. 18).
Teachers as Researchers
The ever-changing climate of the classroom also creates a challenge of staying ahead of change. One possible solution to facilitate this is to educate our new teachers in a manner that develops teachers as researchers. Teachers who understand how to recognize problems, develop questions, collect and analyze data, and develop curriculum based upon those findings are going to be better prepared to meet the individual needs of their classrooms. Cochran-Smith and Power (2010) believe that this “would promote not simply better student teaching, but a fundamentally differently focused curriculum with practice at its center” (para. 20).
While there is no single answer to the question of how to best prepare a new generation of teachers who will continue to face new challenges every year in every class, there is merit in the exploration of how their experiences and philosophies will impact their classroom effectiveness. Mentors can help millennial teachers to better understand not only themselves, but also their students. To best meet their needs, mentors must prepare them to be life-long learners so they develop the capacity to continually evolve to meet the needs of the changing classroom.
References
Cochran-Smith, M., & Power, C. (2010). New directions for teacher preparation. Educational Leadership, 67(8), 6-13.
Mangold, K. (2007). Educating a new generation: Teaching baby boomer faculty about millennial students. Nurse Education, 32(1), 21-23.
Richardson, J. (2011). Tune in to what the new generation of teachers can do. Phi Delta Kappan, 92(8), 14-21.
Sweet, J. J., Sweet, L., & Fedel, F. J. (2013). Millennial Teachers blending technologies for the Millennium Student. Chronicle Of Kinesiology & Physical Education In Higher Education, 24(2), 14-20.
About the Author
William Gillum received his bachelor’s in social science and a master’s in curriculum and instructional development from Cal Poly Pomona. He earned his doctorate in educational leadership from Azusa Pacific University. William’s dissertation was on the “Impact of Strength’s Instruction on Under-Performing Students in Math.” Dr. Gillum has had the fortunate opportunity to teach in public high school for over 15 years, while also enjoying the rigors of teaching at the university level. He presently resides in southern California with his wife and two children.
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