Rewired: Understanding the iGeneration and the Way They Learn

Critical Book Review: Rewired: Understanding the iGeneration and the Way They Learn

I. Bibliographical Entry
Rosen, L. D., Carrier, M. L., & Cheever, N. A. (2010). Rewired: understanding the iGeneration
and the way they learn. New York, NY: Palgrave Macmillan.

II. Biographical Sketch of Author
Dr. Larry Rosen is the professor and past chair of the Psychology Department at California State University, Dominguez Hills. He is a research psychologist with specialties in multitasking, social networking, generational differences, parenting, child and adolescent development, and educational psychology. He is recognized as an expert in the “Psychology of Technology,” and has been featured extensively in television, print, and radio media. He is the author of Me, MySpace, and I: Parenting the Net Generation and Technostress: Coping with Technology @Work @Home @Play.

III. Summary of Contents
Rewired: Understanding the iGeneration and the Way They Learn compares the learning styles of the “iGeneration,” the generations before, and the generations that will follow, and presents a solution to the growing problem of engaging and stimulating children within the virtual world they live in instead of the old world of paper and pencils. Rosen defines the iGeneration as those born after the 1990’s. This generation was born after the World Wide Web and is the first generation of “truly cyber-savvy children” who have never known a life without extensive technology. Rosen states that his research showed that preteens, teens, and young adults consume media upwards of 20 hours per day and are able to do so through the incredible ability this generation has to multitask. Technology includes the use of television, computers, cell phones, iPods, video game consoles, hand-held video games, and various other devices. This generation’s immersion in the world of technology gives educators an ability to reach them on a new level within the education system. Their ability to multitask with technology at their fingertips exposes these children to an immense amount of news, social media outlets, and educational facts on a minute by minute basis and leaves them more informed and skilled than many generations before them. However, this constant exposure to uncontrolled virtual environments causes concern by parents and educators and often leads to fear of the unknown by these previous generations. Rosen eases these fears by focusing on the positive aspects the iGeneration and a virtual world have to offer and highlights educational approaches for the previous generations of parents and teachers to effectively reach these children. The use of virtual mobile learning environments, social networking sites, individualized virtual approaches, electronic creativity, and encouragement of use of the “omnipresent use of communication tools” for educational gain are all means for creating a new world for education based on the lifestyle of this generation and not those of the past. The iGeneration may be different from all other previous generations, but Rosen chooses to present the positive aspects of this generation and guides readers in understanding, accepting, and taking advantage of the opportunities for educating and reaching them from virtually anywhere.

IV. Critical Evaluation
Rosen’s purpose in writing this book was to highlight the differences in learning styles, social behaviors, and overall lifestyles between older generations and the iGeneration and to present educational and parental approaches to “tap into this generation’s remarkable technological strengths and passions so that no matter what technology children adopt, educators and parents will be able to use approaches to learning that make use of those technologies and help children shed their current aversion to schooling.” Rosen followed this theme throughout the text and not only highlighted the strengths and passions of the generation and minimized the negatives, but provided quality information as to why this generation operates in the way it does and why teaching methods need to change. For example, Rosen makes reference to the ability of the iGeneration to multitask on a level never before seen. This section was the most interesting and is a foundational concept for understanding this generation’s learning style. He states that the normal preteen or teen has at least six forms of media engaging their attention at the same time. They are “likely to have the TV on; have music coming from an iPod, CD player, or computer; have the Internet running with multiple windows showing one of two social networks; be IMing at least three or more friends and either be talking on the phone, or more likely, having a rapid string of back-and-forth text messages. Add to that a dash of YouTube, Twitter, and a plate of food and you have the typical teenager consuming a hefty daily diet of media.” While this picture seems troublesome to adults, Rosen’s research showed that most teen simply cannot unitask; it is too quiet and too restricting and leaves them wanting “to do a bunch of other things at the same time.” This point is extremely important in recognizing the need for different approaches in education. Although it is argued that multitasking can lead to dual interference and can cause a slowing in completion of work and sometimes errors, Rosen argues that children can self-regulate and are aware of when they need to make adjustments or changes within their learning environment to learn facts or refocus. The book mentions a study that showed that dual interference may slow the completion of a task, but does not hinder the level of which a task is completed. Two groups were given the same task to complete with one group having no distractions and the other group having to multitask. The group that had to multitask still finished the task at the same level of completion and understanding of the first, even if at a slower pace. There are fundamental limitations in the amount of information that one can consume at a time, but Rosen argues self-regulation is a factor that must be taken into consideration. The limits of the brain’s ability to multitask were not discussed in finality within the book and it was stated that more research needs to be done to fully understand the limits of human mental resources. However, the fact remains that the need of multitasking within education is a result of this generation’s genuine need to multitask. Taking self-regulation and constructive interruptions into account within a classroom, multitasking is a fundamental part of this generations daily functioning and must be incorporated into their learning environments. The recognition of this generation’s ability to self-regulate is also key for encouraging parents to not subject their children to rigid environments for completing their homework, papers, or projects. The allowance of multitasking can produce the same level of work, but may also produce a higher level of worked based on the child’s motivation level within a multitasking environment versus a unitasking environment.
The argument of the social interactions of members of the iGeneration being greater than the amount of social interaction in previous generations is a significant argument within the book. This is also almost a daily ‘hot topic’ of discussion among parents, teachers, grandparents, and others as adults seek to understand the new world of social media and texting that leaves children with hundreds of friends that they do not necessarily talk to face to face or even see on a regular basis. Connection is very important this generation. The iGeneration feels compelled to communicate and to do so with many people simultaneously. Rosen presents various roles that social media fulfills within a child’s life, but states that social networks provide two critical outlets for preteens and teens: a source of friends and social interaction with those who have the same interests. The time constraint placed on teens through school, after-school programs, and homework allow a teen with very few hours to interact with others. The argument of time in relation to the need for friends, and encouragement and development of self through shared experiences, makes social media outlets almost a necessity for teens and a positive outlet, not a negative one. The argument that Rosen portrays in this simple fact is one that I believe is very original and beneficial in truly understanding the popularity and attractiveness of social media within the iGeneration. The implication of this statement moves the parent or educators to view social media in a more positive light. Rosen states that social media sites, such as Facebook, can provide rich multimedia resources for supplementing textbook material, allow for an environment of multitasking with the use of microcontent, provide an environment for collaboration and community building in a form that students are more prone to respond to, teachers and students communicating and learning in real time so that information can be individualized to the student, repetition of content, social interaction, and identity development. The argument of the positive aspects of social networking cannot be ignored. With proper attention paid to the means for creating a safe environment within these virtual worlds, teachers and parents can reach students and aide in their personal development through these sites and turn what many view as negative into a positive tool.
Media literacy and its ability to help foster the development of evaluating credible resources and critical thinking skills is another aspect that needs to be taken advantage of when educating the iGeneration. The immersion of this generation into boundless amounts of information at every turn can lead to information being accepted as true when in fact it is not. Information can be found that is written as factual by the most seasoned journalist or by someone who simply put facts together within their blog. It is pertinent that educators take on the responsibility to guide these students in their abilities to make independent judgments about media content, become aware of the impact media can have on a society or an individual, analyze media and how it provides insight into the world around us, and appreciate the information it provides. The previous generations’ fears of preteens and teens finding “who knows what” on the internet and basing it as a fact will be put to ease if parents and educators will delve into a world that they may not fully accept and guide the younger generations to think for themselves and evaluate information in an effective way.
Rosen presented many concepts that I believe to be new to the discussion of the iGeneration. We know for a fact that older and younger generations differ in their communication and learning styles and have often strained ourselves trying to engage the younger generations around us, but I do not believe we have truly understood why the generations differ and how to engage those around us. Rosen presents sound and practical research and practices for doing just that. This book would be beneficial to any group of adults seeking to communicate with the iGeneration. Parents, educators, and religious educators would benefit from the understanding of different learning styles and how to effectively teach and reach this generation. Grandparents to teachers would benefit from the mentality that Rosen subtly weaves throughout his book; that to reach them, we must join them. It is crucial that adults recognize the iGenerations need for multitasking, the attractiveness and benefits of social media, and the result of guiding media literacy. There is an attitude of respect that comes from someone taking the time to truly understand ‘who’ one is and ‘what’ one is about. This concept is a key relationship builder among preteens and teens. The level of commitment to a person directly relates to the lengths that one will go through to communicate with them, and it was stated throughout the text the importance of communication to the iGeneration. Adults must build this relationship of respect and open communication in order to engage and energize this generation in the realms of education and within the realms of Christian education. For the iGeneration, technology is the center of their life. The goal is for Christ to become the center of their life, but this goal cannot be accomplished in an effective manner without adults taking on the example that Christ left for us, of meeting these teens where they are and guiding them through grace, love, and respect, to the message of Christ.