A volume in Lifespan Learning Series Editors Paris S. Strom, Auburn
University and Robert D. Strom, Arizona State University Teaching
adolescents and learning from them is the paradigm elaborated throughout
this second edition of Adolescents in the Internet Age. The premise is
based upon four assumptions: (1) Adolescents have unique experiences
that qualify them as the most credible source on what growing up is like
in the current environment; (2) Adolescents are more competent than many
adults with tools of technology that will be needed for learning in the
future; (3) Adolescents and adults can support mutual development by
adopting the concept of reciprocal learning; and (4) The common quest of
adolescents to gain adult identity could be attained before employment.
Expectations are the theme for every chapter. The reason expectations
are so important is because they influence goals, determine priorities,
and are used to evaluate progress and achievements of individuals and
institutions. When teacher expectations correspond with the abilities
and interests of students, achievement and satisfaction are common
outcomes. In contrast, if teachers expect too little, student potential
can be undermined. There is also concern if expectations that students
have for themselves surpass their abilities. This occurs if teachers do
not inform students about their deficits. Multitasking, doing too many
things at the same time, detracts from productivity. Sharing
accountability depends upon complimentary and attainable expectations
that can be met by students, teachers, and parents. To support
appropriate expectations, tthis book for secondary teachers and high
school students seeking a broader understanding of their own generation
is organized in four parts about aspects of learning and development.
(1) Identity expectations introduce traditional perspectives on
adolescence, changes related to sources of learning, evolving emphasis
of schools, and ways to support motivation, goal setting, and formation
of identity. (2) Cognitive expectations examine mental abilities,
academic standards, emergence of the Internet as a learning tool,
development of media literacy, creative problem solving, and
encouragement of higher order thinking skills. (3) Social expectations
explore the need for giving greater attention to social development,
importance of teamwork skills, involvement with social networking,
adoption of civil behavior, school safety, and values as a basis for
ethical behavior and character. (4) Health expectations center on
decisions that influence physical health, well-being, and lifestyle
choice. Consideration is given to stress management, emotional
intelligence, and risk assessment strategies for individual teenagers
and the schools that they attend.
