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.
General
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