Okapala (2002) showed that the socioeconomic status of students is an important predictor of achievement. If the education system does not help connect the curiosity of students to their career goals with technological advances, students will feel that school and education are not worthwhile.ĭemographic variables have been shown in research to have a strong correlation with student success ( VanderStel, 2014).
As a result, many students have goals focusing on career, money, fame, etc. In addition, society instills in students that education should lead to good jobs. An increased focus on assessment outcomes has resulted in teachers teaching for tests and encouraging memorization of facts, which only compounds the problem ( Ness et al., 2016). This has led to an increasing disconnection between student expectations and learning environment within the classrooms, contributing to students losing interest in education ( Shernoff et al., 2014 Twenge, 2017). Unfortunately, the learning environment in many schools does not take this into consideration. Digital resources allows iGen'rs to learn through experiential learning and their expectation in a classroom setting is one that allows collaboration and discussions to occur freely using digital learning tools ( Oblinger et al., 2005). They prefer learning that allows them to be fully engaged and to be part of the learning process themselves. Students from this generation expect that in a fully immersive learning environment in the classroom they should be able to seamlessly connect academic experiences to personal experiences ( Oblinger et al., 2005). This generation is introduced to information through a digital path, unlike prior generations that relied on printed materials. iGen'rs are born in the technology age with large amounts of information available at their fingertips and through touch screens ( Twenge, 2017). IGen is the generation of citizens born in the era of the Internet.
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