Parents 30 Years Ago New Millennial Generation

Kodak (Film Camera) Film Projector Overhead Projector CD-ROM (compact diskettes-Read Only

Memory) Video Tapes Cassette Tapes/Audio Tapes Black and White Television Old Windows Computer Cell phones with keypads (N3310) Type Writer Telephone/Landline Radio

Digital Camera Digital Projector CD’s, Flask drives, DVD’s, Memory Card’s Flat Screen TV Wide Screen TV New Windows Computer (WINDOWS8) Cell phone Touch screen Game Boy Player Digital Printer Tablet Computer Laptop Computer Ipads (IPHONE, APPLE) Ear Phones

Harana in Courtship Social interaction and concomitant

increases gendered relationships buttressed

religiously problems forming and

maintaining social relationships low self-esteem non-heterosexual relationships emotionally under controlled They were socially inhibited and

disengaged (e.g. shy, timid) Attempted to elucidate the role of

children's representations

Text E-mail Chatting on Facebook Tweeting on tweeter Party (Birthdays, Anniversary Celebration) class-related interest and pursuit of goals

to be socially responsible social support from parents, teachers, and

peers Family school relationships are socially

con- structed and are historically variable Relationships are evaluated exclusively in

terms of parental behavior critical questions are neither asked cantly higher among the

more socially isolated than among the more socially integrated

more socially desirable responding

Villacorteza, James Robert Pebida TTH 8:30-10:30

NORSU-BSC EDUCATIONAL TECHNOLOGY 5

ACTIVITY #2

Media/Technologies Available New Technologies

Social Relationships New Social Relationships

Differentiate the Parents 30 years ago from the New Generation

Use quotes, pledges, codes, and guidelines

a good role model through positive personal example

Use and require respectful language Correct unethical, immoral, and

disrespectful behavior; or become an enabler

Involve peers, parents, and community Use the creation of and even-handed

enforcement of just classroom rules to teach core values (compassion, courage, courtesy, fairness, honesty, kindness, loyalty, perseverance, respect, and responsibility)

Reinforce the diligent work and virtuous behavior of students with praise and appreciation

values affirm our human dignity, promote the good of the individual and the common good, and protect our human rights

the belief that individual knowledge and experience is the final authority for religious truth

constituted a measure of the parent's aggressive values for the child

The competence belief perceived usefulness-importance Gender differences in belief in

mathematical competence children with parents and teachers who

try to counter their children'sgender-stereotypic beliefs and preferences

social- ized to function in their particular environ- ments and to the belief that change

they could be in the process of adjusting and accommodating to the values and practices

Beliefs or Values New Beliefs or Values