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dc.contributor.advisor Roby, Teshia en
dc.contributor.author Everett, Nicole en
dc.date.accessioned 2017-08-24T23:53:01Z en
dc.date.available 2017-08-24T23:53:01Z en
dc.date.issued 2017-08-24 en
dc.identifier.uri http://hdl.handle.net/10211.3/195048 en
dc.identifier.uri https://edassets.westernu.edu/articulate/CAPE/HPE/mil/presentation_flash.html en
dc.description.abstract The thesis project focuses on eliminating the digital divide that exists amongst generations. Educators representative of the Baby Boomer generation, experience difficulty with creating successful learning for Millennial students, due to lack of technological instruction. The traditional pedagogies that effectively constructed curriculum for high school and post-secondary education has been lacking multimedia elements as tools of instruction. This thesis project addresses this issue, presents research, and suggests practices to encourage educators to modify their teaching norms. The problem resides within the scholarly environment of Baby Boomer educators, as well as, the learning styles of Millennials. The technologically induced behavior of Millennials influences the learning environment and Baby Boomer educators have not effectively adapted their teaching pedagogies to acknowledge the use of modern technology. The research presented in the literature review confirms that the cultural differences between educators and Millennial students serves as the preliminary issue amongst these generational counterparts. In addition, explanations regarding Millennials’ need to use technology on a regular basis also participates as a divide in communication within the educational environment. The use of an online course module is the developed methodology to deliver information to the target audience of educators. Finally, recommendations provided by educators, suggest how to develop this project further for future use in the field of education. The feedback provided from both colleagues and the participants that experienced the module in its entirety suggested slight changes to better enhance the perspectives of both the Baby Boomer educator and Millennial learners. The project is sufficient in providing factual statements regarding why each generation has preferences regarding the inclusion of multimedia instruction, though primarily the advice given focused on offering proven success rates regarding multimedia use in the classroom. en
dc.format.extent 71 pgs. en
dc.language.iso en en
dc.publisher California State Polytechnic University, Pomona en
dc.rights.uri http://www.cpp.edu/~broncoscholar/rightsreserved.html en
dc.subject educators en
dc.subject millennials en
dc.subject generation en
dc.subject teaching en
dc.subject interactive multimedia en
dc.subject multimedia instruction en
dc.title Educators Learn How to Teach the Millennial Generation en
dc.type Thesis en
dc.description.degree M.A. en
dc.contributor.committeeMember Brandon, Deborah en
dc.contributor.committeeMember Hain, Adam en
dc.rights.license All rights reserved en

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