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1. Haves, Have-Nots, and Have-to-Haves: Net Effects of the ...

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Is It Age or IT: First Steps Toward Understanding the Net Generation

Diana Oblinger
EDUCAUSE
James Oblinger
North Carolina State University
 Diana Oblinger and James Oblinger

Introduction

A junior at the university, Eric wakes up and peers at his PC to see how many instant messages (IMs) arrived while he slept. Several attempts to reach him are visible on the screen, along with various postings to the blog he's been following. After a quick trip to the shower, he pulls up an eclectic mix of news, weather, and sports on the home page he customized using Yahoo. He then logs on to his campus account. A reminder pops up indicating that there will be a quiz in sociology today; another reminder lets him know that a lab report needs to be e-mailed to his chemistry professor by midnight. After a few quick IMs with friends he pulls up a wiki to review progress a teammate has made on a project they're doing for their computer science class. He downloads yesterday's chemistry lecture to his laptop; he'll review it while he sits with a group of students in the student union working on other projects. After classes are over he has to go to the library because he can't find an online resource he needs for a project. He rarely goes to the library to check out books; usually he uses Google or Wikipedia. Late that night as he's working on his term paper, he switches back and forth between the paper and the Internet-based multiplayer game he's trying to win.¹
Information technology is woven throughout Eric's life, but he probably doesn't think of it as technology. One generation's technology is taken for granted by the next. Computers, the Internet, online resources, and instantaneous access are simply the way things are done. Eric is a member of the Net Generation; he's never known life without the Internet.

Children and Teenagers

Today's Net Gen college students have grown up with technology. Born around the time the PC was introduced, 20 percent began using computers between the ages of 5 and 8. Virtually all Net Gen students were using computers by the time they were 16 to 18 years of age.² Computer usage is even higher among today's children. Among children ages 8 to 18, 96 percent have gone online. Seventy-four percent have access at home, and 61 percent use the Internet on a typical day.
Exposure to IT begins at very young ages. Children age six or younger spend an average of two hours each day using screen media (TV, videos, computers, video games), which nearly equals the amount of time they spend playing outside (1:58 hours versus 2:01 hours). Both significantly exceed the amount of reading time (39 minutes). Half of the children in this age group have used a computer; among 4-to-6-year-olds, 27 percent spend over an hour a day (1:04) at the keyboard. "It's not just teenagers who are wired up and tuned in, it's babies in diapers as well." While earlier generations were introduced to information through print, this generation takes a digital path.³
Home digital media use (computer, games, Internet) is approaching the amount of time spent watching TV. Thirteen-to-17-year-olds average 3.1 hours a day watching TV and 3.5 hours with digital media. Note that students may use more than one medium at a time. Consistent with the multitasking found in older students, it is the norm for children and teenagers to be online while simultaneously watching TV, talking on the phone, or listening to the radio. A sizable percentage of kids report visiting a site mentioned by someone on the phone, seen on TV, or mentioned on the radio.⁴
Children may be developing greater digital literacy than siblings who are just a few years older. For example, over two million American children (ages 6–17) have their own Web site. Girls are more likely to have a Web site than boys (12.2 percent versus 8.6 percent).⁵ And, the ability to use nontext expression—audio, video, graphics—appears stronger in each successive cohort.
Access to computers for the majority of children and teens is through the home. However, home access to technology is not uniform across populations. One possible variable is race. Ninety-six percent of whites report they have gone online, compared to 95 percent for Hispanics, and 92 percent for African-Americans (ages 8–18). The figures are similar (within two percentage points) when making comparisons based on parental education or median family income. When considering Internet access at home the differences are greater (80 percent for whites, 67 percent for Hispanics, and 67 percent for African-Americans). For children whose parents have a high school education or less, 68 percent have Internet access at home. This contrasts with 82 percent for those whose parents completed college. The distribution based on median family income is similar: 84 percent of families with incomes over $50,000 have Internet access at home; for those making less than $35,000, the percentage is 66.⁶
Whether or not students have access to computers and the Internet from home, they consider such access important. When high school students were asked why technology is essential to their education, responses included:
By the teenage years, students use the Web extensively for school research (94 percent) and believe it helps with schoolwork (78 percent).⁸ Although technology is used heavily, students seem to keep technology in perspective. In their words:

• It's part of our world.
• Technology is so embedded in our society, it'd be hard not to know how to use it.
• It's really helpful—it makes things faster.
• Abstract concepts are often easier to grasp when technology is used effectively as a teaching tool.
• Some students at my school who weren't great students are better ones now thanks to computers.
• Technology allows us to learn as much as we want to about virtually any topic.
• I usually connect with friends either to get help or to help others.⁷
• Teachers are vital to the learning process. Tech is good, but it is not a perfect substitute.
• Computers can never replace humans.
• Learning is based on motivation, and without teachers that motivation would cease to exist.
• A major part of school is building social skills. If we were to always communicate through technology and not in person, then the way we would view life would change dramatically.⁹

Perhaps because home computers and the Internet have become almost as prevalent as the telephone, instant messaging is a common communication and socializing mechanism. Not only is IM accessible, it can support multiple, simultaneous conversations. Seventy percent of teenagers use IM to keep in touch, slightly less than those who use e-mail to stay in touch with friends and relatives (81 percent). Still, nearly 13 million teenagers use IM. "Talking to buddies online has become the information age way for teens to hang out and beat boredom."¹⁰ A separate study found that 74 percent of teenagers use IM as a major communication tool compared to 44 percent of online adults.¹¹ Once they leave for college many will use IM to stay in touch—oftentimes daily—with high school and childhood friends. Forty-one percent of teenagers indicate they use e-mail and instant messaging to contact teachers or schoolmates about class work. Greater than half (56 percent) prefer the Internet to the telephone.¹² In fact, students in grade 7–12 know more screen names than home phone numbers.¹³
When teenagers are asked what they want from the Internet, the most common response is to get "new information." Close behind, at about 75 percent, is to "learn more or to learn better." The use of the Internet to learn is not limited to school work. Students are often informal learners, seeking information on a variety of topics, such as personal health. Other common activities involve participating in online communities, showing others what they can do, or voicing their opinions.¹⁴

College Students

The characteristics of traditional age (18-to-22-year-old) college students—a group sometimes called the Millennials—have been described by Howe and Strauss as individuals who:

• Gravitate toward group activity
• Identify with parents' values and feel close to their parents
• Believe it's cool to be smart
• Are fascinated by new technologies
• Are racially and ethnically diverse; one in five has at least one immigrant parent
• Are focused on grades and performance
• Are busy with extracurricular activities

When asked about the biggest problem facing their generation, many respond that it is the poor example that adults set for kids.¹⁵
Individuals raised with the computer deal with information differently compared to previous cohorts: "they develop hypertext minds, they leap around."¹⁶ A linear thought process is much less common than bricolage,¹⁷ or the ability to or piece information together from multiple sources. Among other differences are their:

• Ability to read visual images—they are intuitive visual communicators
• Visual-spatial skills—perhaps because of their expertise with games they can integrate the virtual and physical
• Inductive discovery—they learn better through discovery than by being told
• Attentional deployment—they are able to shift their attention rapidly from one task to another, and may choose not to pay attention to things that don't interest them
• Fast response time—they are able to respond quickly and expect rapid responses in return¹⁸

Although many observations can be made about the Net Generation, several merit special mention because of the potential impact on higher education.

Digitally Literate

Having grown up with widespread access to technology, the Net Gen is able to intuitively use a variety of IT devices and navigate the Internet. Although they are comfortable using technology without an instruction manual, their understanding of the technology or source quality may be shallow.
The Net Gen are more visually literate than previous generations; many express themselves using images. They are able to weave together images, text, and sound in a natural way. Their ability to move between the real and the virtual is instantaneous,¹⁹ expanding their literacy well beyond text. Because of the availability of visual media, their text literacy may be less well developed than previous cohorts.
Students are more likely to use the Internet for research than the library (73 percent).²⁰ When asked, two-thirds of students indicated they know how to find valid information from the Web. However, they realize that the Web does not meet all their information needs.²¹

Connected

"As long as they've been alive, the world has been a connected place, and more than any preceding generation they have seized on the potential of networked media."²² While highly mobile, moving from work to classes to recreational activities, the Net Gen is always connected. According to one student, "I like how cell phones work—you can always get ahold of someone, and it goes with you wherever you go." The particular device may change depending on circumstance (for example, laptop, cell phone), but they are constantly connected and always on.

Immediate

Whether it is the immediacy with which a response is expected or the speed at which they are used to receiving information, the Net Gen is fast. They multitask, moving quickly from one activity to another, sometimes performing them simultaneously. They have fast response times, whether playing a game or responding to an IM. In fact, more value may be placed on speed than on accuracy.

Experiential

Most Net Gen learners prefer to learn by doing rather by being told what to do. The role having grown up with video games plays in this preference is unclear, but Net Gen students learn well through discovery—by exploring for themselves or with their peers. This exploratory style enables them to better retain information and use it in creative, meaningful ways.²³

Social

"Prolific communicators, they gravitate toward activities that promote and reinforce social interaction—whether IMing old friends, teaming up in an Internet game, posting Web diaries (blogging), or forwarding joke e-mails."²⁴ The Net Gen displays a striking openness to diversity, differences, and sharing; they are at ease meeting strangers on the Net.²⁵ Many of their exchanges on the Internet are emotionally open, sharing very personal information about themselves. The Net Gen has developed a mechanism of inclusiveness that does not necessarily involve personally knowing someone admitted to their group. Being a friend of a friend is acceptable. They seek to interact with others, whether in their personal lives, their online presence, or in class. (Sometimes the interaction is through an alternative identity. Significant numbers of teens assume an online identity that is different from their own.)²⁶ Although technology can't change one's personality, introverts, for example, use the Internet as a tool to reach out. These social connections through e-mail might not have happened before. Extroverts can make their circle of friends even larger.²⁷
The Net Gen also exhibits learning preferences that are closely related to their characteristics. For example, their social nature leads aligns with their preference to work in teams or interact peer-to-peer. Net Gen learning preferences that may impact higher education include the following.

Teams

The Net Gen often prefers to learn and work in teams. A peer-to-peer approach is common, as well, where students help each other. In fact, Net Geners find peers more credible than teachers when it comes to determining what is worth paying attention to.²⁸

Structure

The Net Gen is very achievement oriented. "They want parameters, rules, priorities, and procedures … they think of the world as scheduled and someone must have the agenda."²⁹ As a result, they like to know what it will take to achieve a goal. Their preference is for structure rather than ambiguity.³⁰

Engagement and Experience

The Net Gen is oriented toward inductive discovery or making observations, formulating hypotheses, and figuring out the rules. They crave interactivity. And the rapid pace with which they like to receive information means they often choose not to pay attention if a class is not interactive, unengaging, or simply too slow.³¹ The Net Gen may need to be encouraged to stop experiencing and spend time reflecting.

Visual and Kinesthetic³²

The Net Gen is more comfortable in image-rich environments than with text. Researchers report Net Gen students will refuse to read large amounts of text, whether it involves a long reading assignment or lengthy instructions. In a study that altered instructions from a text-based step-by-step approach to one that used a graphic layout, refusals to do the assignment dropped and post-test scores increased. The Net Gen's experiential nature means they like doing things, not just thinking or talking about things.

Things that Matter

The Net Gen readily takes part in community activities.³³ Given a choice, they seem to prefer working on things that matter, such as addressing an environmental concern or a community problem. They believe they can make a difference and that science and technology can be used resolve difficult problems.³⁴

Nontraditional Learners

At the same time that colleges and universities are graduating their first Net Generation learners, most campuses are experiencing an influx of nontraditional students. Three-quarters of all undergraduates are "nontraditional," according to the National Center for Educational Statistics. Nontraditional students are defined as having one or more of the following characteristics:

• Delayed enrollment—did not enter postsecondary education in the same year they graduated from high school
• Attend part-time, for all or part of the academic year
• Work full time—35 hours or more—while enrolled
• Financially independent as defined by financial aid
• Have dependents, other than a spouse, which may include children or others
• Single parent, having one or more dependent children
• Lack of a high school diploma³⁵

The more nontraditional characteristics students possess, the less likely they are to persist in college after the first year or to graduate. Nontraditional learners tend to be concentrated in specific types of institutions. In community colleges, for example, nearly half the students have delayed beginning postsecondary education. Half also had two or more persistent risk factors. In contrast, 91 percent of students in four-year colleges enrolled immediately after high school; 85 percent had no persistent risk factors.³⁶ Adult learners represent a significant category of nontraditional learners:

• 35 percent of undergraduates are adult learners
• 70 percent of all adult learners are female
• 38 is the median age of undergraduate adult learners
• 80 percent of adult learners are employed³⁷

The motivation for going to college is often different for adult learners compared to the Net Gen. Among adult learners 70 percent have a degree as their goal; the other 30 percent are seeking a certificate or a specific set of skills.³⁸

Product of the Environment

It is often said that we see the world through our own eyes. Our experiences and the environment around us shape how we think, behave, and act. Consider birthplace. If you were born in the south, you might have a southern accent; if raised in Canada, you would speak differently. Tastes in food and clothes might differ, as would customs and expressions. We are all products of our environment—and technology is an increasingly important part of that environment.
Few generalizations are entirely correct. However, generalizations—such as those about generations—highlight trends. Today's generations can be described as follows.³⁹

	Matures	Baby Boomers	Generation X	Net Generation
Birth Dates	1900–1946	1946–1964	1965–1982	1982–1991
Description	Greatest generation	Me generation	Latchkey generation	Millennials
Attributes	Command and control Self-sacrifice	Optimistic Workaholic	Independent Skeptical	Hopeful Determined
Likes	Respect for authority Family Community involvement	Responsibility Work ethic Can-do attitude	Freedom Multitasking Work-life balance	Public activism Latest technology Parents
Dislikes	Waste Technology	Laziness Turning 50	Red tape Hype	Anything slow Negativity

Other attributes show generational trends as well (for example, attitude toward changing jobs or locus of community). One of the most striking attributes is the attitude toward the Internet. For the Net Gen, the Internet is like oxygen; they can't imagine being able to live without it.⁴⁰

Not Just an Age Phenomenon

Although these trends are described in generational terms, age may be less important than exposure to technology. For example, individuals who are heavy users of IT tend to have characteristics similar to the Net Gen. In fact, the pervasiveness of technology—in our professions and in our personal lives—virtually ensures that most individuals gradually assume some Net Gen characteristics. For example, ask yourself:

• Are you more comfortable composing documents online than longhand?
• Have you turned your "remembering" (phone numbers, meetings, and so on) over to a technology device?
• Do you go to meetings with your laptop or PDA?
• Are you constantly connected? Is the Internet always on whether you are at home or work? Is your cell phone always with you?
• How many different activities can you effectively engage in at one time?
• Do you play video or computer games?⁴¹

The differentiating factor may not be so much one person's generation versus another; the difference may be in experience. Generational issues are relevant to higher education because the faculty or administrator perspective may be considerably different from that of our students.

Implications

Whether the Net Generation is a purely generational phenomenon or whether it is associated with technology use, there are a number of implications for colleges and universities. Most stem from the dichotomy between a Net Gen mindset and that of most faculty, staff, and administrators.

It's Not About Technology

It is an almost instinctive assumption to believe that Net Gen students will want to use IT heavily in their education; they certainly do in their personal lives. However, if you ask Net Gen learners what technology they use, you will often get a blank stare. They don't think in terms of technology; they think in terms of the activity technology enables. In general, the Net Gen views the Internet as an access tool—a medium for distribution of resources rather than a resource with limitations.
When asked about technology, students' definitions centered on new technologies. For example, a cell phone with a new feature was considered technology; a cell phone with standard features was not. What we might consider "new technology," such as blogs or wikis, are not thought of as technology by students.⁴²
The activity enabled is more important to the Net Gen than the technology behind it. For example, instant messaging wasn't considered a technology; IMing is treated as a verb—it is an action, not a technology. Students often use the word "talk" when they describe text messaging or instant messaging. Software blends into the background; it enables certain activities to occur, but it is not new, novel, or customizable—all part of the Net Gen's definition of technology.⁴³
Student satisfaction with online learning exemplifies our assumptions about online learning. Since Net Geners spend so much of their time online, it seems reasonable to expect that they would have a strong preference for Web-based courses. The reverse is actually true, as illustrated by a study from the University of Central Florida. Older students (Matures and Baby Boomers) are much more likely to be satisfied with fully Web-based courses than are traditional-age students. The reason relates to the Net Gen desire to be connected with people and to be social as well as their expectations of higher education. Traditional-age students often say they came to college to work with faculty and other students, not to interact with them online. Older learners tend to be less interested in the social aspects of learning; convenience and flexibility are much more important.⁴⁴
In response to a student technology survey the majority of students preferred a moderate amount of IT in their classes. Students appreciate the convenience provided by online syllabi, class readings, and online submission of assignments.⁴⁵ They also want face-to-face interaction, however:
Year after year, face-to-face interactions are ranked by all students in either first or second place. This replicates the results of many distance education studies that show students often feel that something important to their learning is missing when all interactions are mediated, whether asynchronous or synchronous.⁴⁶
The implication is that colleges and universities should not assume that more technology is necessarily better. Technology that enables certain types of activities is likely to be appreciated. For example, wireless networking enables learner mobility and makes it possible to be constantly connected. The majority of wireless network use, however, may be outside the academic realm. Using technology to increase customization, convenience, and collaboration is well received; however, its integration into most courses or curricula is not as deep as into students' personal lives.

Communities and Social Networks

The Net Gen exhibits a tendency to work in teams or with peers and will move seamlessly between physical and virtual interactions. It is not uncommon to find students working together and still sending IMs—even though they are a few feet away. Their communities and social networks are physical, virtual, and hybrid. Personal does not always mean "in person" to the Net Gen. Online conversations may be as meaningful as one that is face-to-face. Interactions with faculty need not be "in person" to be valuable and personal.
Net Geners use technology extensively to network and socialize. In their personal lives, buddy lists, virtual communities, and social networks such as Flickr or Orkut are heavily used. "When we poll users about what they actually do with their computers, some form of social interaction always tops the list—conversation, collaboration, playing games, and so on. The practice of software design is shot through with computer-as-box assumptions, while our actual behavior is close to computer-as-door, treating the device as an entrance to a social space."⁴⁷
Net Geners are emotionally open and use the Internet as a social technology to reveal their feelings, to express their views, to meet new people, and to experience different cultures. Many of the online exchanges by Net Geners reveal a great deal of personal information—not just facts but emotions.
Computer games provide a social outlet for large numbers of Net Geners. Students play games in groups; online communities form around games; and players add to existing games, sharing their work with others. "Games encourage collaboration among players and thus provide a context for peer-to-peer teaching and for the emergence of learning communities. … Look up any popular game on the Internet and you find robust communities of game players debating games, sharing game tips, or offering critiques to designers."⁴⁸

First-Person Learning

Learning is participatory; knowing depends on practice and participation. Digital resources enable experiential learning—something in tune with Net Gen preferences. Rather than being told, Net Geners would rather construct their own learning, assembling information, tools, and frameworks from a variety of sources.
Digital repositories can provide raw material for learning. For example, The Valley of the Shadow archive (http://www.iath.virginia.edu/vshadow2/) allows students to draw their own conclusions about the Civil War using original records from two counties—similar in all aspects except one was Confederate and the other was Union. Census data, agricultural records, newspaper articles, church records, and letters from soldiers and their families constitute the original source material that allows students to engage in "first-person learning." The site also serves formal and informal learners. It is the most heavily accessed Civil War site on the Web, according to Google.⁴⁹
Online laboratories and remote instruments enable students to collect data that can be analyzed and manipulated with the tools of the profession. For example, iLab uses a Web interface to link students with a circuit analyzer. Thanks to the online interface, the instrument is available not only to MIT students but also to students at several other institutions whenever and wherever they choose to do their experiments.⁵⁰
Simulations and visualizations allow students to explore and draw their own conclusions—another form of first-person learning. Games and role playing provide students with the opportunity to assume another persona and learn by "being there" rather than by being told. For example, the game Civilization III serves as the impetus for students to use traditional sources of learning material. Rather than replacing traditional resources such as maps, texts, or educational films, the game encourages students to use those media to do better. Students must deal with a range of complexities—political, scientific, military, cultural, and economic—over 6,000 years to win the game, and they must synthesize and integrate information from multiple disciplines to succeed at the game.^51,52

Interaction⁵³

The social nature Net Geners, as well as their desire for experiential learning, implies that interaction is an important technique for colleges and universities to employ. The importance of interaction is not new; learning science has consistently demonstrated that students learn more when they interact—with material, with each other, and with faculty. The "talk, text, test" approach to teaching is not highly effective with most learners. Students do best when they actively construct their own knowledge. In addition, there is a positive correlation between interaction and student retention.⁵⁴
The level of interactivity in a traditional lecture is low. Estimates are that students ask 0.1 questions per hour in a traditional class; faculty ask 0.3 per hour. Technology makes it possible to provide learners with anytime, anywhere content and interactions. Computer-based instruction, however, increases the number of questions posed from less than 1 per hour to 180–600 per hour.⁵⁵
The short attention spans of Net Geners also point to interaction as an important component of instruction. They "crave interactivity—an immediate response to their each and every action. Traditional schooling provides very little of this compared to the rest of their world."⁵⁶
Digital Natives accustomed to the twitch-speed, multitasking, random-access, graphics-first, active, connected, fun, fantasy, quick-payoff world of their video games, MTV, and Internet are bored by most of today's education, well-meaning as it may be. But worse, the many skills that new technology [has] actually enhanced (for example, parallel processing, graphics awareness, and random access)—which have profound implications for their learning—are almost totally ignored by educators.⁵⁷
Interaction is not limited to classroom settings. Informal learning may comprise a greater share of students' time than learning in formal settings. The type of interaction, peer-to-peer instruction, synthesis, and reflection that takes place in informal settings can be critically important. In fact, "the full range of students' learning styles is undercut when interaction is limited to classroom settings."⁵⁸

Immediacy

"Digital natives are used to receiving information really fast. They like to parallel process and multitask…. They thrive on immediate gratification."⁵⁹ The expectation of immediacy holds true for access to friends, services, and responses to questions. According to one student, "The ever-increasing speed of the Internet is one thing I really like because I like my info now, not later."
Although the Net Gen expects constant connections and immediate responsiveness, this is often an unrealistic expectation. Faculty may find it helpful to set expectations about e-mail turnaround; rather than instant response, it may take up to 48 hours for a response on the weekend.

Multiple Media Literacy

The Net Gen has been exposed to multiple media types from a young age. Prensky estimates that by the time individuals reach age 21, they will have spent twice as many hours playing video games as reading (10,000 versus 5,000).⁶⁰ The Net Generation is more visually literate than earlier generations. Many are fluent in personal expression using images; they are comfortable in an image-rich rather than a text-only environment.
For some time educators have realized that although reading text may be the preferred mode of learning for faculty, librarians, and other academics, it is not the preferred mode for most of the population. Students on average retain 10 percent of what they read but closer to 30 percent of what they see. Much of the reading done by the Net Gen has been on the Web, where they are more likely to scan than to read.⁶¹
In fact, overreliance on text may inhibit Net Gen participation. Net Geners "prefer their graphics before their text rather than the opposite."⁶² In one course (Library 1010 at CSU–Hayward) significant numbers of students would not process extensive written directions. They would either try to infer the directions or they would turn in incomplete assignments. When the homework was altered, presenting pictures first rather than words, refusals to do the assignment dropped (by 10–14 percent) and student scores increased (an improvement of 11–16 percent); pretest versus post-test scores gained 4–9 percent.⁶³

Asking the Right Questions

It is easy to assume that we understand our students, but there is often a difference in perspective between the Net Generation and faculty/administrators. As a result, it is important that colleges and universities ask the right questions and not simply assume that the current student cohort is like we were. Important questions for colleges and universities to ask include the following.

• Who are our learners? Although the institution may have demographic information (date of birth, home town, gender, ethnicity, and so on), we may not understand how students view the world, what is important to them, or even how they learn best. It is increasingly important that colleges and universities engage learners in a dialogue to better understand their perspective. Institutions make massive investments (IT infrastructure, residence halls, recreational facilities) for the sake of meeting students' wants and needs; basing these decisions on assumptions is risky.
• How are today's learners different from (or the same as) faculty/administrators? Although the Net Generation may be different in many ways from Baby Boomers, some things stay the same. Students still come to college to meet people, to socialize, and to interact with faculty. Many of the measures of student engagement have consistently shown the importance of interaction with faculty and other students, as well as a supportive campus environment. Student preferences for how they receive information are likely different, however—they favor more graphics, a rapid pace, and immediate responses. If faculty and administrators can understand the factors that lead to student success—which persist and which differ from their own college experience—they will be able to more effectively develop programs and target investments.
• What learning activities are most engaging for learners? It isn't technology per se that makes learning engaging for the Net Gen; it is the learning activity. If today's students are experiential learners, lectures may not be an optimal learning environment. If they are community oriented, providing opportunities for peer-to-peer experiences or team projects may be preferable to individual activity. There are significant individual differences among learners, so no one-size-fits-all approach will be effective. Even so, learning science and the habits of the Net Generation provide some clues as to how we can improve learning.
• Are there ways to use IT to make learning more successful? Learning science indicates that successful learning is often active, social, and learner-centered. However, with the multiple responsibilities of faculty, staff, and administrators, as well as the large numbers of students most campuses serve, ensuring successful learning without the support of IT may be impossible. Individualization and customization are laudable goals for instruction; they are also time intensive. With the appropriate use of technology, learning can be made more active, social, and learner centered—but the uses of IT are driven by pedagogy, not technology.

Educating students is the primary goal of colleges and universities. However, reaching that goal depends on understanding those learners. Only by understanding the Net Generation can colleges and universities create learning environments that optimize their strengths and minimize their weaknesses. Technology has changed the Net Generation, just as it is now changing higher education.

Endnotes

http://www.educause.edu/research-and-publications/books/educating-net-generation/it-age-or-it-first-steps-toward-understanding-net-generation

 

 

 

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Who’s not online? 5 factors tied to the digital divide

By Andrea CaumontLeave a comment

Lee Rainie, director of the Pew Research Center’s Internet and American Life Project, outlines five factors related to Internet non-use at Washington Post Live’s 2013 Bridging the Digital Divide forum. They are:
1. Age: If you’re an older American you’re much less likely to use the internet than a younger person: 44% of those over age 65 do not go online, versus 17% of those 50-64, 8% of those 30-49 and only 2% of those 18-29. Overall, adults ages 65 and older account for almost half (49%) of non-internet users by age group.
2. Income and educational attainment: If you have a college degree or live in a high income household, you’re much more likely to use the internet. Only 4% of college graduates do not use the internet compared with 41% of those without a high school degree. And only 4% of those with a household income of $75,000 or more don’t go online, versus 24% of those earning less than $30,000 per year.
3. Community type: If you live in a rural area (with limited broadband access) you’re less likely to use the internet than an urban or suburban resident: 20% of rural residents are offline, compared with 14% of both urban and suburban residents.
4. Disability: The disabled are consistently less likely to use the internet: 46% of adults with a disability do not use the internet, according to a 2011 report.
5. Spanish-speaking preference: Those who prefer to take Pew Research Center surveys in Spanish are less likely than English speakers to be internet users. A survey earlier this year found that 29% of those who opt for Spanish telephone interviews are not internet users, compared with 14% of all adults. Overall, 24% of Hispanics are offline versus 14% of whites and 15% of blacks.
When asked why they do not use the internet, about a third of offline adults say the internet just isn’t relevant to their lives; another third  cited “usability” issues such as their discomfort with computers and internet connections; a fifth cited price issues; and a smaller group cited lack of access.

Just 8% of offline adults say they would like to start using the internet or email in the future, while 92% say they are just not interested.
Read Pew Internet’s most recent report on non-internet users Who’s Not Online, and Why (Sept. 25, 2013)

http://www.pewresearch.org/fact-tank/2013/11/08/whos-not-online-5-factors-tied-to-the-digital-divide/

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Transcript

• 1. THE DIGITAL DIVIDE an age perspective
• 2. TECHNOLOGY Younger Older Generation Generation
• 3. Younger Generations have an easier time using and learning technology than the Older Generations.
• 4. “DUH” COMMON SENSE
• 5. Why? (this is the important question)
• 6. CONFIDENCE Education • Experience • Desire
• 7. Older vs.Younger Generation • Technology is foreign to the older generation • Multi-tasking • Instant gratification • Fear
• 8. Older vs.Younger Generation • The unknown • Interest in technology • Discovery based learning
• 9. How often are older adults going online? Ø“Computer use among older adults in a naturally occurring retirement community” ØBy: Brian D. Carpenter & Sarah Buday ØPublished in ScienceDirect
• 10. Statistics: ØFrom 2000 – 2004: Access increased by 47% for people over the age of 65 ØIn 2003: 20% of older adults have gone online compared to 65% of younger adults
• 11. Background: ØParticipants ØMethods ØQuestionnaire
• 12. 1.) Among NORC residents, who is currently using a computer and what differentiates them from non-users? ØDemographic Results ØHealth Results
• 13. 2.) Among computer users, what do they use the computer for?
• 14. 3.) Among non-users, what are the barriers to use? And among users, what prevents them from using the computer as much as they would like?”
• 15. Strategies for seniors •Understanding their fears. •Understanding their needs and interests. •Motivating them. •Providing resources and training. •Involving the younger generation.
• 16. Strategies for educators •Understanding the mindset of the digital native. •Providing training for teachers. •Supplying appropriate resources in the classroom. •Discussion boards, forums and resources for teachers.
• 17. Thank You.

http://www.slideshare.net/jarrodg/digital-divide-age

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1.    Volunteering and Older Adults: Final Report - Volunteer Canada

volunteer.ca/content/volunteering-and-older-adults-final-report - Cached - Similar

nature and scope of baby boomer and senior citizen volunteering, including
trends .... is lower than the rate for all Canadians (47%), over the age of 15.

Prepared  by  Volunteer  Canada

Suzanne  L.  Cook,  PhD  and  Paula  Speevak  Sladowski

Research  Team:  Alison  Light,  Sarah  Bennett,  and  Melanie  Hientz

Human  Resources  and  Skills  Development  Canada

Community  Development  and  Partnership  Directorate

ISBN:

http://volunteer.ca/content/volunteering-and-older-adults-final-report

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Seniors make a difference through volunteerism

 

VOLUNTEERS

Photo by Natalie Paddon, Brant News

Sharon Stewart, left, and Penny Keen pictured at Brantford’s Seniors’ Resource Centre.

Brant News

By Natalie Paddon

When Penny Keen first visited the Brantford Seniors’ Resource Centre, she learned about ways to help herself by supplementing her income.

But the reason she’s stuck around is to help others.

After visiting the centre because of co-ordinator Nancy Giles’ advice on how to boost her finances while living only on a pension, Keen started volunteering at the Colborne Street East not-for-profit organization.

She’s now the first one in before 10 a.m. from Tuesday through Friday, brewing a fresh pot of coffee before others arrive.

“They helped me. I wanted to do something to help them,” she said.

Keen, who helps answer phones, provide advice and run errands whenever possible, gets a good feeling from helping others.

“Like I’m important, that I’m worth something,” she said.

It’s also helped boost Keen’s confidence, added Sharon Stewart, who is chair of the board of directors at the centre, as well as a volunteer.

“You were timid at first,” she said to Keen. “Now, she’s more outgoing and more sure of herself.”

 Keen and Stewart are two volunteers who have helped reach the 9,600 volunteer hours completed at the centre during the past two years.

Many people who end up volunteering at the centre arrive feeling like their role in life was done, but volunteering helps restore their self-worth, Giles said.

“They were our nurses, our daughters, our labourers,” said Kyle Giles, director and treasurer at the centre. “We give that back to them.”

The Brantford Seniors’ Resource Centre is one of many organizations across the city that offers volunteering opportunities to seniors.

Another is the Brant Community Healthcare System, where senior volunteers are involved in many programs throughout both the Brantford General Hospital and Willett sites, said Debbie Kew, team lead for volunteer services.

Placements can range from the emergency department to urgent care, to helping at the information desk.

Senior volunteers can also be found taking patients on outings, to different recreation and therapy programs throughout the sites, as well as in the gift shop.

“They’re very, very ingrained in everything we do here,” Kew said.

Kevin Noseworthy is president of BRAVA, the Brant Regional Association of Volunteer Administrators. On its website, several volunteer opportunities are posted (http://www.bravabrant.com/html/volunteer.shtml).

“There’s so many different opportunities out there,” Noseworthy said. “It’s just tapping into the right one.”

Noseworthy, who also serves as volunteer engagement co-ordinator at the Canadian Cancer Society’s Brant-Norfolk office, said he takes a look at seniors’ interests to help make them successful in their volunteer roles.

Kew said volunteers can help brighten a patient’s day or enhance their experience at the hospital.

“I’ve always referred to our volunteers as ‘the icing on the cake,’” she said.

More than 50 per cent of the volunteers at BCHS are people aged 61 and older, Kew said. The average age of volunteers they see is 59, but their oldest volunteer is 94.

“They have the time and they have the desire to help,” she said. “They’ve had their life experiences and want to give back to the community.”

The statistics are similar across other local organizations, too. Noseworthy said at least 40 per cent of Cancer Society volunteers are seniors.

“I think we get them because a lot of people are touched by cancer,” he said. “They come to us when a family member has survived cancer,” and they might have benefitted from one of the Cancer Society’s programs, he added.

Volunteering can also benefit volunteers. For example, it can help combat boredom or loneliness. It can also offer a space to meet people, which can lead to socializing.

“It’s such a healthy thing to do,” Kew said.

While offering a sense of belonging, volunteering also helps provide a schedule for seniors – a reason to get up by a certain time in the morning because they have a place to be – as well as structure their week.

“A lot of times when people retire, they are kind of at a loss a little bit as to how they can structure their week and their days,” Noseworthy said.

Volunteering can offer seniors something to look forward to on a weekly, biweekly or monthly basis.

Memory and cognition can be enhanced by having to exercise the mind and make decisions. Physical activity can be increased by being active while helping others.

But volunteering doesn’t only offer benefits to seniors. It also provides countless benefits to the community they’re serving.

“I think it benefits everyone because a lot of these services wouldn’t be available if it wasn’t for the seniors supporting them,” Noseworthy said.

For instance, seniors can pass on their knowledge by offering input in developing other programs that are geared toward seniors.

By focusing on their lifestyles and needs, seniors could provide advice to a non-profit to make their print larger on brochures or to be aware of accessibility issues, Noseworthy said.

Volunteers bring their life experiences with them to their placements and are able to share their religious, cultural and personal backgrounds with the community.

“To me, our seniors are an open history book,” Kew said. “You can learn so much from them.”

Anyone interested in volunteering at BCHS can call 519-751-5544 and speak with Kari Astles at ext. 2592 or Kew at 2276.

Noseworthy said it’s important for people to know that just because there isn’t a posting doesn’t mean an agency isn’t looking for volunteers. It’s up to each person to take control of their volunteer opportunities and present an offer based on what they’re interested in because, oftentimes, a position can be created.

Other volunteer opportunities can be found at www.brantjobs.ca.

http://www.brantnews.com/news-story/4646576-seniors-make-a-difference-through-volunteerism/

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1.    Interview: Where Have All the Volunteers Gone? | Aging Horizons ...

aginghorizons.com/.../interview-where-have-all-the-volunteers-gone/ - Cached

In other words, a tiny group of committed Canadians – mostly volunteers in their
60s, 70s and 80s ... RD: Older volunteers are anxious to avoid dead-end jobs . ...
It comes down to the ability of an organization to recognize volunteers' skills.

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INTERVIEW:  WHERE HAVE ALL THE VOLUNTEERS GONE?

People who grew up in Canada during the Great Depression and Second World War established a tradition of civic engagement that made us proud. They volunteered long hours in schools, churches and hospitals and they found ways to care for the poor and vulnerable in the community.
Their numbers, however, are dwindling. According to Statistics Canada, 67 per cent of volunteering is done by only five per cent of the population. In other words, a tiny group of committed Canadians – mostly volunteers in their 60s, 70s and 80s – are doing the bulk of the work. Now with 10 million baby boomers moving into retirement, trends suggest 50-somethings are not volunteering in the numbers their parents and grandparents did. Meanwhile, Canada’s voluntary organizations like Meals on Wheels and the Salvation Army are struggling to cope.
Recently, the Ontario Ministry of Citizenship and Immigration funded a pilot project to test activities, aimed at attracting 50 and 60-somethings to the non-profit sector. The first report of the project, called Renaissance 50plus, was released earlier this year.
We wanted to learn about the project findings, so AHB caught up with project manager Dan Dubeau at the Catholic Immigration Centre of Ottawa. Dubeau is coordinator of community programs.
Ruth Dempsey: So, what did you learn from the Renaissance 50plus project? Any surprises?
Dan Dubeau: In fact, we had several surprises. Starting out, we were under the impression that the decline in volunteers could be placed at the feet of boomers. But early on, we realized agencies might actually be the ones missing the boat.
A lot of what we learned was common sense once you understood the target audience. Many people in their 50s and 60s today are in better shape than their parents’ generation. They are healthier, more educated and, in general, better off financially. If volunteer organizations want to gain the services of this group, they must come up with a broad set of options to suit them. In fact, agencies know this, but it takes savvy management and resources to respond appropriately.
We had difficulty reaching older boomers, which also surprised us. Advertising, regardless of messaging, was not effective. In the end, it came down to "asking" people to get involved. This meant being in the right place at the right time and knowing people who knew people. My advisory group (mostly boomers) was indispensable here. They acted as conduits to the community – listing off names, identifying leaders and pinning down places and events.
And finally, we were surprised by the enormity of the hit agencies and organizations could take, if they fail to adapt. The changes required are significant. They will affect funding and demand greater involvement from executive directors.
RD: Older volunteers are anxious to avoid dead-end jobs . . .
DD: Correct. Many retiring 50-somethings are leaving management type jobs. They are used to organizing and leading special project teams. Some may want to build on their experience; others may be searching for something completely different. Whatever the case, they are looking for tangible results. And importantly, they want to feel good about their contributions.
So don’t expect them to "put out fires" or fix your organizational problems. They want to share their experience, but without the headaches. Also, just telling them, "We need your skills" won’t cut it. You must be prepared to show you can support their work and that it is directed to a cause they understand and care about.
RD: Some older adults avoid agencies and organizations altogether. Is that right?
DD: Indeed, it was interesting to learn how some older citizens choose to contribute to society on their own terms. After all, they don’t need a certificate of appreciation or even the social benefits. On the other hand, working with a credible and experienced organization can extend the reach of the individual and strengthen the fabric of society.
It’s also worth noting that many boomers are caring for older parents or grandchildren. So volunteering with an agency may interfere with family commitments or limit the time available for other activities.
RD: Some suggest volunteers should be compensated. In New York City, one group pays retirees $10 an hour up to 15 hours weekly for work in the non-profit sector.
DD: This is a very touchy subject. However, I think we need to consider it. I still promote the volunteer role as an opportunity in itself. But in some cases, particularly with skilled "retirees", the environment has changed dramatically in the past decade. The baby boomers are entering retirement with an enormous amount of knowledge. They are caught in the "sandwich generation," and want to hold on to their semi-lavish lifestyle. For them, time is still money, and so unless you can offer them an equivalent "return on investment", they will not give you the time of day.
It comes down to the ability of an organization to recognize volunteers’ skills. But I don’t think an hourly rate is the way to go. In my case, for example, instead of searching the yellow pages for a consultant to carry out a task or small contract, I can nab a talented volunteer with a lifetime of experience. This way, I get an individual already familiar with the goals of our organization. In addition, the short-term contract serves as recognition and encourages ongoing volunteer participation.
In the U.S., some organizations are experimenting with governments to offer an educational grant for volunteers’ grandchildren. For example, if 80 hours a year was given, $400 could be added to an educational savings plan or something similar. I like this idea.
RD: Also, in the U.S., Civic Ventures has established the Purpose Prize for individuals 60 or older, who make significant contributions to the community. Five prizes of $100,000 and ten of $10, 000 are awarded annually. Winners use the award money to take their projects to the next level.
DD: As far as I can tell, this initiative is highlighting some great entrepreneurs and recognizing outstanding individuals, investing in projects they care deeply about. In other words, it’s not about the money. The prizes simply offer winners another potential pool of funding for their projects.
RD: One of the researchers at the U.K. International Longevity Centre has called for a social networking site to link retirees with companies and nonprofit organizations.
DD: Just imagine the convenience of being able to link up with the right employer or group from the comfort of your own home. I don’t expect sites like Facebook will do the trick. But perhaps, something less intrusive, focusing on an individual’s philanthropic profile? Boomers generally enjoy the social aspects of volunteering. Even more, they welcome opportunities to meet interesting and prominent people in the community.
I think businesses would also benefit from linking up to with well-managed non-profit organizations and encouraging their staffs to participate. As well, I imagine this as a great retirement transition strategy.
RD: Your group has developed some impressive resource materials. Are they available on the Web?
DD: We developed two bilingual booklets. The first one is Engaging 50+ Volunteers: A Resource Guide for Agencies. In this booklet, we document the project findings and provide an overview of the activities we used to recruit volunteers. This booklet is primarily for volunteer coordinators and program managers. The hard copy comes with a CD containing material some organizations may find useful. The content of the second booklet, Attention Boomers: Change the World . . . Again!, is aptly described by the subtitle, A Toolkit to Meaningful Volunteering. The booklet has sections on why people volunteer, where to look for volunteer opportunities and tips on finding the right fit. Booklets can be downloaded from Renaissance50plus or the Catholic Immigration Centre website.
RD: September’s here, and some people may be looking for a new challenge. What three tips do you have for prospective volunteers?
DD: As a start, I suggest the following:

• Ask yourself: what are your passions, your hobbies? Are you interested in one specific cause or more? Do you want to build on your present skills or learn new ones? Are you looking to be a leader? How do you hope to benefit? (Yes, it’s okay to ask and answer this question. In fact, it is very important for the volunteer coordinator to know this.)
• Visit your local volunteer centre or chat with friends about volunteering. Consider inviting family members to volunteer with you. And don’t forget to consult our volunteer guide.
• When you have decided on a few organizations in your chosen area, do your homework. Ask to be given a tour. Take a look at the annual report. What are the organization’s priorities? How do they mesh with your own? Shop around and test the waters. It may take some time to discover the fit that’s right for you. Finally, if you are the type of person who prefers to work from home, consider virtual volunteering. You can get started by visiting Volunteer Canada or Idealist.

RD: And for agencies trying to nab new volunteers, what’s your advice?
DD: If you need someone to serve drinks at your event, that’s one thing. But if you are looking for someone to help plan or lead an event or an entire program, you must be flexible and ready to adapt. Also, note frequently the impact the volunteer is making.
Don’t waste their time. Clarify expectations with informal agreements and try to reduce paperwork. Also, give them as much breathing room as possible. Explore role reversals. You do the "grunt work" and they do the directing. Start by building an advisory group on this very question: how to nab new volunteers?
RD: Where next?
DD: Our agency will begin working on what we have learned from the project. For example, we are interested in the concept of "TAG Teams" (tactical, accountable, and gifted). This approach emphasizes qualities boomers value highly in volunteering: camaraderie, challenge, flexibility, meaningful work, social opportunities and lifelong learning. Initially, we would like to get the concept rolling on a small scale within our own organization and then expand it into the community and beyond.
We have submitted our report to the Ontario Ministry of Citizenship and Immigration. We hope to obtain funding to take things on to the next level, whatever that may be.
Volunteer Canada is planning initiatives countrywide. We have stimulated public dialogue and awareness is growing. Retiring boomers are re-envisioning the meaning and purpose of their later years. I think it’s up to organizations and non-profit groups to position themselves strategically and to be ready to support this cohort, as they prepare to "change the world" . . . again

http://aginghorizons.com/2008/09/interview-where-have-all-the-volunteers-gone/

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Volunteer Canada releases new research report on volunteering and older adults

About this article

Written by:CharityVillage

April 10, 2013
More about: News, NewsBytes

• 1693 Views

Volunteer Canada has released a new research report on volunteering and older adults. The Volunteering and Older Adults Final Report provides a comprehensive review of research on the nature and scope of baby boomer and senior citizen volunteering. Highlights include:

• Baby boomers and senior adults contributed more than 1 billion volunteer hours in 2010. Older adults have a lower volunteer rate than younger age-groups; however, they contribute, on average, more hours per year.
• Among those 45 to 64 years of age and those age 65 to 75 years of age, females tend to volunteer more and to contribute more average hours per year than males. However, over the age of 75, males were more likely to volunteer than females and males also volunteered more average hours per year.
• Adults age 45 and over tend to volunteer within sports and recreation, social services,education and research and religious nonprofit organizations.

https://charityvillage.com/Content.aspx?topic=Volunteer_Canada_releases_new_research_report_on_volunteering_and_older_adults#.VK3Nc8ksrwE

1. Volunteer Power: People Don't Quit Volunteering Because they ...

www.volunteerpower.com/articles/WhyPeopleQuit.asp   Cached

People Don't Quit Volunteering Because they are Too Busy ... Number 3: The feeling that the volunteer is not really making a difference Number 2: ...

People Don't Quit Volunteering Because they are Too Busy
They Quit Because ...
The Top Seven Reasons Volunteers Quit
By Thomas W. McKee

What is the number one reason people give for not volunteering? We have all heard it and probably used it ourselves. But is it the real reason?

The excuse: "I've just got too much on my plate. I've got to cut back."

There is a problem with this reason. It just isn't the truth. It is an excuse.

Let's look at the stats:

Those who don't volunteer

According to the Bureau of Labor Statistics, 74.2% of the U.S. population did not volunteer last year. About 63.4 million people, or 26.8 percent of the population, volunteered through or for an organization at least once between September 2008 and September 2009.

Why do you think that three-quarters of the U.S. population did not volunteer last year? Most of them would probably say, "I'm just too busy to volunteer."

Those volunteers who quit

And how many volunteers have resigned in the past year for the same reason-I'm just too busy.

But is that the real reason? I don't think so.

When I hear people complain about how busy they are and in the same breath talk about all of the T.V. programs they watch (Lost, American Idol, Glee, the NBA playoffs, the World Cup, 24, etc.), I wonder just how busy they really are. In addition to T.V., according to Luis von Ahn, a researcher at Carnegie Melon University, humans spend nine billion hours playing solitaire every year. PC gamers spend an average of 18.5 hours per week playing games. That's a third of a work week. When I read these stats, I begin to question, "Are we really that busy?"

So I began to do my own research, and I confirmed my suspicions that busyness is not the real reason that volunteers don't volunteer. This year I will have logged over 30,000 airline miles plus driven up and down the coast of California working with volunteer organizations in the following states: Washington, Iowa, Alabama, California, Arkansas, Illinois, Texas, Louisiana, Colorado, South Carolina, Kansas and Georgia. In each place I often ask several questions to see what volunteer managers are facing.

1. What are your volunteers doing that is creative and exciting?
2. What changes are impacting your work with volunteers?
3. What are the reasons that volunteer quit your organization?

It is not always easy to get an honest answer to this third question. The answers compare to an exit interview in corporate America where employees tend to hide the truth. Volunteers often give a lame excuse like, "I've just got too much on my plate right now, so I'm going to have to back out for a while." That statement could be called a euphemism for one of the top seven reasons that I have discovered from my interaction with volunteer leaders. Although they are anecdotal, here are the top seven reasons that people quit-according to my experience.

Number 7: No flexibility in volunteer opportunities or scheduling
Number 6: Too much wasted time in useless or unproductive meetings
Number 5: Lack of communication
Number 4: Lack of professionalism
Number 3: The feeling that the volunteer is not really making a difference
Number 2: No feedback from leadership about how the volunteer is doing

And the Number 1 reason: The volunteer leader who doesn't know how to lead

As you look at the list of 2-6-they all relate to the first one-which is the most important. The number one reason people quit is the same reason that most people quit their jobs-the unprofessional boss who doesn't know how to lead.

So what? What can we do about this?

Before you react to my answer-hear me out. When I mention the next words, some of you are going to be turned off because of a bad experience. Some are going to think that I'm crazy.

My answer? Volunteer managers need to work more like a Human Resources (HR) manager. Whenever I mention this in a workshop, eyes roll and people begin to tell me experiences of rule-driven, paper-pushing HR managers. I understand your concern. I have met some of these HR managers in my 20 years working as a leadership consultant in the private and public sector. But most of the HR people I have worked with are fantastic. Great HR directors are very intentional about how they recruit, train and lead paid and non-paid employees.

I recently was interviewed for an article about volunteerism in HR Magazine (The Society for Human Resource Management Magazine). One of the other persons interviewed for the article was Kevin Horan, vice president of HR at TechnoServe. As you read the following paragraph from the article, "Pave the Way for Volunteers" by Adrianne Fox, notice how Kevin treats both paid staff and non-paid staff (volunteers) professionally and his emphasis on training (I highlighted the training emphasis).

Kevin spends much of his time in the field on training (emphasis mine). The Washington, D.C.- based nongovernmental organization helps entrepreneurs build their businesses. Operating in more than 30 countries, the organization has 725 paid employees, including 40 in the United States and 45 expatriates. The remaining workforce is made up of local nationals. TechnoServe brings on about 125 volunteer consultants, called "volcons," each year for three-month assignments. When Horan conducts training in field offices, volunteer consultants and locals attend sessions together and are treated the same... "When I walk into a training session in Rwanda for communication skills training, they are so eager and excited to learn," Horan says... Volcons receive an orientation from the country director as well. "We also have an HR contact for each volcon in case problems arise," Horan says. "Sometimes, two weeks into an assignment in Tanzania and a 12-hour drive from civilization, the volcon starts wondering what the heck he just did. We have had rare occasions where we had to bring someone home early, but our recruitment process is usually thorough enough ("Pave the Way for Volunteers," Adrianne Fox, HR Magazine, June 2010).

In the article, Adrianne Fox quoted Susan Ellis, CEO of Energize, Inc; John L Lipp, CEO of PAWS (Pets are Wonderful Support; Christine Nardecchia, volunteer services administrator for the city of Dublin, Ohio; and Kate Gaffney, deputy director of talent management at New York University in New York City. Although each of us represented different roles in the volunteer leadership field, we all kept repeating the same theme: "Non-paid employees (volunteers) need to be treated professionally in the same way that managers lead, encourage, train and hold accountable their employees." (Try Googling "Pave the Way for Volunteers" if you want to see the article).

A confession – Why I Quit

If I had been honest, I would not have said, "I've got too much on my plate right now." If I had told the truth, I would have said, "I'm too frustrated in my volunteer role because of the unprofessional, untrained, leadership we have on our team." But I didn't say that because, well, I'm just too nice-or am I?

But I am guilty of joining the ranks of the volunteer quitter. I can't believe I just wrote that, but I was a quitter. In my defense, I did finish my three-year commitment (and was an active volunteer in two other organizations), but when I was asked to be on the committee for another three years, I declined. The reason I quit? It wasn't because I was so busy (and I really was busy). It was because I was so frustrated with the meetings that took so long. The person who led the committee was a wonderful person, passionate about our mission, and a hard worker; however, that manager just couldn't lead meetings. A meeting that should have lasted about two-hours lasted four or five hours, and I would get home at midnight. Then I would complain to my wife another hour after I got home-not great for building a healthy marriage. When I was asked to continue, Susie answered for me, "No way." The sad thing is that I would love to have served on the committee and offer my expertise. But I didn't. I quit.

http://www.volunteerpower.com/articles/WhyPeopleQuit.asp

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1. Is the Internet creating a social divide? | Australian ...

www.acs.org.au/.../is-the-internet-creating-a-social-divide   Cached

Is the Internet creating a social divide? ... Communities. Young IT. ... The Internet is available to those who desire it;

2. Communities Fight State Laws That Can Divide Broadband Access ...

www.nytimes.com/2014/11/10/technology/in-rural-america...

Nov 10, 2014 · Communities Fight State Laws That Can Divide Broadband Access. By ... says providing access to broadband Internet is in the ... The Net’s Fallow ...

3. The Digital Divide in Aboriginal Communities in Canada ...

research.arts.yorku.ca/nhnf/DigitalDivide.pdf

... greater than Canada as a whole. Communities with no acceptable ... with creating internet access ... Divide in Aboriginal Communities in Canada, ...

4. Haves, Have-Nots, and Have-to-Haves: Net Effects of the ...

cyber.law.harvard.edu/fallsem98/final_papers/Rozner.html   Cached

Among African-American communities, the digital divide involves the ... that schools create ... the Net II: New Data on the Digital Divide," <http ...

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