翻译《01 前言》

Introduction

前言

It started with our children. Trying to get them to study without the TV and radio was rarely successful. (We succeeded—temporarily—when the house had been struck by lightning and almost all the household electronics were "fried.") Trying to concentrate with the stereo on drove us crazy, but didn't seem to have any impact on them. None of our dire predictions about poor grades materialized. We probably rented as many games from Blockbuster as we did videos. At one point we thought we'd better find out what these games were all about. They let us try a game—something to do with Grand Prix auto racing. We both drove the car right into the wall. One dose of humiliation was enough to convince us that our visual-spatial skills would be no match for theirs, no matter how much we practiced.

电子设备一开始就伴随着我们的孩子。试图让孩子们在没有电视收音机的情况下学习，那几乎是不可能的。（我们也有成功的时候：家里遭雷劈，所有家庭全都烧毁的时候。）听听立体声音响都能让我们发疯，但对孩子们似乎没有任何影响。我们对于孩子们糟糕成绩的悲惨预言从未实现。我们会在影碟店租借很多游戏。我们一度认为我们最好弄明白这些游戏都是说的什么。孩子们让我们试着玩游戏——跟格兰披治赛车有关的玩意。我们只会把车稳稳地撞到墙上。无数次丢脸足够证明我们的视觉空间技能跟孩子们的不能比，不管我们现在再怎么练都没有用。

The youngest used to arrive home after school and
shout, "Hi, Mom, I'm home. Are you on the Internet?" Those were the
days of dial-up, of course. I had to get offline so he could get on. He
wouldn't go outside with his friends until he'd checked e-mail and
chatted with his online pals. It seemed odd, but to many parents, the
teenage years are just that—odd.

小家伙一放学回家就大声喊道：“嗨，妈，我回来了。你在上网么？”当然这还是在拨号上网的年代。我必须下线好让他上。【按：拨号上网的时候还不能共享网络，只能一个人下线了另一个人才能上线。】他不会出门和朋友们玩，但他会检查电子邮件、和网友聊天。似乎很怪，但是许多家长都认为，青春期就是这么奇怪。

Sometimes we'd ask them about
information technology. We've gotten used to seeing the semi-surprised
look on their faces when we'd ask what seem to be reasonable questions
about technology. They were polite enough not to say, "Are you
serious?" but we could tell they thought that by looking at them. And,
like many parents, when it comes to getting consumer electronics
information—a new cell phone plan, for example—we'd ask the kids to
figure it out for us. You don't need to ask who set up the VCRs, remote
controls, and DVD players in our house, do you?

有时候，我们会询问他们信息技术。我们问及有关技术的似乎很普通的问题时，总能看到他们脸上些许惊讶的表情。他们很委婉，就差说：“你是当真的？”但是我们会告诉他们我们对他们的看法。并且，跟许多家长一样，一旦要获取消费电子产品信息的时候，比如想买一款新手机，我们会要求问孩子们为我们找出一款好用的。你不用操心家里是谁设置电视机、遥控器和影碟机，你操心过么？

Many of you have
probably had similar experiences with your children, nieces or nephews,
or even grandchildren. These situations often lead us to say, "That's
not how it was when I was growing up."

在和孩子打交道时，大家可能也有类似经历。这种情况往往使得我们只能说：“我小的时候它不是这样的。”

But it all started to make
more sense on Sundays. On Sunday nights we have the tradition of
getting the family together for dinner. We thought we could use these
occasions to help the children hone their critical thinking, powers of
persuasion, and appreciation of the world around them. Well, perhaps we
did. But we are the ones who learned the most.

但是，从星期天开始，一切都变得更加合理。在星期天晚上我们习惯一家人一起吃饭。我们认为，我们可以利用这个机会帮助孩子们锻炼他们的批判思维、说服能力、对周围世界的鉴赏能力。是的，我们已经在做了，但我们是学得最多的人。

We learned about
technology. Even our least technologically inclined son could tell us
things about graphics and images that we didn't know. He has a digital
literacy that eludes us. We heard about experiential learning. Each one
of the kids has talked about wanting - and needing - hands-on experiences
to learn. At first we thought it was due to all those hours with LEGOs
when they were young. We now think it is something more significant. We
learned many other things as well. What we assumed was impatience is
something they consider immediacy - responses are supposed to be fast.
The list goes on and on.

我们学到技术。就连我们技术水平最次的儿子也能说出，我们不知道的图形图像相关知识。他有着令我们困惑的数码素养。我们听说过体验式学习。每个孩子都在谈论想要——也需要——亲身体验学习。起初我们以为这是由于他们小时候玩乐高积木导致的。现在我们认为这种需求更为重要。我们也学到许多其他事情。我们以为他们不耐烦，多半是因为他们直接考虑、答复的速度太快了。类似的例子枚不胜举。

The relevance of what we were hearing
applies to more than parenting, though. We probably speak for most
educators when we say that not only do we not really understand our
children, but we don't really understand our students the way we'd like
to.

尽管我们听多过教，但如果我们说我们不仅不了解我们的孩子，而且并未以我们喜欢的方式真正了解我们的学生，我们基本上可以代表绝大多数教育工作者。

This is a book for educators. Those who have chosen to be
educators are generally dedicated to students. But, sometimes we don't
quite understand what we are seeing. We hope this book will help
educators make sense of the many patterns and behaviors that we see in
the Net Generation but don't quite understand.

这本书面向教育工作者。那些选择成为教育者的人，通常致力于学生。但是，有时我们并不清楚自己看到的是什么。我们希望这本书能够帮助教育者，弄清楚我们在网络世代身上看到的、许多我们不是很理解的观念和行为。

The first chapter
surveys much of the literature in an effort to distill a picture of Net
Generation learners-students who were born in the 1980s and later.
Although no two individuals are alike, the characteristics help
establish the contrast between generations. While we at colleges and
universities routinely collect demographic information on our learners,
we may not be asking the questions that will help us design and deliver
programs that are optimal for current learners.

第一章调查诸多文学作品，力求得出网络世代学习者——出生在八十年代记以后的学生【在中国应该是九零后】——的整体形象。虽然千人千面，但是这些特征有助于在几代人之间形成对比。虽然我们在高校定期收集有关学习者的人口统计信息，但是我们并不会问一些问题，从而帮助我们设计并交付最适合目前学习者的程序。

Having Baby
Boomers talk about the Net Generation is not nearly as good as
listening to learners themselves. Greg Roberts from the University of
Pittsburg-Johnstown, along with Ben McNeely and Carie Windham, both
from North Carolina State University, help us understand the Net Gen
perspective on technology and higher education. Their insights help us
appreciate that even our definitions of technology are different. They
also emphasize the importance of interactivity and learning-by-doing.

婴儿潮世代对网络世代的看法，并不像学习者本身听到的那样好。来自匹兹堡-约翰斯敦大学的格雷格·罗伯茨，连同来自北卡罗莱纳州立大学的本·麦柯尼利和卡利·温德姆，帮助我们理解网络世代对于技术和高等教育的看法。他们的真知灼见帮助我们认识到，甚至我们之间对技术的定义，都是不同的。他们还强调，互动和做中学的重要性。

Joel
Hartman, Patsy Moskal, and Chuck Dziuban from the University of Central
Florida have experience with different generations of learners in
online, blended, and face-to-face situations. Their research highlights
an assumption we often make: that younger students are likely to have
the strongest preference for technology. Reflecting what the student
authors told us, technology is simply a means to an end. The
expectation for involvement with faculty and other students overrides a
desire to use technology.

佛罗里达中央大学的乔尔·哈特曼、帕齐·莫斯卡尔、恰克·琚宾，拥有与不同世代的在线学习者直接配合的经验。他们的研究证实了我们常做的一个假设：较年轻的学生更偏好技术。反思学生告诉我们的，技术仅仅是达到目的的手段。期望教师和其他学生参与的念头盖过了对使用技术的渴望。

Even though technology may not be the
entire focus, colleges and universities make massive technology
investments based on what they believe students need, want, and already
have. Bob Kvavik reports on the first EDUCAUSE Center for Applied
Research study that details what technology students have, how they use
it, and the benefits they believe result. Clearly, there is room for
improvement in higher education's use of learning technologies as we
move from course management systems to more interactive approaches.

即使技术不是关注的重点，高校也会根据他们认为学生的需求和已有，对技术做出大量投资。鲍勃·克瓦维克在EDUCAUSE 第一应用研究中心的报告，研究学生使用的技术细节，他们如何使用，以及他们相信带来的好处。很明显，在高校的学习技术使用方面还有改进余地，就像我们从课程管理系统迁移到更加互动的方法上。

Interactive
instruction is the focus of Judith Ramaley and Lee Zia's chapter, based
in large part on their work at the National Science Foundation.
Virtually all those who study the Net Generation believe that their
preference for experiential, hands-on learning is a distinguishing
characteristic. The chapter details different types of interaction (for
example, people to people, people and tools, people with concepts),
along with examples of projects that put these interactions into
practice. Beyond individual courses, how should institutions think
about the curriculum, particularly if the desire is to prepare students
for the 21st century? Alma Clayton-Pedersen and Nancy O'Neill use the
Association of American Colleges and Universities' Greater Expectations
initiative as a starting point for exploring how the curriculum can be
adapted to better meet the needs of today's learners and how technology
can be used in service to learning.

朱迪斯•拉马雷与李哲合写的一章关注互动教学，在很大程度上基于他们在国家科学基金会的工作。实际上所有研究网络时代的人，都相信，他们更倾向于基于经验的实践学习，是一个与众不同的特征。这一章详细说明不同类型的互动（比如，人与人之间，人与工具之间，人与概念之间），并附有将这些互动付诸实践的项目示例。除开个别课程，教育机构应该如何思考课程内容，特别是如何帮助学生迎接新世纪？阿尔马·克莱顿-佩德森和南希·奥尼尔以美国高校联合会的《更大的期望》倡议为起点，探讨技术如何服务于学习。

Although we often think of
students and the classroom, an array of services and support are
necessary to ensure that students succeed. Jim Wager from The
Pennsylvania State University describes how student services
professionals think of today's students and technology. Although he
concludes that it is not about technology, technology has an important
role to play in making services more convenient and in better
integrating them into the campus experience.

虽然我们经常思考，对于学生与课堂，为了确保学习成功，一系列服务与支持是必不可少的。宾夕法尼亚州立大学的吉姆·卫哲描绘了学生服务专家如何看待如今的学生和技术的。虽然他推断，这跟技术无关，在令服务更便利、把服务更好的集成到校园体验当中，技术扮演了重要角色。

If faculty and
students have different perspectives, there should be a process to help
faculty understand those different perspectives, as well as effective
approaches to teaching their students. Anne Moore, John Moore, and
Shelli Fowler describe programs designed to enhance the faculty's
fluency in information technology—and better meet the needs of the Net
Generation. Virginia Tech's program for faculty, the Faculty
Development Institute, as well as one designed for future faculty, the
Graduate Education Development Institute, provide valuable models of
faculty development.

如果教师和学生的看法不同，应该有一套流程帮助教师理解那些不同的看法，安妮·摩尔、约翰·摩尔以及谢丽·福勒描述了旨在提高教师信息技术流畅程度、更好地满足网络世代需求的计划。弗吉尼亚理工大学教师项目，教师发展研究所，以及旨在未来教师的项目，研究生教育发展研究所，都提供了有价值的教师发展模型。

If the Net Generation values experiential
learning, working in teams, and social networking, what are the
implications for classrooms and the overall learning environment?
Malcolm Brown from Dartmouth University explores the implications of
the Net Generation, learning theory, and information technology on
learning spaces. Keeping learning principles in mind, he contends that
learning spaces for the Net Generation will be described more by the
activities they enable than the technology they contain.

如果网络世代很重视体验学习、团队工作，和社会网络，那么对课堂和整体学习环境有什么影响？达特茅斯大学的马尔科姆·布朗探讨了网络世代、学习理论、信息技术对学习场所的影响。他认为，保持学习原则，网络世代的学习场所将更多体现他们的活动而非他们使用的技术。

Just as
our notion of classrooms may need to be expanded to learning spaces,
the concept of the library is evolving. Students mention Google more
often than going to the library. Although content, access, collections,
circulation systems, and online catalogs will always be part of the
library, Joan Lippincott of the Coalition of Networked Information
challenges us to realign library programs, services, and spaces with
the Net Generation. Citing numerous examples from institutions around
the country, she provides both a theoretical context and practical
suggestions for colleges and universities to consider.

就像课堂这个概念应当扩展到学习场所一样，图书馆的概念也在演进。学生提及谷歌甚于去图书馆。尽管图书馆始终都包含有内容、获取、收集、分发、在线目录等系统，但是网络信息联盟的琼·利平科特为网络世代重组图书馆流程、服务和场所。通过从全国各地的教育机构引用诸多范例，他为高校提供了值得考虑的理论环境和实践建议。

All in
all, a number of changes are implied if higher education is to adapt to
the Net Generation. Carole Barone of EDUCAUSE asserts that a new
academy must form if higher education is to remain relevant and
responsive in changing times. She describes the interplay of culture
and technology along with new cultural values and a new style of
leadership as some of the characteristics of the new academy. She calls
on us to have the institutional resolve needed to transform higher
education, starting with understanding the Net Generation.

总之，如果高校要适应网络世代，则需要一系列变化。EDUCASE 的卡罗尔·巴荣声称，在这个变化的时代，如果高校想继续保持存在的必要，对变化作出相应，就必须产生新形式的高校。他描述了文化与技术的相互作用，以及新的文化价值观、新的领导方式等，新高校的一些特征。他呼吁我们，要从制度上解决问题，就需要转变高等教育，要从了解网络世代开始。

As
colleges and universities adapt to the Net Generation—and as technology
continues to change—institutions must also ask, "What's next?" Chris
Dede of Harvard University describes how emerging media are fostering
neomillennial learning styles. Multiuser virtual environments and
ubiquitous computing will allow users to move beyond the desktop
interface to much more immersive environments that enhance learning. In
turn, learning styles will evolve based on mediated immersion and
distributed learning communities. Dede details the implications of
neomillennial learning for investments in physical facilities,
technology infrastructure, and professional development.

随着高校适应网络世代，也随着技术的持续改变，教育机构还必须要问：“接下来会发生什么？”哈佛大学的克里斯·德德介绍了新媒体是如何培养出新千年学习方式的。多用户虚拟环境和无处不在的计算都让用户超越台式机达到更为拟真的环境，从而加强学习。反过来，学习方式会根据沉浸式媒体和分布式学习社区而演进。德德详述了新千年学习方式对体育设施、技术架构和专业发展等方面投资的影响。

For
us, it started with our children. You may have developed an interest in
the Net Generation as a result of a different experience. However you
began, we hope you will join us in actively exploring the intersection
of the Net Generation and higher education. We consider this collection
of chapters as a start. As more institutions begin thinking about the
Net Generation, asking questions, and exploring options, we will learn
more.

对于我们，这一切都从我们的孩子开始。由于不同的经历，你可能对网络世代产生了兴趣。无论你是怎么开始的，我们都希望你能与我们一起积极探索网络世代与高等教育的交集。我们希望，这本合集可以作为开端。随着越来越多的机构开始思考网络世代，提出问题、探索选择，我们会学到更多。

Because this is an area of active exploration, we have
chosen to make our thoughts available in electronic format rather than
as a traditional printed book. Not only will our understanding of the
Net Generation change over time, but our expression of it is limited if
we use text alone. We hope you will visit the Web site (http://www.educause.edu/LibraryDetailPage/666?ID=pub7101) for additional examples, video, and other material that enriches the text. Please share your observations with us as well.

因为这是一个积极探索的领域，所以我们选择让我们的想法以电子的形式而非传统引述的形式呈现出来。不仅因为我们对网络世代的认识会随着时间而变化，而且单纯的文字也限制了我们的表达方式。我们希望你能访问网站，获取额外范例、视频和充实文字的其他素材。也请与我们分享你的意见。

Educating
the Net Generation is a privilege and a challenge. They expect a great
deal of us, just as we do of them. To find the right balance point, we
need to understand each other well. We hope this book helps as you
educate the Net Generation—and as they educate us.

教育网络世代是荣幸也是挑战。他们对我们抱以很大的期望，反之也然。要找到正确的平衡点，我们需要彼此充分了解。我们希望本书可以帮助你教育网络世代，以及他们教育我们。

—Diana and Jim Oblinger

——戴安娜与吉姆·欧布灵格


http://www.educause.edu/Resources/EducatingtheNetGeneration/Introduction/6059