A volume in Lifespan Learning
Series Editors Paris S. Strom, Auburn University
and Robert D. Strom, Arizona State University
Teaching adolescents and learning from them is the paradigm elaborated throughout this second
edition of Adolescents in the Internet Age. The premise is based upon four assumptions: (1) Adolescents
have unique experiences that qualify them as the most credible source on what growing up is like in the current
environment, (2) Adolescents are more competent than many adults with tools of technology that will
be needed for learning in the future, (3) Adolescents and adults can support mutual development by adopting
the concept of reciprocal learning, and (4) The common quest of adolescents to gain adult identity could
be attained before employment.
Expectations are the theme for every chapter. The reason expectations are so important is because
they influence goals, determine priorities, and are used to evaluate progress and achievements of individuals
and institutions. When teacher expectations correspond with the abilities and interests of students,
achievement and satisfaction are common outcomes. In contrast, if teachers expect too little, student potential
can be undermined. There is also concern if expectations that students have for themselves surpass their abilities. This occurs if teachers do not
inform students about their deficits. Multitasking, doing too many things at the same time, detracts from productivity. Sharing accountability depends
upon complimentary and attainable expectations that can be met by students, teachers, and parents. To support appropriate expectations, tthis book for
secondary teachers and high school students seeking a broader understanding of their own generation is organized in four parts about aspects of learning
and development.
(1) Identity expectations introduce traditional perspectives on adolescence, changes related to sources of learning, evolving emphasis of
schools, and ways to support motivation, goal setting, and formation of identity.
(2) Cognitive expectations examine mental abilities, academic standards, emergence of the Internet as a learning tool, development of media
literacy, creative problem solving, and encouragement of higher order thinking skills.
(3) Social expectations explore the need for giving greater attention to social development,
importance of teamwork skills, involvement with social networking, adoption of civil behavior,
school safety, and values as a basis for ethical behavior and character.
(4) Health expectations center on decisions that influence physical health, well-being, and
lifestyle choice. Consideration is given to stress management, emotional intelligence, and risk assessment
strategies for individual teenagers and the schools that they attend.