By Ryan L. Schaaf
Today’s Kids Learn Differently
In the previous article, “Learning for the Always-On Generation (Part 1),” we introduced a central observation: today’s children learn differently than previous generations. They speak, play, communicate, and most importantly learn in new ways. Regular exposure to television, smartphones, tablets, gaming systems and computers has altered how their brains respond to information. As a result, many veteran teachers find traditional methods less effective and see a need to reframe instruction for learners who are neurologically and behaviorally shaped by constant digital engagement.
Because of this digital environment, the current generation has developed distinct learning preferences. Ian Jukes, Ryan Schaaf and Michael Mohan identified nine key attributes of digital learners. This post examines the first three attributes and suggests practical instructional strategies teachers can use to align classroom practice with how students prefer to learn.
Attribute #1: Fast access to multiple, hyperlinked digital sources
Digital learners expect information quickly and from multiple interlinked sources. By contrast, traditional instruction often relied on a controlled and linear release of content from the teacher or a single, sometimes outdated resource.
Research and observation show that many teens and young adults check devices frequently; for some, being disconnected even briefly causes anxiety. The Internet gives students access to the largest collection of information in human history. They can consult vast numbers of webpages, videos, databases and collaborative resources to build understanding. But access alone is not enough—students must develop the ability to separate superficial material from substantive, trustworthy content.
Practical strategies for educators:
- Encourage the use of reputable online reference sources for initial research and orientation. School-provided databases and curated resources provide a safer and more reliable starting point than random searches.
- Design WebQuest-style activities in which students research guided topics using a curated list of online resources provided by the teacher. This preserves the benefits of multiple sources while helping students learn evaluation skills and focus their searches.
Attribute #2: Preference for parallel processing and multitasking
Digital learners are accustomed to switching attention rapidly among tasks—texting, streaming videos, browsing websites and chatting—so parallel processing and multitasking feel natural. Psychologists sometimes call this continuous partial attention. While humans have always shifted attention across tasks, digital environments make those shifts faster and more frequent.
It’s important to clarify the limits: deeply demanding cognitive tasks cannot be performed simultaneously at high levels of quality. Skilled multitasking is often a matter of quick task-switching and strong working memory rather than performing two difficult tasks at once. Students can become very good at managing multiple familiar activities and at using digital tools to find answers quickly, but educators should recognize the trade-offs when planning instruction.
Practical strategies for educators:
- Minimize unnecessary task-switching during lessons. If students are completing more than one activity at once, keep one of the tasks routine or automated so cognitive load remains manageable.
- Leverage speech-to-text and other assistive tools to let students capture ideas or control devices while working on complementary activities. For some learners, voice-driven tools increase productivity without compromising learning quality.
Attribute #3: Preference for images, sound, color and video before text
Having grown up surrounded by high-quality visual and multisensory media, many digital learners process pictures, audio and video more readily than blocks of text. Visuals convey meaning quickly and can jump-start engagement and comprehension. Educators should honor this preference while ensuring that images and media deepen, rather than replace, critical reading and analytical skills.
Practical strategies for educators:
- Incorporate short, focused videos and multimedia clips to introduce or reinforce concepts. Carefully chosen clips can provide context and spark inquiry more effectively than an initial text passage.
- Use high-quality images and visually appealing slides in presentations and materials. Visual clarity and color help capture attention and support comprehension for students accustomed to modern, high-resolution media.
These three attributes—rapid access to linked information, comfort with parallel processing, and a preference for visual and multimedia input—are central to understanding how digital learners interact with content. In the next installment of The Brief History of the Future of Education series, we will examine the remaining six learning attributes and offer additional tools and strategies teachers can use to align instruction with students’ preferences.
About this Post
This post is part of The Brief History of the Future of Education series, adapted from the book by Ian Jukes and Ryan L. Schaaf. The series explores the mindset TTWWADI (That’s The Way We’ve Always Done It), the disruptive innovations affecting schools, the learning preferences of digital generations, forecasts for learning twenty years ahead, the next-generation skills students will need, and the evolving roles educators must assume to remain effective.
About the Author
Ryan Schaaf is Associate Professor of Educational Technology at Notre Dame of Maryland University and a faculty member in the Digital Age Learning and Educational Technology program at Johns Hopkins University. His work focuses on gaming in education, characteristics of contemporary learners, and how emerging technologies can improve teaching and learning. Follow his professional updates via his social media and institutional profiles.
This article was originally published by The Learning Counsel, a research and news organization focused on the shift to digital curriculum in education.