The Net Generation, currently those individuals approximately 25 and younger, may be described as having grown up with technology. Forgotten in this discussion however, are the many students from rural areas of the country that do not have access to much, or any, of the technology described in this modules readings. In many of the rural villages in Alaska for example, until recently, access to computers, cell phones, and other technology described in the readings were unavailable. Even now, technology in many geographical areas is limited, as is technology in low income households. As students from these areas and income groups start to attend schools and universities that are technology based, unless consideration is given to their past experiences and knowledge, the process of lumping them into a named generation may cause them to perform poorly. While it is important to consider the points discussed by Oblinger & Oblinger, it is also important to realize that not all students are as technically proficient or possess the traits Oblinger & Oblinger describe, especially those traits as explained in Chapter 5; a chapter that I found utopian (and irritating) at best.
It is always important to understanding the overall characteristics of a generation, but equally important to understand that each student has different experiences, learning styles, and needs, and therefore, require a different classroom experience. While this may be somewhat difficult in a university setting, K-12 teachers should have the knowledge and ability to tailor their instruction to accommodate the differences in their classrooms. By doing this rather than labeling an entire generation and prescribing traits to its population, maybe the results of the next evaluation of American students math, science, and reading skills will not be, at best, average.