This Thread Has Teachers Revealing How Kids Have Changed Over The Years, And Here Are 45 Interesting Responses

To learn more about the teacher’s role and how it evolved over time, we reached out to Bea Leiderman, an instructional technology coach and teacher in Virginia, US. Together with her husband Dr. William Rankin, she runs a website called Unfold Learning that provides learning design and educational expertise to schools, businesses, museums, and governments. Aside from running workshops and seminars around the world, Leiderman also finds pleasure in pursuing her hobby of nature photography in her spare time.

From her personal experience, students haven't changed as much since she started teaching. "Kids are kids and even in Ancient Rome, adults talked about 'kids these days'," she told Bored Panda. "What I do notice are the changes in kids’ attitudes regarding technology, mostly because access to digital technologies is now widespread."

Leiderman became a teacher in 2001, a time when far from everyone had a computer or a cellphone. "If you did have a cellphone, it had limited functionality: make phone calls, send texts typed out using the number pad. You know, 1 for ABC, 2 for DEF, etc. Using a phone was not fun and computers were few and far between. Now, even very young kids have smartphones and they can be a distraction, but they don’t have to be."

An annual report from nonprofit organization Common Sense Media found that screen use for tweens and teens grew by 17 percent from 2019 to 2021, a sharp increase from the years before the pandemic. "Between 2019 and 2021, the total amount of screen media used each day went from 4:44 to 5:33 among tweens, and from 7:22 to 8:39 among teens. This is a much faster increase in just two years than was seen in the previous four years," the researchers wrote.

While some teachers say the increased screen time has negatively affected student behavior, Leiderman said it’s easy to blame technology for changes in classrooms that make adults feel uncomfortable.

"When I was a kid, if I was bored in class, I doodled in my notebook, or in the margins of whatever book I was supposed to be reading. Or I just stared into space. Now when students are bored, they can use technology as a distraction," she said. "Teachers have to make classes more interesting, more relevant because they are competing with distractions. This is not a bad thing, though. More interesting, relevant, engaging classrooms lead to deeper, lasting learning that can make a difference in the lives of students. It’s how it should have been all along."

The use of technology also led to surprising benefits, such as kids already entering school with skills and experiences previous generations lacked, the educator argued. "For example, the first time I taught a class that involved 3D modeling on a screen was in 2007, and students had a very tough time imagining a 3D object on a flat screen."

"By 2015, most students I worked with had some experience with a 3D environment, Minecraft or something else like it, and it was much easier to jump into creating whatever we were working on without struggling," Leiderman added.

One change in kids she noticed is that they have become much more adventurous with computers and tech in general. She stated that students are now less worried about clicking away and figuring things out along the road. However, these behaviors can sometimes scare teachers. "Many older adults have not changed their attitudes towards technology. To them, technology is scary and a bother, and it makes them uncomfortable. They don’t want students to know more than they do."

But while teachers (and parents!) fear kids taking over control by showing off their skills, they should also remember the little ones still need their guidance and support. Leiderman told us that while many students are bringing their attitudes about technology into the classroom, far from everyone is fluent in tech.

"The myth of the 'digital native' is dangerously widespread. Many adults assume that kids can use technology with little or no guidance because they’ve had cellphones and computers around since they were born. This is absolutely ridiculous," she explained. "We as adults have to help kids learn to use technology productively AND safely. None of that can be taught with lecturing and worksheets. It has to happen through actual use of technology for productivity and creativity, with respect for the rights and intellectual property of others."

Since education was based on books and papers twenty years ago, it can take time for some teachers to adapt to this change of pace. With the internet at our fingertips, something that took hours to look up in the library in the past now takes mere seconds. "If you spend time with teachers at any large gathering, the 'kids are googling all the answers' conversation always happens," the educator revealed.

"When I was in school, I had access to my older sister’s lab reports, research papers, completed worksheets," she said, adding that using Google these days is no different. "It shows students have not changed. Students knew how to game the system when I was a kid, and they still do it today."

Educator Leiderman pointed out that technology has opened the door to millions of student creative endeavors — from making sophisticated video and audio to accessing the bottomless pit of knowledge the internet presents them with. "On top of that is the accessibility aspect: text to speech helps students with disabilities. So does dictation. And instant translation can help new arrivals who don’t speak the local language yet."

"Think about that! Amazing! So why complain about cellphones and laptops instead of making the most of them? Let students explore and create. Give them direction, and give them guidance, but look for ways to use technology in meaningful projects," she said.