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Technology Preferences of Multiple Generations in the Workplace Classroom Esther Lynn Jackson Walden University

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Technology Preferences of Multiple Generations in the Workplace Classroom Esther Lynn Jackson Walden University Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2018 Technology Preferences of Multiple Generations in the Workplace Classroom Esther Lynn Jackson Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Adult and Continuing Education Administration Commons, Adult and Continuing Education and Teaching Commons, and the Curriculum and Instruction Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Education This is to certify that the doctoral study by Esther Jackson has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Vicki Underwood, Committee Chairperson, Education Faculty Dr. Jennifer McLean, Committee Member, Education Faculty Dr. Gibbs Kanyongo, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2018 Abstract Technology Preferences of Multiple Generations in the Workplace Classroom by Esther L. Jackson MA, Wayne State University, 2003 BS, Wayne State University, 1999 Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2018 Abstract Differences in race, ethnicity, gender, and age have shaped the most diverse workforce in recent years and have also influenced the workplace learning environment. Variability in age created several generations that presented an instructional challenge in the workplace for trainers who have not recognized and understood generational differences. The purpose of this study was to investigate how employees in 4 generations differed with respect to attitudes toward instructional approaches using technology in the workplace classroom. A theoretical framework incorporating Knowles’ learning theory of andragogy guided this quantitative survey design study. The sample of 731 city employees from various departments completed the Media and Technology Usage and Attitudes Scales administered through an online survey tool. One-way ANOVA indicated that only on the Positive Attitudes Toward Technology scale, scores of the oldest generation, the Traditionalists, were significantly less positive than those of the 3 younger generations (Baby Boomers, Generation X, and Millennials) who did not differ significantly from each other. Research findings led to the conclusion that some differences existed in generational attitudes toward instructional approaches. Based on this conclusion, a 3-day leadership workshop was created, which includes recommendations for a customized approach to instructing the generations. Implications for social change include the potential for organizations to modify instruction to correspond with attitudinal differences of the generations and allow organizations in all industries to take proactive steps for workforce changes in learning. Technology Preferences of Multiple Generations in the Workplace Classroom by Esther L. Jackson MA, Wayne State University, 2003 BS, Wayne State University, 1999 Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2018 Dedication To God first and foremost for being my solid rock and foundation as a reminder that “I was built for this” and anything is possible with you on my side. To my mother, whose love and inspiration provided the drive I needed to believe in myself and persevere to the finish with this work and everything else I endeavor to do. Without you, I would not be the woman who was able to achieve this accomplishment. To my father, who taught and advised me to trust in God at all times and especially in the midst of challenges. To my sister and best friend who reminded me that you are encouraged by my achievements which motivates me to do more. To my little brother, who believes in me and always showed me love. Acknowledgments I wish to thank all of my extended family members and friends who gave me the love and support needed during this journey. I am grateful for the matriculation I received in the Detroit Public Schools system and Wayne State University. I wish to acknowledge Mr. Thomas Bridges for his mentoring, guidance, and moral support for so many years. I also wish to acknowledge and thank my dissertation chair Dr. Vicki Underwood for her feedback, guidance and encouragement provided in the dissertation process and during my program. Table of Contents List of Tables ..................................................................................................................... iv List of Figures ..................................................................................................................... v Section 1: The Problem ....................................................................................................... 1 The Local Problem .......................................................................................................... 1 Rationale.......................................................................................................................... 3 Evidence of the Problem at the Local Level ................................................................ 3 Evidence of the Problem from the Professional Literature ......................................... 3 Definitions of Terms ....................................................................................................... 5 Significance of the Study ................................................................................................ 7 Research Questions and Hypotheses ............................................................................... 8 Review of the Literature .................................................................................................. 9 Study Framework ........................................................................................................ 9 Search Strategies ........................................................................................................ 10 The Generations ......................................................................................................... 11 Formal and Informal Learning .................................................................................. 18 Technology and Learning .......................................................................................... 20 Preferences of the Generations .................................................................................. 22 Multigenerational Learning ....................................................................................... 23 Research in Other Countries ...................................................................................... 27 i Implications ............................................................................................................... 29 Summary ....................................................................................................................... 30 Section 2: The Methodology ............................................................................................. 32 Research Design and Approach .................................................................................... 32 Setting and Sample .................................................................................................... 32 Instrumentation .......................................................................................................... 33 Data Collection and Scoring ...................................................................................... 36 Data Analysis ............................................................................................................. 40 Assumptions, Limitations, Scope, and Delimitations ................................................... 47 Assumptions .............................................................................................................. 47 Limitations ................................................................................................................. 47 Section 3: The Project ....................................................................................................... 50 Introduction ................................................................................................................... 50 Rationale........................................................................................................................ 53 Review of the Literature ................................................................................................ 54 Search Strategies ........................................................................................................ 54 Project Framework .................................................................................................... 54 Project Description ........................................................................................................ 60 Section 4: Reflections and Conclusions ............................................................................ 69 Project Strengths and
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