Gadgets and toys

If my house is anything to go by there’s been a significant increase in the number of electronic toys and gadgets that have appeared over the past few years, most notably mobile phones and gaming consoles – as well as the usual computers and laptops. The numbers increase again every time my childrens’ friends come to stay or play, each with their own phone(s), MP3 player or PSP etc.

Of course, based on such a snapshot it would be easy to make assumptions and apply these across the board – which is why it’s useful to read reports like the recent PEW Internet report on Generations and their gadgets, based on a survey of 3,001 American adults (ages 18 and older) conducted between August 9 and September 13, 2010.

Key findings in the report include:

  • Cell phones are by far the most popular device among American adults, especially for adults under the age of 65. Some 85% of adults own cell phones overall. Taking pictures (done by 76% of cell owners) and text messaging (done by 72% of cell owners) are the two non-voice functions that are widely popular among all cell phone users.
  • Desktop computers are most popular with adults ages 35-65, with 69% of Gen X, 65% of Younger Boomers and 64% of Older Boomers owning these devices.
  • Millennials are the only generation that is more likely to own a laptop computer or netbook than a desktop: 70% own a laptop, compared with 57% who own a desktop.
  • While almost half of all adults own an mp3 player like an iPod, this device is by far the most popular with Millennials, the youngest generation—74% of adults ages 18-34 own an mp3 player, compared with 56% of the next oldest generation, Gen X (ages 35-46).
  • Game consoles are significantly more popular with adults ages 18-46, with 63% owning these devices.
  • 5% of all adults own an e-book reader; they are least popular with adults age 75 and older, with 2% owning this device.
  • Tablet computers, such as the iPad, are most popular with American adults age 65 and younger. 4% of all adults own this device.

The report contains a number of graphs that show the actual distribution by age of the users and owners of these technologies, revealing, not surprisingly, a higher level of ownership among younger people. Interesting in this regard was the fact that about one in 11 (9%) adults do not own any of the devices we asked about, including 43% of adults age 75 and older.

For me a couple of key things I found interesting…

  • While mobile phone ownership is high, the actual use is largely confined to phoning and texting – we’ve still to see the potential take-up realised in terms of using these for web apps etc.I wonder to what extent this is due to the plans offered by telcos, as there are certainly the numbers of phones out there that are internet capable.
  • The fact that e-reader ownership is still relatively low – and distributed across all ages. Again, the trending that is currently predicted has yet to be revealed in these stats. Perhaps the 2011 survey will be different?

By wenmothd

Derek is regarded as one of NZ education’s foremost Future Focused thinkers, and is regularly asked to consult with schools, policy makers and government agencies regarding the future directions of NZ educational policy and practice.

4 replies on “Gadgets and toys”

It will be interesting to watch the changes that unfold over 2011! I am interested to know what research has been done ‘down under’ Derek. PEW is a credible source but based on an American study. It is increasingly obvious that NZ and Australian trends are not always the same. What does it look like here? Who researches this in NZ and what seem to be the similarities/differences? I think we need a new pool of info with stats from our side of the world. Some You Tube videos with our data rather than what is happening in USA.

Hi Cheryl
I agree completely with the need for credible data from the NZ end. We’ve had the annual 20/20 Trust reports now for several years, which provide a useful insight into the patterns of ICT development within schools, but nothing really happening in terms of what the PEW internet group do. Of course, I find the PEW stuff useful because of the way in which the US is so often held up as an example of being so far ahead of us, and yet the stats reveal what we feel and know in our gut is perhaps the same in NZ.
MMMmmm – now to go and look for some funding to undertake the research in the NZ context….

Technology will always have a lasting impact in our lives. I recently sent my old phones which i once treasured to a recycling company. They were Cash 4 Phones and they provided a fast and excellent service. I would highly recommend them to anyone. Especially as the frequency of new phones being released is also rapidly increasing, its best to send them to a company who make best use out of them for cash.

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Derek and Maurie complement each other well and have the same drive and passion for a future education system that is so worthwhile being part of. Their presentation and facilitation is at the same time friendly and personal while still incredibly professional. I am truly grateful to have had this experience alongside amazing passionate educators and am inspired to re visit all aspects of my leadership. I have a renewed passion for our work as educational leaders.

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I was in desperate need of a programme like this. This gave me the opportunity to participate in a transformative journey of professional learning and wellbeing, where I rediscovered my passion, reignited my purpose, and reconnected with my vision for leading in education. Together, we got to nurture not just academic excellence, but also the holistic wellbeing of our school communities. Because when we thrive, so does the entire educational ecosystem.

Tara Quinney Principal, St Peter's College, Gore

Refresh, Reconnect, Refocus is the perfect title for this professional development. It does just that. A fantastic retreat, space to think, relax and start to reconnect. Derek and Maurie deliver a balance of knowledge and questioning that gives you time to think about your leadership and where to next. Both facilitators have the experience, understanding, connection and passion for education, this has inspired me to really look at the why for me!

Jan McDonald Principal, Birkdale North School

Engaged, passionate, well informed facilitators who seamlessly worked together to deliver and outstanding programme of thought provoking leadership learning.

Dyane Stokes Principal, Paparoa Street School

A useful and timely call to action. A great chance to slow down, reflect on what really drives you, and refocus on how to get there. Wonderful conversations, great connections, positive pathways forward.

Ursula Cunningham Principal, Amesbury School

RRR is a standout for quality professional learning for Principals. Having been an education PLD junkie for 40 years I have never before attended a programme that has challenged me as much because of its rigor, has satisfied me as much because of its depth or excited me as much because of realising my capacity to lead change. Derek and Maurie are truly inspiring pedagogical, authentic leadership experts who generously and expertly share their passion, wisdom and skills to help Principal's to focus on what is important in schools and be the best leader they can be.

Cindy Sullivan Principal, Kaipara College

Derek Wenmoth is brilliant. Derek connects powerful ideas forecasting the future of learning to re-imagine education and create resources for future-focused practices and policies to drive change. His work provides guidance and tools for shifting to new learning ecosystems through innovations with a focus on purpose, equity, learner agency, and lifelong learning. His work is comprehensive and brings together research and best practices to advance the future of teaching and learning.  His passion, commitment to innovation for equity and the range of practical, policy and strategic advice are exceptional.

Susan Patrick, CEO, Aurora Institute

I asked Derek to work with our teachers to reenergise our team back into our journey towards our vision after the two years of being in and out of 'Covid-ness'.  Teachers reported positively about the day with Derek, commenting on how affirmed they felt that our vision is future focused.  Teachers expressed excitement with their new learning towards the vision, and I've noticed a palpable energy since the day.  Derek also started preparing our thinking for hybrid learning, helping us all to feel a sense of creativity rather than uncertainty.  The leadership team is keen to see him return!

Kate Christie | Principal | Cashmere Ave School

Derek has supported, informed and inspired a core group of our teachers to be effective leads in our college for NPDL. Derek’s PLD is expertly targeted to our needs.

Marion Lumley | Deputy Principal |Ōtaki College

What a task we set Derek -  to facilitate a shared vision and strategy with our Board and the professional and admin teams (14 of us), during a Covid lockdown, using online technology. Derek’s expertise, skilled questioning, strategic facilitation and humour enabled us to work with creative energy for 6 hours using a range of well-timed online activities. He kept us focussed on creating and achieving a shared understanding of our future strategic plan.  Derek’s future focussed skills combined with an understanding of strategy and the education sector made our follow up conversations invaluable.  Furthermore, we will definitely look to engage Derek for future strategic planning work.

Sue Vaealiki, Chair of Stonefields Collaborative Trust 

Our Principal PLG has worked with Derek several times now, and will continue to do so. Derek is essentially a master facilitator/mentor...bringing the right level of challenge, new ideas & research to deepen your thinking, but it comes with the level of support needed to feel engaged, enriched and empowered after working with him.

Gareth Sinton, Principal, Douglas Park School

Derek is a highly knowledgeable and inspirational professional learning provider that has been guiding our staff in the development of New Pedagogies’ for Deep Learning. His ability to gauge where staff are at and use this to guide next steps has been critical in seeing staff buy into this processes and have a strong desire to build in their professional practice.

Andy Fraser, Principal, Otaki College

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