The phygital generation or Gen Z finds manipulating virtual reality paddles or headsets, entering an AR world, snap chatting with a friend, or posting an IG story as comfortable as playing a game of soccer under a lighted night, dancing with friends, reading a paper book, shopping with a parent or swinging high in the playground.
Learning spaces today aren’t all physical. Kids today locate themselves in space that is multidimensional, sometimes without walls, sometimes without solid artifacts, sometimes without another “bones and muscle” human.
They move with ease across boundaries, more interested in activity than watching. They are the #experiencedesign generation, kids who want to hack, invent, participate, infuse, create, and connect with their artifacts, memories, ideas, opportunities, communities. Place is just where they happen to be in the moment. Learning is not limited to school or home. Community is not limited to church or soccer practice or the cafeteria. Identity is not limited to demographic check boxes on a census form.
Phygitals value experiences as much as, if not more, than material possessions. They like to make learning – not just receive learning. They return us to our roots as humans because they value the power of story – as told through graphic novels, video games, or one-sitting, asynchronous, multi-device accessible video series. They have moved well beyond their grandparents’ Saturday night at the movies or weekly Tuesday night sitcom episode.
They care about their own wellness and that of the planet. They believe community matters and taking care of community is as important in distant physical places as it is to the people in their hometowns. It’s why, from my perspective, young people in so many school communities across the nation extend themselves to fundraise or collect donations for those impacted by disaster. They also don’t limit themselves to local car washes as the fundraiser of choice. Instead, they augment physical reality by seeking support across a multitude of online fundraising platforms, through social media publicity, and in student-crafted websites.
Phygitals use a multitude of text and image-based tools to learn, communicate, and share with others. They like face time and screen time. Given opportunities to chase down a drone or play foursquare, they will move. They easily locate themselves in a variety of spaces and know how to navigate those with ease.
However, even as phygitals’ sense of space has expanded, their physical need for caves, campfires, and watering holes remains. Our young humans still seek a continuum of places for silent work and meditation, family gatherings, tribal connectivity, and cross-pollination opportunities whether at games or marketplaces.
In school communities that understand and value learners’ active participation and leadership, educators are changing how they set up and use environments, pedagogy, tools, curricula, and assessment. Progressive school communities who shift practices left over from the 20th century become less “schoolish.” And, their children become less schooled as passive listeners and more active as empowered learners.
Educators in such contemporary learning communities value educating children for life more than teaching them to pass decontextualized tests. In taking the risk to make changes that lead to learners who see their voices as important, their agency as desired, and their influence as real, we adults can find inspiration in our capability to teach even as we learn along with our phygital children.