Todays students represent the first generation to grow up with new technology…they are no longer the students our educational system was designed to teach Marc Prensky
Student Engagement Engage them or enrage them… Marc Prenky Accustomed to twitch speed, multitasking, random access…digital natives are bored by most of todays education and the many skills new technologies have enhanced are ignored in our current educational system.
Close to nine in ten teens, or 87 percent of youth ages 12 to 17, are Internet users, and half of these teens go online daily. Approximately 19 million teens instant message. Sixty percent of teens have their own cell phone. One-third (33%) of teens have used a cell phone to send a text message. One in four cell phone-owning teens has used their phone to connect to the Internet. Thirteen percent of young people report having a handheld device that connects to the Internet. Digital Natives… the natives are restless
The Digital Brain While we have not yet directly observed digital native brains to see whether they are physically different the indirect evidence is extremely strong.
The Intelligent Classroom for the Intelligent 21 st Century Student Digital Natives crave interactivity partially as a result of gaming Students today have the hypertext mind Malleable cognitive processes Traditional education provides little interactivity Not that they cant pay attention but they chose not to engage Physiologically different as a result of new technologies Intelligent Classrooms assist with providing the interactivity craved by the digital natives
Gees Learning Principles of combining lecture and immersion Subset Principle: Learning takes place in a simplified version of what is real. Incremental Principle: Learning occurs in a specific order which first targets simpler concepts, and once the student has mastered this, he or she can move on to more complex learning. Concentrated Sample Principle: In the beginning stages of learning, students have many chances to practice using fundamental signs which they will be able to recognize in later, more "real-world" settings. Bottom-up Basic Skills Principle: Basic skills are the result of necessity being the mother of invention; in other words, these skills come when student take the knowledge they have and use it practically in a situation. Explicit Information On-Demand and Just-in-Time Principle: Learners are given the information they need at the exact point at which they need it or at the last possible point at which they need it. Discovery Principle: Learners will grasp concepts better when they discover them for themselves. Transfer Principle: If learners have opportunities to practice the skills they learn, they will be able to transfer those skills to later situations.
Increases performance when interactivity is prominent. Can increase opportunities for student-constructed learning. Increases student collaboration on projects. Increase mastery of vocational and work force skills. Increased opportunities for interactivity with instructional programs. Is more effective with multiple technologies (video, computer, telecommunications, etc.). Help prepare students for work when emphasized as a problem solving tool. Significantly improves problem solving skills of learning handicapped students. Student Outcomes when curriculum content and instructional strategy delivered by the technology… http://www.princeton.edu/~edutech/reports/findings.html
Educator Outcomes when curriculum content and instructional strategy delivered by the technology Less directive and more student-centered teaching. Increased emphasis on individualized instruction. More time engaged by teachers advising students. Increased interest in teaching. Interest in experimenting with emerging technology. Teacher preferences for multiple technology utilization. Increases administrator and teacher productivity. Increased planning and collaboration with colleagues. Rethinking and revision of curriculum and instructional strategies.
Resources Prensky, Marc. Digital Natives, Digital Immigrants,On the Horizon, 9:5, Sept-Oct 2001Digital Natives, Digital Immigrants Prensky, Marc. Do They REALLY Think Differently? On the Horizon, 9:6, Nov-Dec 2001Do They REALLY Think Differently? Prensky, Marc. The Motivation of Gameplay On the Horizon, Vol 10, No 1The Motivation of Gameplay Prensky, Marc. Not Only The Lonely: implications of "social" online activities for higher education On the Horizon, Vol 10, No 4Not Only The Lonely: implications of "social" online activities for higher education Prensky, Marc. Open Collaboration On the Horizon, Vol 10, No 3Open Collaboration
1. FEAR of change 2. TRAINTNG in basics 3. PERSONAL use 4. TEACHING models 5. LEARNING based 6. CLIMATE 7. MOTIVATION 8. SUPPORT Integrating Technology into the Classroom: Eight Keys to Success Journal article by Joe Bitner, Noel Bitner; Journal of Technology and Teacher Education, Vol. 10, 2002