bmcss engaging digital natives in the study of social studies
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DESCRIPTIONPresented at the BuxMont Council for the Social Studies Annual Conference in March 2007.
- 1.In times of change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists. Eric Hoffer
2. Engaging Digital Natives Examining 21 stcentury literacies and their implications for teaching social studies in the digital age. Jennifer Carrier Dorman http://jdorman.wikispaces.com/Conferences 3. http://jdorman.wikispaces.com/Conferences 4. Agenda
- The Case for 21 stCentury Education
- The implications of our flattening world
- Digital Natives
- Learning profile
- Web 2.0
- Confronting the new participatory culture
- Applications of the new literacies
- Viral video, simulation and play, blogs, podcasts, wikis, social learning
5. We are at a turning point in the tech industry and perhaps even in the history of the world Tim OReilly Feb. 14, 2006 6. The Case for 21 stCentury Education
- Education is changing.
- Competition is changing internationally.
- The workplace, jobs, and skill demands are changing.
7. 8. The World is Flat
- Thomas L. Friedman
- Describes the unplanned cascade of technological and social shifts that effectively leveled the economic world
- Implications for educational systems
9. The Flatteners # 1-3
- Fall of the Berlin Wall / rise of Windows OS
- Netscape IPO / dotcom boom
- Work flow software / design, display, manage, and collaborate
10. The Flatteners # 4-8
- Open sourcing / self organizing collaborative communities
- In-forming (affinity networks)
11. The Flatteners # 10
- The Steroids: Digital, Mobile, Personal, and Virtual
- These are all the new gadgets, technologies, social norms, and etc. that are accelerating the other flatteners
12. Implications for the Workforce
- Categories of untouchables
- Special(celebrity-types; e.g. Prince William)
- Specialized(skills that are always in high demand; e.g. doctors)
- Anchored(jobs that must be conducted face-to-face in a specific location with a perpetual client base; e.g. plumber)
- Really Adaptable(can constantly acquire new knowledge, skills, and expertise that enable the creation of value; e.g. the life-long learner)
13. The illiterate of the 21 stcentury will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. Alvin Toffler 14. Global Implications
- These changes, among others, are ushering us toward a world where knowledge, power, and productive capability will be more dispersed than at any time in our historya world where value creation will be fast, fluid, and persistently disruptive.
- A world where only the connected will survive.
15. Global Implications
- A power shift is underway, and a tough new business rule is emerging: Harness the new collaboration or perish.
- Those who fail to grasp this will find themselves ever more isolatedcut off from the networks that are sharing, adapting, and updating knowledge to create value.
16. Get flat or be flattened 17. Implications for Schools
- For smart schools [companies], the rising tide of mass collaboration offers vast opportunitySchools [Companies] can reach beyond their walls to sow the seeds of innovation and harvest a bountiful crop.
- (edits by Will Richardson, original words in brackets)
18. Implications for Schools
- Indeed, educators [firms] that cultivate nimble, trust-based relationships with external collaborators are positioned to form vibrant classroom [business] ecosystems that enhance learning [create value] more effectively than hierarchically organized schools [businesses].
- (edits by Will Richardson, original words in brackets)
19. My Mission 4C History
20. Digital Natives Who are the digital natives and what is their learning profile? 21. Digital Natives
- It is now clear that as a result of this ubiquitous information environment and the sheer volume of their interaction with it, todays studentsthink and process information fundamentally differentlyfrom their predecessors.
- Marc Prensky Digital Natives, Digital Immigrants 2001
22. Digital Natives
- Different kinds of experiences lead to different brain structures - Dr. Bruce D. Berry of Baylor College of Medicine.
- it is very likely thatour students brains and thinking patterns have changed and are different from ours as a result of how they grew up
23. Who are the digital natives?
- Our students today are all native speakers of the digital language of computers, video games, instantaneous communication, and the Internet.
- Those of us who were not born into the digital world but have, at some later point in our lives, become fascinated by and adopted many or most aspects of the new technology areDigital Immigrants .
24. The Challenge
- Our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language
25. The Nomadic Grazing Patterns of Digital Natives
- Digital Natives are used to receiving information really fast.
- They like to parallel process and multi-task.
- They prefer their graphicsbeforetheir text rather than the opposite.
26. The Nomadic Grazing Patterns of Digital Natives
- They prefer random access (like hypertext).
- They function best when networked.
- They thrive on instant gratification and frequent rewards.
- They prefer games to serious work.
- Todays teachers have to learn to communicate in the language and style of their students.
- Thisdoesntmean changing the meaning of what is important, or of good thinking skills.
28. Web 2.0 The evolution of the semantic read/write web 29. Web 1.0Web 2.0 30. What is Web 2.0?
- Web 2.0 is a term often applied to a perceived ongoing transition of the World Wide Web from a collection of static websites to a full-fledged computing platform serving web applications to end users.
- Tim OReilly
31. The New WWW
- Tom March, Web-based educator, author, and instructional designer
32. The New WWW
- The New WWWoffering uswhateverwe want,wheneverandwhereverwe want itmay seem like just an extension of our already-technology-enhanced contemporary life
- To counteract the New WWWs potentially harmful impact on youth, educators must use technology to create learning experiences that are real, rich, and relevant
33. Confronting the Challenges of a Participatory Culture Media Education for the 21 stCentury Henry Jenkins, Director of the Comparative Media Studies Program at MIT 34.
- If it were possible to define generally the mission of education, it could be said that its fundamental purpose is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community, [Creative] and economic life.
- New London Group (2000)
35. Participatory Culture
- According to a recent study from the Pew Internet & American Life project (Lenhardt & Madden, 2005), more than one-half of all teens have created media content, and roughly one-third of teens who use the Internet have shared content they produced.
36. A Participatory Culture . . .
- Relatively low barriers to artistic expression and civic engagement
- Strong support for creating and sharing ones creations with others
- Some type of informal mentorship whereby what is known by the most experienced is passed along to novices
37. A Participatory Culture . . .
- Members believe that their contributions matter
- Members feel some degree of social connection with one another (at the least they care what other people think about what they have created)
38. Forms of Participatory Culture
- Affiliations memberships, formal and informal, in online communities centered around various forms of media, such as Friendster, Facebook, message boards, metagaming, Second Life, or MySpace
- Expressions producing new creative forms, such as digital sampling, skinning and modding, fan videomaking, fan fiction writing, zines, mash-ups
39. Forms of Participatory Culture
- Collaborative Probl