BMCSS Engaging Digital Natives in the Study of Social Studies

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Presented at the BuxMont Council for the Social Studies Annual Conference in March 2007.

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<ul><li>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</li></ul><p>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 </p> <ul><li>The Case for 21 stCentury Education </li></ul><ul><li><ul><li>The implications of our flattening world </li></ul></li></ul><ul><li>Digital Natives </li></ul><ul><li><ul><li>Learning profile </li></ul></li></ul><ul><li>Web 2.0 </li></ul><ul><li><ul><li>Confronting the new participatory culture </li></ul></li></ul><ul><li>Applications of the new literacies </li></ul><ul><li><ul><li>Viral video, simulation and play, blogs, podcasts, wikis, social learning </li></ul></li></ul><p>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 </p> <ul><li>Education is changing. </li></ul><ul><li>Competition is changing internationally. </li></ul><ul><li>The workplace, jobs, and skill demands are changing. </li></ul><p>7. 8. The World is Flat </p> <ul><li>Thomas L. Friedman </li></ul><ul><li>Describes the unplanned cascade of technological and social shifts that effectively leveled the economic world</li></ul><ul><li>Implications for educational systems </li></ul><ul><li><ul><li>http://www.eschoolnews.com/eti/2005/05/000835.php </li></ul></li></ul><p>9. The Flatteners # 1-3 </p> <ul><li>Fall of the Berlin Wall / rise of Windows OS </li></ul><ul><li>Netscape IPO / dotcom boom </li></ul><ul><li>Work flow software / design, display, manage, and collaborate </li></ul><p>10. The Flatteners # 4-8 </p> <ul><li>Open sourcing / self organizing collaborative communities </li></ul><ul><li>Outsourcing </li></ul><ul><li>Offshoring </li></ul><ul><li>Supply-chaining </li></ul><ul><li>In-forming (affinity networks) </li></ul><p>11. The Flatteners # 10 </p> <ul><li>The Steroids: Digital, Mobile, Personal, and Virtual </li></ul><ul><li><ul><li>These are all the new gadgets, technologies, social norms, and etc. that are accelerating the other flatteners </li></ul></li></ul><p>12. Implications for the Workforce </p> <ul><li>Categories of untouchables </li></ul><ul><li><ul><li>Special(celebrity-types; e.g. Prince William) </li></ul></li></ul><ul><li><ul><li>Specialized(skills that are always in high demand; e.g. doctors) </li></ul></li></ul><ul><li><ul><li>Anchored(jobs that must be conducted face-to-face in a specific location with a perpetual client base; e.g. plumber) </li></ul></li></ul><ul><li><ul><li>Really Adaptable(can constantly acquire new knowledge, skills, and expertise that enable the creation of value; e.g. the life-long learner) </li></ul></li></ul><p>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 </p> <ul><li>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.</li></ul><ul><li>A world where only the connected will survive.</li></ul><p>15. Global Implications </p> <ul><li>A power shift is underway, and a tough new business rule is emerging: Harness the new collaboration or perish.</li></ul><ul><li>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. </li></ul><p>16. Get flat or be flattened 17. Implications for Schools </p> <ul><li>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.</li></ul><ul><li><ul><li>(edits by Will Richardson, original words in brackets) </li></ul></li></ul><p>18. Implications for Schools </p> <ul><li>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].</li></ul><ul><li><ul><li>(edits by Will Richardson, original words in brackets) </li></ul></li></ul><p>19. My Mission 4C History </p> <ul><li>Create </li></ul><ul><li>Communicate </li></ul><ul><li>Collaborate </li></ul><ul><li>Contextualize </li></ul><p>20. Digital Natives Who are the digital natives and what is their learning profile? 21. Digital Natives </p> <ul><li>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. </li></ul><ul><li><ul><li>Marc Prensky Digital Natives, Digital Immigrants 2001 </li></ul></li></ul><p>22. Digital Natives </p> <ul><li> Different kinds of experiences lead to different brain structures - Dr. Bruce D. Berry of Baylor College of Medicine.</li></ul><ul><li><ul><li>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 </li></ul></li></ul><p>23. Who are the digital natives? </p> <ul><li>Our students today are all native speakers of the digital language of computers, video games, instantaneous communication, and the Internet. </li></ul><ul><li>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 . </li></ul><p>24. The Challenge </p> <ul><li>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 </li></ul><p>25. The Nomadic Grazing Patterns of Digital Natives </p> <ul><li>Digital Natives are used to receiving information really fast.</li></ul><ul><li>They like to parallel process and multi-task.</li></ul><ul><li>They prefer their graphicsbeforetheir text rather than the opposite.</li></ul><p>26. The Nomadic Grazing Patterns of Digital Natives </p> <ul><li>They prefer random access (like hypertext).</li></ul><ul><li>They function best when networked.</li></ul><ul><li>They thrive on instant gratification and frequent rewards.</li></ul><ul><li>They prefer games to serious work.</li></ul><p>27. Methodology </p> <ul><li>Todays teachers have to learn to communicate in the language and style of their students. </li></ul><ul><li><ul><li>Thisdoesntmean changing the meaning of what is important, or of good thinking skills.</li></ul></li></ul><p>28. Web 2.0 The evolution of the semantic read/write web 29. Web 1.0Web 2.0 30. What is Web 2.0? </p> <ul><li>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.</li></ul><ul><li><ul><li>Tim OReilly </li></ul></li></ul><p>31. The New WWW </p> <ul><li>Whatever </li></ul><ul><li>Whenever </li></ul><ul><li>Wherever </li></ul><ul><li><ul><li>Tom March, Web-based educator, author, and instructional designer </li></ul></li></ul><p>32. The New WWW </p> <ul><li>The New WWWoffering uswhateverwe want,wheneverandwhereverwe want itmay seem like just an extension of our already-technology-enhanced contemporary life </li></ul><ul><li>To counteract the New WWWs potentially harmful impact on youth, educators must use technology to create learning experiences that are real, rich, and relevant </li></ul><p>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. </p> <ul><li> 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.</li></ul><ul><li>New London Group (2000) </li></ul><p>35. Participatory Culture </p> <ul><li>According to a recent study from the Pew Internet &amp; American Life project (Lenhardt &amp; 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. </li></ul><p>36. A Participatory Culture . . . </p> <ul><li>Relatively low barriers to artistic expression and civic engagement </li></ul><ul><li>Strong support for creating and sharing ones creations with others </li></ul><ul><li>Some type of informal mentorship whereby what is known by the most experienced is passed along to novices </li></ul><p>37. A Participatory Culture . . . </p> <ul><li>Members believe that their contributions matter </li></ul><ul><li>Members feel some degree of social connection with one another (at the least they care what other people think about what they have created) </li></ul><p>38. Forms of Participatory Culture </p> <ul><li>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 </li></ul><ul><li>Expressions producing new creative forms, such as digital sampling, skinning and modding, fan videomaking, fan fiction writing, zines, mash-ups </li></ul><p>39. Forms of Participatory Culture </p> <ul><li>Collaborative Problem-solving working together in teams, formal and informal, to complete tasks and develop new knowledge (such as throughWikipedia , alternative reality gaming, spoiling). </li></ul><ul><li>Circulations Shaping the flow of media (such as podcasting, blogging). </li></ul><p>40. Implications </p> <ul><li>A growing body of scholarship suggests potential benefits of these forms of participatory culture, including: </li></ul><ul><li><ul><li>opportunities for peer-to-peer learning,</li></ul></li></ul><ul><li><ul><li>a changed attitude toward intellectual property,</li></ul></li></ul><ul><li><ul><li>the diversification of cultural expression,</li></ul></li></ul><ul><li><ul><li>the development of skills valued in the modern workplace, and a more empowered conception of citizenship.</li></ul></li></ul><p>41. Implications </p> <ul><li>Participatory culture shifts the focus of literacy from one of individual expression to community involvement. </li></ul><ul><li>The new literacies almost all involve social skills developed through collaboration and networking. </li></ul><ul><li>These skills build on the foundation of traditional literacy, research skills, technical skills, and critical analysis skills taught in the classroom. </li></ul><p>42. The New Literacies </p> <ul><li>Play the capacity to experiment with ones surroundings as a form of problem-solving </li></ul><ul><li>Performance the ability to adopt alternative identities for the purpose of improvisation and discovery </li></ul><ul><li>Simulation the ability to interpret and construct dynamic models of real-world processes </li></ul><ul><li>Appropriation the ability to meaningfully sample and remix media content </li></ul><p>43. The New Literacies </p> <ul><li>Multitasking the ability to scan ones environment and shift focus as needed to salient details. </li></ul><ul><li>Distributed Cognition the ability to interact meaningfully with tools that expand mental capacities </li></ul><ul><li>Collective Intelligence the ability to pool knowledge and compare notes with others toward a common goal </li></ul><ul><li>Judgment the ability to evaluate the reliability and credibility of different information sources </li></ul><p>44. The New Literacies </p> <ul><li>Transmedia Navigation the ability to follow the flow of stories and information across multiple modalities </li></ul><ul><li>Networking the ability to search for, synthesize, and disseminate information </li></ul><ul><li>Negotiation the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms. </li></ul><p>45. The New Literacies Current Applications 46. Viral Video </p> <ul><li>The term viral video refers to video clip content which gains widespread popularity through the process of Internet sharing. </li></ul><ul><li>YouTube </li></ul><ul><li>Spymac </li></ul><ul><li>Revver </li></ul><ul><li>blip.tv </li></ul><ul><li>visuarios.com </li></ul><ul><li>Break.com </li></ul><ul><li>Dailymotion.com </li></ul><ul><li>GoFish </li></ul><ul><li>Albino Blacksheep </li></ul><ul><li>Google Video </li></ul><ul><li>Joost </li></ul><ul><li>Metacafe </li></ul><ul><li>MSN Soapbox </li></ul><ul><li>Stupid Videos </li></ul><ul><li>vMix </li></ul><ul><li>Youare.tv </li></ul><p>47. The Ease of Video </p> <ul><li>Eyespot</li></ul><ul><li><ul><li>http://www.eyespot.com/ </li></ul></li></ul><ul><li>Jumpcut </li></ul><ul><li><ul><li>http://www.jumpcut.com/ </li></ul></li></ul><ul><li>Cuts </li></ul><ul><li><ul><li>http://www.cuts.com/ </li></ul></li></ul><ul><li>Creative Commons </li></ul><ul><li><ul><li>http://creativecommons.org/ </li></ul></li></ul><p>48. The Power of Viral Video 49. John Edwards Announces His Candidacy on YouTube 50. Applications of Viral Video 51. Digital Citizenship 52. Digital Citizenship 53. First Social Networking Campaign http://my.barackobama.com/ 54. Second Life http://secondlife.com/ 55. Second Life </p> <ul><li>Second Life is a 3-D virtual world entirely built and owned by its residents.</li></ul><ul><li>Since opening to the public in 2003, it has grown explosively and today is inhabited by a total of 4,247,607 people from around the globe.</li></ul><p>56. Is Second Life for Real? </p> <ul><li>In October 2006, Reuters opened a news bureau in Second Life </li></ul><p>57. Just How Real is Second Life? 58. Campaign 08 on Second Life? </p> <ul><li>Feb. 14, 2007 John Edwards was the first presidential candidate to set up shop in Second Life </li></ul><ul><li>Jerimee Richir (a.k.a. Jose Rote) is the SL volunteer campaign manager </li></ul><ul><li>think of this as a scouting mission it is unofficial in that the campaign is not spending money, and I am not paid, however the campaign is aware that we are organizing in Second Life, and cooperating as much as they can. I keep them updated on what I have learned, and they let me know things that will be helpful. </li></ul><p>59. Education in Second Life </p> <ul><li>Over 70 colleges have created virtual networks with Second Life </li></ul><ul><li>Harvard Law - CyberOne: Law in the Court of Public Opinion </li></ul><ul><li>Ball State, Central Missouri State, Pepperdine, University of Tennessee, Bradley University </li></ul><p>60. Educational Applications </p> <ul><li>Exploring new tools and techniques for information and scientific visualization</li></ul><ul><li>Presenting, promoting, and selling content to a broad online audience</li></ul><ul><li>Collaborating and communicating in real time between multiple participants</li></ul><ul><li>Researching new concepts/products</li></ul><ul><li>Training and educating in virtual classrooms</li></ul><p>http://secondlife.com/businesseducation/ 61. CIC eLECTIONS http://www.ciconline.org/elections 62. CIC eLECTIONS </p> <ul><li>eLECTIONS Supports Meaningful, Memorable Learning Because it is... </li></ul><ul><li>Accessible:</li></ul><ul><li><ul><li>You are on the receiving end of resources and expertise brought together from different parts of the globe just to teach YOU, on your desktop, anywhere, anytime. Available for free wherever there is a high-speed Internet connection.</li></ul></li></ul><ul><li>Multisensory :</li></ul><ul><li><ul><li>You can see, read, hear and interact with multimedia content --interactivity, video clips, music, text, and excellent graphics.</li></ul></li></ul><p>http://www.ciconline.org/elections 63. CIC eLECTIONS </p> <ul><li>eLECTIONS Supports Meaningful, Memorable Learning Because it is... </li></ul><ul><li>Content-rich : </li></ul><ul><li><ul><li>You can learn for yourself how a presidential campaign works with video footage from CNN news and The History Channel documentaries.</li></ul></li></ul><ul><li>Self-directed :</li></ul><ul><li><ul><li>In eLECTIONS, the 3-D game platform allows you to make decisions that influence the outcome of the game. You continue to learn and explore fundamental election concepts with the "Digging Deeper" content all at your own pace.</li></ul></li></ul><p>http://www.ciconline.org/elections 64. Blogs Students as Creators 65. Blogs </p> <ul><li>A blog is a website for which an individual or a group frequently generates text, photographs, video or audio files, and/or links, typically (but not always) on a daily basis.</li></ul><ul><li><ul><li>The term is a shortened form of weblog.</li></ul></li></ul><ul><li><ul><li>Authoring a blog, maintaining a blog or adding an article to an existing blog is called "blogging".</li></ul></li></ul><ul><li><ul><li>Individual articles on a blog are called "blog posts," "posts," or "entries".</li></ul></li></ul><ul><li><ul><li>The person who posts these entries is called a "blogger".</li></ul></li></ul><p>66. Why the sudden popularity of blogs? </p> <ul><li>RSS - Really Simple Syndication</li></ul><p>67. Bloglines http://www.bloglines.com/ 68. Google Reader Labs https://www.google.com/reader/view/ 69. The Power of RSS </p> <ul><li>RSS + Feed Reader/Aggregator = personalized learning/affinity network </li></ul><ul><li><ul><li>The new WWW in action </li></ul></li></ul><ul><li>RSS is not limited to blogs </li></ul><ul><li><ul><li>News feeds </li></ul></li></ul><ul><li><ul><li>Podcasts </li></ul></li></ul><ul><li><ul><li>Wiki edits and discussions </li></ul></li></ul><ul><li><ul><li>Social bookmarking </li></ul></li></ul><ul><li>Multiple users </li></ul><p>70. Blogs in School? </p> <ul><li>Blogs are tools, and like any tools they can be used or misused.</li></ul><ul><li><ul><li>Misuse occurs more often when there's a lack of instruction.(MySpace, Xanga, Facebook) </li></ul></li></ul><ul><li>Interactivity, publishing, collective intelligence </li></ul><p>71. Why Students Shouldnt Blog </p> <ul><li>People will read it.</li></ul><ul><li>People might not like it.</li></ul><ul><li>They might share test answers with others.</li></ul><ul><li>They might be found by a child predator online</li></ul><ul><li>They might write something inapp...</li></ul>