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Net generation 2011_2012

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Doutoramento em TIC e Educação, Instituto de Educação- Universidade de Lisboa, Seminário Temático

Doutoramento em TIC e Educação, Instituto de Educação- Universidade de Lisboa, Seminário Temático

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  • 1. Net generation? Neuza Pedro, 2011, IEUL
  • 2. According to recent reports fromgovernmentagencies, foundations, survey firms, andscholarly institutions, most young peoplein the United States neither readliterature (or fully know how), workreliably (just ask employers), visitcultural institutions (of any sort), norvote . They cannot explain basic scientificmethods, recount foundations ofhistory, or name any of their localpolitical representatives.
  • 3. These kids are different. They study, work, write, andinteract with each other in ways that are very differentfrom the ways that you did growing up. They read blogsrather than newspapers. They often meet each otheronline before they meet in person. They probably don’teven know what a library card looks like; and if theydo, they’ve probably never used it. They get their musiconline—often for free, illegally. They’re more likely to sendan instant message (IM) than to pick up the telephone toarrange a date later. And they’re connected to oneanother by a common culture. Major aspects of theirlives—social interactions, friendships, civic activities—aremediated by digital technologies. And they’ve neverknown any other way of life.
  • 4. Que competências têm asnossas crianças e que e-skills hes estamos a promover?
  • 5. http://lessonplansfordigitalnatives.pbworks.com/f/1240868636/060901_kindergarten_wifi.gif
  • 6. http://www.slashgear.com/gallery/data_files/1/4/6/internet_addiction_250.jpg
  • 7. Net generation"Theres a new generation around the world that is the firstto grow up digital. These kids are different and there is nomore helpful force to change business and society thanthese hundreds of millions of media savvy youngsters.’(Tapscott, 1999)
  • 8. Nativos Digitais"They have spent their entire lives surrounded by and usingcomputers, videogames, digital music players, videocams, cell phones, and all the other toys and tools of thedigital age. Today’s average college grads have spent lessthan 5,000 hours of their lives reading, but over 10,000hours playing video games .” (Prensky, 2001, p.1)
  • 9. http://www.newsweek.com/id/163924“Digital Natives are accustomed to the twitch-speed, multitasking, random-access, graphics-first, active, connected, fun, fantasy, quick-payoff world oftheir video games, MTV, and Internet are bored by most of today’seducation, well meaning as it may be. But worse, the many skills that newtechnologies have actually enhanced (e.g., parallel processing, graphicsawareness, and random access)—which have profound implications for theirlearning—are almost totally ignored by educators.” http://www.marcprensky.com/writing/
  • 10. Nativos Digitais / Imigrantes Digitais (Prensky, 2001)Residentes digitais / Visitantes digitais(TALL Group, Oxford University, 2008)
  • 11. Adultos Crianças/Jovens. melhores capacidades na interpretação . melhor competência na tomada dede expressões faciais decisões rápidas face a um número elevado de opções, decorrentes de. Maior capacidade de reflexão estímulos sensoriais diversos .(generalização da aprendizagem) . Compreensão de representação gráfica. Desenvolvem actividades de forma maismetódica e precisa. . Desenvolvem várias actividades em simultâneo.. Raciocínio . Processamento paralelo
  • 12. Em 2.5 milhões anos : o cérebro humano cresceu de 500 cm³ para 1500 cm³ (Homo sapiens). “ Our brains grew along with the evolution to match even more advanced use of tools including abstract symbolic, connected and pattern recognition-based thinking. ” (Arina, 2007) “ as estruturas neurológicas do cérebro humano têm vindo a mudar em sequência dos novos hábitos de web surfing“ (Gary Small) .
  • 13. Desordem por Défice de Atenção com Hiperactividade (DDAH) , 1970 “padrão persistente de falta de atenção e/ou impulsividade- hiperactividade, com uma intensidade que é mais frequente e grave que o observado habitualmente nos sujeitos com um nível semelhante de desenvolvimento ” (DSM IV) manifesta sinais de desenvolvimento inadequado, nos domínios da atenção, da impulsividade e da actividade motoraContinuous Partial Attention (Linda Stone, 2009)
  • 14. Geração “always-on” (Oblinger, 2004) Mobile technologies Geração Magalhães (Pedro, Wünsch, Pedro & Matos, 2010)
  • 15. A emergência da Mudança
  • 16. “Neuroscience- based education” “Whenever we find out something about the brain, it’s not very interesting educationally unless we understand its significance in terms of the mind. The psychology of learning has to be combined with what we discover about the brain in order to make it meaningful” (Paul Howard-Jones, 2009)
  • 17. Enquanto a educação não tiraproveito dos desenvolvimentos no campo na neurociência e da Psicofisiologia outros domínios científicos já o fazem…
  • 18. Neuro-marketingTem provado é que o raciocíniofunciona através das emoções.Na compra, quando estamos aponto de tomar uma decisão, éemoção que predomina, ajuda-nos a analisar todas asvariáveis, de formainconsciente. Depoisanalisamos e justificamosaquela decisão de formaracional, não mostrando osmotivos mais profundos danossa decisão.
  • 19. memória Eficácia de um anuncioatenção emoção
  • 20. Locke James Dewey …Descarte Pavlov Piaget Vygotsky Bruner Thorndike Shinner Todas as perspectivas reconhecidas como teorias da aprendizagem e desenvolvimento foram desenvolvidas antes deste movimento expansivo da integração das tecnologias na vida humana… Novas perspectivas teórica sobre a aprendizagem revelam-se necessárias
  • 21. Novas abordagens ao Curriculo revelam-senecessárias (ou serão antes necessários novos currículos?). Ética e Segurança. Genética. Gestão e Finanças. Robótica
  • 22. ReferênciasKnight, S. (2005). Innovative Practice with e-Learning. Bristol: Higher Education Funding Council for England.Johnson, L., Levine, A., & Smith, R. (2009). The 2009 Horizon Report. Austin, Texas: The New Media Consortium.Lei, J. (2009). Digital natives as preservice Teachers: what technology Preparation isNeeded?. Journal of Computing in Teacher Education, 25 (3).87-97.Oblinger, D. G., & Oblinger J. L. (2005). Educating the net generation. Disponivel emhttp://www.educause.edu/educatingthenetgenOblinger, D. G. (2008). Growing up with Google - what it means to education. Emerging technologies forlearning, 3. Coventry, UK: BECTA.Prensky, M. (2001). Digital Natives, Digital Immigrants . Disponivel emhttp://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdfPedro, N., Wünsch, L., Pedro, A., & Matos, J. F. (2010). Technologies, innovation and teachers’ professionaldevelopment: ask the students what todays’ teachers need to learn. International Conference onEducation, Technology and Innovation, Madrid, 15-17 Novembro 2010.Sharples, M. (2003). Disruptive Devices: Mobile Technology forConversational Learning. International Journal of Continuing Engineering Education and Lifelong Learning, 12(5/6), 504-520.Sharples, M., Taylor, J., Vavoula, G.N. (2007). A Theory of Learning for the Mobile Age. In R. Andrews & C.Haythornthwaite (Eds.) The SAGE Handbook of E-learning Research (pp. 221-47). London: Sage Editors.