Digital Natives & Technology in the Classroom

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Presentation to the Jewish Studies schools in Rhode Island.

Presentation to the Jewish Studies schools in Rhode Island.

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  • Born between: 1990-2000AKA:, Gen-Z, Net-Geners, PC Generation, Silent Generation
  • Press F5 or enter presentation mode to view the poll

    In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:

    http://www.polleverywhere.com/multiple_choice_polls/LTIxMjIzMTAwNwIf you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
  • Press F5 or enter presentation mode to view the poll

    In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:

    http://www.polleverywhere.com/multiple_choice_polls/MTE1MDkzMTgwMwIf you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
  • 2nd in size to Baby BoomersBorn between: 1980/1985-1995/2000Most Millennials in college right now were born between: 1987-1991AKA: Digital Native, Gen-Y, Net-Geners, PC Generation, Echo Boomers, C-Generation
  • To put it in content: digital natives spend 6+ hours on the computer/weekThey send 5,000 Text-Messages/monthThey prefer to communicate through informal electronic channels. For example, when I was teaching at JWU, I would give my students my cell phone number and offered them the option to either call me or text-message me during certain hours. Not once, in the two years I taught, did a student call me. But I received 100s of text-messages.
  • With Facebook and Twitter you can create, in minutes, an online social network for you students as well as exposing them to the greater educational social network that is available on these sites.You are also encouraging your students to become responsible digital citizens. They are creating/sharing content on Facebook, yes, but there will be important adults ‘watching’. They will learn to contribute positive and constructive comments on a site they are comfortable and used to using.Create/foster the alumni experiencePromote the thousands of educational groupsCreate a study group for students to join and where they can share and learn from each other!Twitter:Twehbrew School is a site from the National Jewish Outreach Project that puts a twist on Hebrew School by recreating it for the Twitter Generation. Bite-sized lessons, just over Twitter’s 140 character limit, about each Hebrew letter and short YouTube videos with a real Hebrew School teacher….they can learn how to read Hebrew at their OWN PACE. Connect Rabbi with the younger generationShare Teaching ResourcesGive yourself Kudos
  • They never read directionsLove to learn by doing, by interactingMultiplayer gaming, computer simulations and social networks are just a FEW of their favorite digital environments BECAUSE there is little penalty for trial and error learning. They find lectures boring and are more engaged with active learning such as games, case studies, hands-on experiences and simulations that can HOLD their INTEREST.They crave interactivity and they are used to it everywhere else: online, gaming, texting, etc…
  • Here are a few examples of in class and out of class technology applications and hardware that enable experiential learning. EverywherePoll! Allows you to create interactive poll in class where students can text in their answers to a question. Think of it as American Idol for the classroom.QR barcodes: Augmented Reality. Are free and easy. You associate a website or webpage with a barcode and they use their camera phones or laptops to scan the barcodes. Like a virtual scavenger hunt.Voki is a free site when you can create an avatar, add your own voice to it and then publish it (this relates back to students LIKING to share what they learn) on a social network like Facebook and it is safe to publish without the student pictures.Voki can be used to learn/practice language learning so students can hear their pronunciation given back to them in a fun and non-judgmental or intimidating manner. Permanent record of their work and safe for you to publishThere is even a Voki for the classroom which is ad-free.Video at 5:09mark Twitter: Encourage class discussion by using Twitter. Students can respond or even ask questions using Twitter and if you have a smart classroom you can leave the feed running behind you. If not, it allows for students to ask questions of each other, or you, outside of the classroom. IT also fosters that peer-to-peer learning that is so important.
  • Here is a twitter feed from a classroom discussion on advertising and body images. This is just an example, but you could
  • They are used to creating things on a computer:Creating a video and posting it to YouTubeTaking a picture with their iPhone editing it and uploading it to FacebookRemixing music
  • Creativity with technology:Animoto: Allows students to create a video using music, photos and videos. Students can use this in place of presentations or as a video homework assignment.Check out wordle. Wordle lets you create a beautiful tag cloud of words. Students can use to create an image of a complex idea or how concepts can relate to each other. You can use to showcase the lesson plan for the day!With xtranormal students can create an avatar movie. Have them walk into building, talk to other avatars…all by just typing in the text. No additional hardware needed. Click on XtraNormal > Napolean. Also can be used to deliver lessons and lesson plans.There is a free version of Glogster and also a Glogster for educators (fee-based). Students can create interactive posters that allows them to express their creativity, knowledge and ideas in the classroom. Click on Glogster Link to see an examplePhotoPeach: Create beautiful slideshows. Students can create slideshows from photos with music and then share on Facebook..either their page or the School’s page. They can also add captions to the video. CLICK LINK
  • Digital Literacy

Transcript

  • 1. Digital Natives & Technology
  • 2. Q 4 You!
  • 3. Another Q 4 You!
  • 4. Currently, the Largest Generation
    They are the 2nd Largest Generation in the history of the world
    They account for 1/3 of the World’s Population
    They account for 1/4 of the US Population
  • 5. “Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.” Prensky (2001)
  • 6. Behaviors & Technology
  • 7. They like to (over)Share
    They are in constant communication with peers, parents, teachers and schools
    Sweeny, R. (2006)
  • 8. 234 Results on FB for Hebrew Schools
    Board of Jewish Education Early Childhood Center
    Alumni Experience
    Educational Groups
    Study Groups
    Live Forum
    Twebrew School
    Connect your Rabbi with the younger generation.
    Rabbi Dan Moskovitzin Tarzana, CA has a very active Twitter Feed and 402 followers!
    Share teaching resources
    Give yourself Kudos!
    Brian Fink
    Brandon Wallach
  • 9. II. Experiential & Exploratory Learners
    Strongly prefer learning by doing
    Crave interactivity
    Sweeny, R. (2006)
  • 10.
  • 11. Image: Emerging Ed Tech
  • 12. III. They want to create
    Expect projects/homework to allow for as much personalization as possible to meet their creative needs
    Sweeny, R. (2006)
  • 13.
  • 14. IV. Use Multimedia
    All. The. Time.
    Sweeny, R. (2006)
  • 15. Use Ready-Made Educational Videos!
    Learn the Aleph-Bet Video
    800 Videos on Learning the Hebrew Alphabet
    Lessons:
    Ancient Hebrew
    History
    And many more…!
  • 16. Why teach digitally?
    It is how they learn…
    NETST and NETS standards
    (ISTE’s National Educational Teaching Standards for Teachers and students and administrators )
  • 17. Visit existing websites:
    Teaching websites for Jewish educators:
    www.teachertube.com
    http://www.babaganewz.com/tag/games/
    www.jewishhistory.com
    http://216.32.199.82/
    http://www.jlandonline.com/
    And many more…!
  • 18. Some benefits to the student…
    Anytime learning (Asynchronous and Synchronous)- Student-centered
    Engaging
    Promotes collaboration
    Considers the multiple intelligences of the student
    Reaches more students with various learning styles: read/write, visual, auditory, kinesthetic
    Opens up classroom walls to experts in field, authors, leaders
  • 19. Engage them…
    Open your classroom walls to others:www.skype.com
    Allow for primary research, questioning, and promote authentic learning.
  • 20. How can they create?
    Virtual 3d Posters: www.edu.glogster.com
    Presentations: www.photopeach.com, www.prezi.com
    Blog: www.blogger.com
    Podcasts: http://audacity.sourceforge.net/, www.voki.com
    Moviemaking: moviemaker free (under accessories in windows) or imovie
  • 21. What can you use?
    Blogs – www.blogger.com- blog for class
    Wikis – www.wikispaces.com- wiki site
    Moodle – www.moodle.com – course mgmt site
  • 22. But first…
    Introduce the concept of digital citizenship and digital footprints which includes 9 important elements.
    Also, provide them with
    procedures for classroom
    use and policy.
  • 23. References
    Allen, E., & Seamen, J. (2008). Staying the Course: Online Education in the U.S. Retrieved May 9, 2009, from Sloan Consortium: http://www.sloanconsortium.org/publications/survey/pdf/staying_the_course.pdf
    BizEd. (2007). More students choosing online Ed. BizEd , 59.
    Blauch, D. (2005, October 12). Chemistry Experiments & Exercises. Retrieved May 8, 2009, from Chemistry @ Davidson: http://www.chm.davidson.edu/ChemistryApplets/index.html
    DuVall, B., Powell, M. R., Hodge, E., & Ellis, M. (2007). Text Messaging to Improve Social Presence in Online Learning. Retrieved May 9, 2009, from Educause Quarterly: http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/TextMessagingtoImproveSocialPr/161829
    Oblinger, D., & Oblinger, J. (2006). Is it age or IT: First steps toward understanding the net generation. CSLA Journal , 8-16.
    Retrieved May 8, 2009, from SlideShare: http://www.slideshare.net/jdellavolpe/socialsphere-sungard-pres-bkey
  • 24. References
    Parry, M. (2009, May 13). Stanford U. Experiments With Open Office Hours on Facebook. Retrieved May 19, 2009, from The Chronicle of Higher Education: http://chronicle.com/wiredcampus/article/3769/stanford-u-experiments-with-open-office-hours-on-facebook
    Skiba, D., & Barton, A. (2006). Adapting your teaching to accommodate the net generation of learners. Online Journal of Issues in Nursing , 15.
    Sweeney, R. (2006, December 22). Millennial Behaviors & Demographics. Retrieved May 8, 2009, from New Jersey Institute of Technology Library: library1.njit.edu/staff-folders/sweeney/Millennials/Article-Millennial-Behaviors.doc
    Tucker, P. (2006). Teaching the Millennial Generation. The Futurist , 7.
    Volpe, J. D. (March, 21 2009). Millennials: Yesterday, Today & Tomorrow. Retrieved May 8, 2009, from SlideShare: http://www.slideshare.net/jdellavolpe/socialsphere-sungard-pres-bkey