This document discusses challenges and opportunities for teaching the "Net Generation" of digital native students. It notes that while students today are highly connected and able to multitask online, they often lack critical thinking skills to evaluate information online and may experience reduced creativity. However, the internet also enables new forms of social and collaborative learning. It provides examples of classroom strategies like flipping instruction to engage students through activities completed in small groups using online data and tools.
11. “they rely on the
most basic
search tools and
do not possess
the critical and
analytical skills
to assess the
information that
they find on the
web.”
12. Today’s digital literacies
of attention, participation,
collaboration, crap
detection, and network
smarts can
make the difference
between being empowered
or manipulated,
serene or frenetic.
13. “as people optimize their
ability to multitask
online, they become less
creative in their thinking.”
14. the Web is a
technology for
forgetfulness
where being
constantly connected
and multitasking adds
clutter, not clarity
to our minds
15. Rethinking How We Teach
The 'Net Generation'
You know, I came home and turned on the TV.
This new generation comes home and they turn on
their computer, and they're in three different
windows, they've got three magazines open, ...
16. Rethinking How We Teach
The 'Net Generation'
they're listening to iTunes, texting with their friends
and talking to them. They may have a video game
going - oh yeah, and they're doing their homework.
17.
18.
19. Tell me what I
may already
know and show
me how much
more there is to
learn!
26. children may have skills in
the use of technology, but
teachers have the skills and
knowledge to create
engaging and exciting
learning opportunities and
environments
the natives are revolting
34. Flip Your Classroom
Implementation Students
Watch Video at Home 66 students (40 male,
26 female)
5 Question Quick Quiz
3 academically diverse
Small Group Exercise sections of IT 101 (22
Honors, 17 Accelerated,
Reader, Doer , Checker 27 Evening)
Sharing and Reflection Have the same Instructor
(Me!)
37. Activity (45 min)
Work together in small groups to complete this assignment.
Take turns being the reader, doer, and checker.
The reader reads an instruction aloud while the doer
completes it in Excel.
The checker helps the doer if the doer needs help and confirm
that each step is completed correctly.
Help each other out, look up how to do things in the book if
you’re not sure, and if you’re still stuck, ask me!
38. Visit http://data.worldbank.org/. Navigate to Data, then Indicators and explore the data sets that are available.
Select a data set of interest that has at least 5 years’ worth of values.
Download the data. Import it into Excel.
Create a worksheet named Group Members. Include the names of the members of your group.
Examine your data. If there are many f empty columns, hide or delete them. Keep at least 10 years’ worth of data.
Create spark lines for the data. Add spark line markers.
Filter the data to display only those countries that begin with the letter A.
Create a new sheet named “A countries.”
Copy row 1 (the header row), and the all of the rows for all of the countries that begin with A to a new sheet.
Create a line chart showing all of the data on one graph, where each line is a different country.
Label the horizontal and vertical axes .The legend should go at the bottom
The legend labels should be the country abbreviations. Horizontal axis should show the years
Your graph should have a title. Place the chart on its own worksheet
Change the filter to display another subset of the data that you choose.
Copy the header row and all of the data to a new sheet.
Create a bar chart for the last 4 years of available data. Add appropriate labels, legends, titles, and formatting styles to
your chart. Place the chart on its own worksheet.
39. Place the file in a Dropbox folder shared
with the members of your group so that
each group member will have access to this
file on their own computers.
Each group member should submit the
(same) file to Blackboard to get credit for
completing this assignment.
74. Mark Frydenberg
mfrydenberg@bentley.edu
cis.bentley.edu/mfrydenberg
CourseMate
Enhanced
Edition
Invite me to your school!
Editor's Notes
Rushkoff (2006)Today’s screenagers have been forced to adapt to such an extent that many of their behaviors are inscrutable to their elders. We feel threatened by how different they have become. Indeed, screenagers appear to be interacting with their world in ways that are as dramatically altered from their grandfather’s experience as the first winged creature from their earthbound forebears.
Howard Rheingold (2012)Most importantly, as people who are trying to get along day to day in a hyper-scale, warp-speed civilization that seems so often to be beyond anyone’s control, digital literacy is something powerful we can learn and exercise for ourselves and each other. "
And what is the impact of having all this technology on learning?Nicholascarr, The world of the screen ... is a very different place from the world of the page. A new intellectual ethic is taking hold. The pathways in our brains are once again being rerouted.Students today think differently.
Hyperlinks, encourage us to dip in and out of texts, but he fears that its pells the death of thinking by books,Web search draws our attention to a particular snippet of text that is relevant to what we’re searching for at the moment, but makes it difficult to view work as a wholeIt’s happening fast – increased use of digital media, and from an instructor’s point of view, how to integrate in the classroom?
We can connect anywhere The most profound impact of the Internet is its ability to support and expand the various aspects of social learning. Kids today are connected through skype and facebook, and text. How can we integrate these technologies in the classroom?
Rather than being empowered to choose what they want and to see what interests them and to create their own personalized identity—as they are in the rest of their lives—in school, they must eat what they are served.
Digital natives vs digital immigrants this 10 year old model ….
teachers should not assume that because many children are adept at using … technology, that they are able to apply them freely in formalized learning contexts such as school. Nor … should they shy away from using technology in the classroom with the fear that 'the children will know more about it than me' -
When thinking about the space, think about what students might want to do there – what equipment do you need, what equipment do students already have?Bentley has a mobile computing program, where every student has a laptop, so we needed table space for laptops.Wireless needed to work well because mobile devices are wireless. That meant enough hubs and routers ….And the smartboards and big tv’s are just cool.
almost every student already has a powerful computer- we are far along with 1:1, because a great percentage of your students has a powerful computer in their pocket: a cell phonecell phones are- powerful computers- inexpensive- more….what is missing here is often our imagination and support of schools to integrate the tech we already have
What did we want to accomplish? CollaborativeBusiness CasualNew Image for an Old LabWhat did we want to change?LightingFurnitureLayoutPaint Colors