This document discusses how today's youth, often referred to as "digital natives", interact with and learn through digital technologies in ways that are very different than previous generations. It notes that digital natives read blogs instead of newspapers, meet each other online first before in person, get their music online and illegally, and are more likely to communicate through instant messages than phone calls. Their social lives and civic activities are heavily mediated through digital tools. The document suggests educators need to understand these generational differences and how digital natives' skills developed through technologies could be better supported in education.

1. Net generation?
Neuza Pedro, 2011, IEUL

2. According to recent reports from
government
agencies, foundations, survey firms, and
scholarly institutions, most young people
in the United States neither read
literature (or fully know how), work
reliably (just ask employers), visit
cultural institutions (of any sort), nor
vote . They cannot explain basic scientific
methods, recount foundations of
history, or name any of their local
political representatives.

3. These kids are different. They study, work, write, and
interact with each other in ways that are very different
from the ways that you did growing up. They read blogs
rather than newspapers. They often meet each other
online before they meet in person. They probably don’t
even know what a library card looks like; and if they
do, they’ve probably never used it. They get their music
online—often for free, illegally. They’re more likely to send
an instant message (IM) than to pick up the telephone to
arrange a date later. And they’re connected to one
another by a common culture. Major aspects of their
lives—social interactions, friendships, civic activities—are
mediated by digital technologies. And they’ve never
known any other way of life.

4. Que competências têm as
nossas 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_file
s/1/4/6/internet_addi
ction_250.jpg

7. Net generation
"There's a new generation around the world that is the first
to grow up digital. These kids are different and there is no
more helpful force to change business and society than
these hundreds of millions of media savvy youngsters.’
(Tapscott, 1999)

8. Nativos Digitais
"They have spent their entire lives surrounded by and using
computers, videogames, digital music players, video
cams, cell phones, and all the other toys and tools of the
digital age. Today’s average college grads have spent less
than 5,000 hours of their lives reading, but over 10,000
hours 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 of
their video games, MTV, and Internet are bored by most of today’s
education, well meaning as it may be. But worse, the many skills that new
technologies have actually enhanced (e.g., parallel processing, graphics
awareness, and random access)—which have profound implications for their
learning—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 de
de 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 mais
metódica 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) .

14. 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 motora
Continuous Partial Attention (Linda Stone, 2009)

15. Geração “always-on” (Oblinger, 2004)
Mobile
technologies
Geração Magalhães (Pedro, Wünsch, Pedro & Matos, 2010)

16. A emergência da Mudança

17. “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)

18. Enquanto a educação não tira
proveito dos desenvolvimentos no
campo na neurociência e da
Psicofisiologia outros domínios
científicos já o fazem…

19. Neuro-marketing
Tem provado é que o raciocínio
funciona através das emoções.
Na compra, quando estamos a
ponto de tomar uma decisão, é
emoção que predomina, ajuda-
nos a analisar todas as
variáveis, de forma
inconsciente. Depois
analisamos e justificamos
aquela decisão de forma
racional, não mostrando os
motivos mais profundos da
nossa decisão.

20. memória
Eficácia
de um
anuncio
atenção emoção

21. 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

22. Novas abordagens ao Curriculo revelam-se
necessárias (ou serão antes necessários novos
currículos?)
. Ética e Segurança
. Genética
. Gestão e Finanças
. Robótica

23. Referências
Knight, 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 is
Needed?. Journal of Computing in Teacher Education, 25 (3).87-97.
Oblinger, D. G., & Oblinger J. L. (2005). Educating the net generation. Disponivel em
http://www.educause.edu/educatingthenetgen
Oblinger, D. G. (2008). Growing up with Google - what it means to education. Emerging technologies for
learning, 3. Coventry, UK: BECTA.
Prensky, M. (2001). Digital Natives, Digital Immigrants . Disponivel em
http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-
%20Part1.pdf
Pedro, N., Wünsch, L., Pedro, A., & Matos, J. F. (2010). Technologies, innovation and teachers’ professional
development: ask the students what todays’ teachers need to learn. International Conference on
Education, Technology and Innovation, Madrid, 15-17 Novembro 2010.
Sharples, M. (2003). Disruptive Devices: Mobile Technology for
Conversational 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.