How Media is Changing the Way We Learn Tammy Stephens CEO, The Stephens Group LLC CETPA 2009
Today’s Discussion <ul><li>Part 1:Framing the conversation around child development and new digital media </li></ul><ul><l...
<ul><li>Part 1: Framing the conversation around child development and new digital media </li></ul>CETPA 2009
Piaget’s Four Levels of Development  <ul><li>Sensori-motor stage : 0-2 </li></ul><ul><li>Pre-operational stage : 2-7 </li>...
Sensori-motor Stage: 0-2 CETPA 2009
Sensori-motor Stage: 0-2 TV CETPA 2009
Sensori-motor Stage: 0-2 TV DVD/ VCR CETPA 2009
Sensori-motor Stage: 0-2 TV DVD/ VCR CETPA 2009
Preoperational stage : 2-7 CETPA 2009
TV, DVD, VCR Preoperational stage : 2-7 Computer Video Games CETPA 2009
Concrete operational stage : 7-12 CETPA 2009
Concrete operational stage : 7-12 Computer Word Processing CETPA 2009
Concrete operational stage : 7-12 Computer Word Processing TV (3 hours) Music (1 hour) Video Games (1 hour) CETPA 2009
Concrete operational stage : 7-12 Computer Word Processing TV (3 hours) Music (1 hour) Video Games (1 hour) Social Network...
Formal operational stage : 12+ CETPA 2009
Hours Spent Per Day on Media CETPA 2009
What % of Teens: <ul><li>Social Network? </li></ul><ul><li>Have their own blog? </li></ul><ul><li>Instant Message (IM)? </...
Homework Instant Messaging (71%) Blogging (19%) Creating Media (57%) Social Networking (55%) CETPA 2009
45% of teens have their own cell phone 33% of teens have a cell phone that can txt message 80% of teens that have cell pho...
<ul><li>60% of 7-12th graders “talk on the phone, instant message, watch TV, listen to music, or surf the Web for fun at l...
<ul><li>Part 2: Concerns about effects on New Media on Learning </li></ul>CETPA 2009
CETPA 2009
CETPA 2009
<ul><li>Part 3: The Gutenberg Revolution </li></ul>CETPA 2009
CETPA 2009
<ul><li>Part 4: What is learning? </li></ul>CETPA 2009
CETPA 2009
<ul><li>Part 5: How does instruction need to change to support the Post Gutenberg mind? </li></ul>CETPA 2009
<ul><li>Socio Technical Change </li></ul><ul><li>Anything that we can Google  becomes less important for us to remember </...
<ul><li>Socio Technical Change </li></ul><ul><li>Anything that we can Google  becomes less important for us to remember </...
<ul><li>Socio Technical Change </li></ul><ul><li>Anything that we can Google  becomes less important for us to remember </...
<ul><li>Socio Technical Change </li></ul><ul><li>Anything that we can Google  becomes less important for us to remember </...
<ul><li>Socio Technical Change </li></ul><ul><li>We live in a time of rampant change, increasing complexity, uncertainty, ...
<ul><li>Socio Technical Change </li></ul><ul><li>We live in a time of rampant change, increasing complexity, uncertainty, ...
<ul><li>Socio Technical Change </li></ul><ul><li>We live in a time of rampant change, increasing complexity, uncertainty, ...
<ul><li>Socio Technical Change </li></ul><ul><li>We live in a time of rampant change, increasing complexity, uncertainty, ...
<ul><li>Socio Technical Change </li></ul><ul><li>We live in a time of rampant change, increasing complexity, uncertainty, ...
<ul><li>Socio Technical Change </li></ul><ul><li>We live in a time of rampant change, increasing complexity, uncertainty, ...
<ul><li>Socio Technical Change </li></ul><ul><li>We live in a time of rampant change, increasing complexity, uncertainty, ...
<ul><li>Socio Technical Change </li></ul><ul><li>Internet is creating new models of participation and sharing </li></ul><u...
<ul><li>Socio Technical Change </li></ul><ul><li>Internet is creating new models of participation and sharing </li></ul><u...
CETPA 2009
<ul><li>Socio Technical Change </li></ul><ul><li>The organization and the individual are both learning organisms </li></ul...
<ul><li>Clarkstown Central School DistrictK-12 </li></ul><ul><li>&quot;Constructing lesson plans and unit plans is no long...
References: <ul><li>Jenkins, H., Clinton, K., Purushotma, R., Robison, A., & Weigel, M. (2006).  Confronting the Challenge...
Contact Information The Stephens Group LLC 203 Prospect Ave. Long Beach, CA 90803 [email_address]   http://tstephens@thest...
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How Media Is Changing The Way We Learn

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Access to technology has allowed us to engage in a range of new media activities including; social networking, blogging, gaming, instant messaging, podcasting, creating videos and sharing them on the web. These new forms of media allow us to communicate and collaborate in new ways. We will look at what the research says in terms of how people learn differently with the use of these new forms of media.

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How Media Is Changing The Way We Learn

  1. 1. How Media is Changing the Way We Learn Tammy Stephens CEO, The Stephens Group LLC CETPA 2009
  2. 2. Today’s Discussion <ul><li>Part 1:Framing the conversation around child development and new digital media </li></ul><ul><li>Part 2: Concerns about the effect of new media on learning </li></ul><ul><li>Part 3: The Gutenberg Revolution </li></ul><ul><li>Part 4: What is learning? </li></ul><ul><li>Part 5: How does instruction need to change for the Post Gutenberg mind? </li></ul>CETPA 2009
  3. 3. <ul><li>Part 1: Framing the conversation around child development and new digital media </li></ul>CETPA 2009
  4. 4. Piaget’s Four Levels of Development <ul><li>Sensori-motor stage : 0-2 </li></ul><ul><li>Pre-operational stage : 2-7 </li></ul><ul><li>Concrete operational stage : 7-12 </li></ul><ul><li>Formal operational stage : 12+ </li></ul>CETPA 2009
  5. 5. Sensori-motor Stage: 0-2 CETPA 2009
  6. 6. Sensori-motor Stage: 0-2 TV CETPA 2009
  7. 7. Sensori-motor Stage: 0-2 TV DVD/ VCR CETPA 2009
  8. 8. Sensori-motor Stage: 0-2 TV DVD/ VCR CETPA 2009
  9. 9. Preoperational stage : 2-7 CETPA 2009
  10. 10. TV, DVD, VCR Preoperational stage : 2-7 Computer Video Games CETPA 2009
  11. 11. Concrete operational stage : 7-12 CETPA 2009
  12. 12. Concrete operational stage : 7-12 Computer Word Processing CETPA 2009
  13. 13. Concrete operational stage : 7-12 Computer Word Processing TV (3 hours) Music (1 hour) Video Games (1 hour) CETPA 2009
  14. 14. Concrete operational stage : 7-12 Computer Word Processing TV (3 hours) Music (1 hour) Video Games (1 hour) Social Networking CETPA 2009
  15. 15. Formal operational stage : 12+ CETPA 2009
  16. 16. Hours Spent Per Day on Media CETPA 2009
  17. 17. What % of Teens: <ul><li>Social Network? </li></ul><ul><li>Have their own blog? </li></ul><ul><li>Instant Message (IM)? </li></ul><ul><li>Create content and media to share on the web? </li></ul>CETPA 2009
  18. 18. Homework Instant Messaging (71%) Blogging (19%) Creating Media (57%) Social Networking (55%) CETPA 2009
  19. 19. 45% of teens have their own cell phone 33% of teens have a cell phone that can txt message 80% of teens that have cell phones never shut them off CETPA 2009
  20. 20. <ul><li>60% of 7-12th graders “talk on the phone, instant message, watch TV, listen to music, or surf the Web for fun at least some of the time as they do homework </li></ul><ul><li>When they are on a computer, 62% are also using another form of media and 64% are engaging in multiple computer activities at the same time. </li></ul>CETPA 2009
  21. 21. <ul><li>Part 2: Concerns about effects on New Media on Learning </li></ul>CETPA 2009
  22. 22. CETPA 2009
  23. 23. CETPA 2009
  24. 24. <ul><li>Part 3: The Gutenberg Revolution </li></ul>CETPA 2009
  25. 25. CETPA 2009
  26. 26. <ul><li>Part 4: What is learning? </li></ul>CETPA 2009
  27. 27. CETPA 2009
  28. 28. <ul><li>Part 5: How does instruction need to change to support the Post Gutenberg mind? </li></ul>CETPA 2009
  29. 29. <ul><li>Socio Technical Change </li></ul><ul><li>Anything that we can Google becomes less important for us to remember </li></ul><ul><li>Implications for Education </li></ul>CETPA 2009
  30. 30. <ul><li>Socio Technical Change </li></ul><ul><li>Anything that we can Google becomes less important for us to remember </li></ul><ul><li>Implications for Education </li></ul><ul><li>How do we get students to make good use of all that knowledge? </li></ul>CETPA 2009
  31. 31. <ul><li>Socio Technical Change </li></ul><ul><li>Anything that we can Google becomes less important for us to remember </li></ul><ul><li>Implications for Education </li></ul><ul><li>How do we get students to make good use of all that knowledge? </li></ul><ul><li>How will having that much and that kind of knowledge lead us to think differently? </li></ul>CETPA 2009
  32. 32. <ul><li>Socio Technical Change </li></ul><ul><li>Anything that we can Google becomes less important for us to remember </li></ul><ul><li>Implications for Education </li></ul><ul><li>How do we get students to make good use of all that knowledge? </li></ul><ul><li>How will having that much and that kind of knowledge lead us to think differently? </li></ul><ul><li>How are learning theories impacted when knowledge is no longer acquired in the linear manner? </li></ul>CETPA 2009
  33. 33. <ul><li>Socio Technical Change </li></ul><ul><li>We live in a time of rampant change, increasing complexity, uncertainty, and change </li></ul><ul><li>From chaos habits of knowledge and enrichment will begin to form </li></ul><ul><li>Implications for Education </li></ul>CETPA 2009
  34. 34. <ul><li>Socio Technical Change </li></ul><ul><li>We live in a time of rampant change, increasing complexity, uncertainty, and change </li></ul><ul><li>From chaos habits of knowledge and enrichment will begin to form </li></ul><ul><li>Implications for Education </li></ul><ul><li>No more pre-packaged knowledge </li></ul>CETPA 2009
  35. 35. <ul><li>Socio Technical Change </li></ul><ul><li>We live in a time of rampant change, increasing complexity, uncertainty, and change </li></ul><ul><li>From chaos habits of knowledge and enrichment will begin to form </li></ul><ul><li>Implications for Education </li></ul><ul><li>No more pre-packaged knowledge </li></ul><ul><li>Ability to self-organize </li></ul>CETPA 2009
  36. 36. <ul><li>Socio Technical Change </li></ul><ul><li>We live in a time of rampant change, increasing complexity, uncertainty, and change </li></ul><ul><li>From chaos habits of knowledge and enrichment will begin to form </li></ul><ul><li>Implications for Education </li></ul><ul><li>No more pre-packaged knowledge </li></ul><ul><li>Ability to self-organize </li></ul><ul><li>Promote more complex learning </li></ul>CETPA 2009
  37. 37. <ul><li>Socio Technical Change </li></ul><ul><li>We live in a time of rampant change, increasing complexity, uncertainty, and change </li></ul><ul><li>From chaos habits of knowledge and enrichment will begin to form </li></ul><ul><li>Implications for Education </li></ul><ul><li>No more pre-packaged knowledge </li></ul><ul><li>Ability to self-organize </li></ul><ul><li>Promote more complex learning </li></ul><ul><li>Understand the context of media </li></ul>CETPA 2009
  38. 38. <ul><li>Socio Technical Change </li></ul><ul><li>We live in a time of rampant change, increasing complexity, uncertainty, and change </li></ul><ul><li>From chaos habits of knowledge and enrichment will begin to form </li></ul><ul><li>Implications for Education </li></ul><ul><li>No more pre-packaged knowledge </li></ul><ul><li>Ability to self-organize </li></ul><ul><li>Promote more complex learning </li></ul><ul><li>Understand the context of media </li></ul><ul><li>The ability to draw distinctions between important and unimportant information </li></ul>CETPA 2009
  39. 39. <ul><li>Socio Technical Change </li></ul><ul><li>We live in a time of rampant change, increasing complexity, uncertainty, and change </li></ul><ul><li>From chaos habits of knowledge and enrichment will begin to form </li></ul><ul><li>Implications for Education </li></ul><ul><li>No more pre-packaged knowledge </li></ul><ul><li>Ability to self-organize </li></ul><ul><li>Promote more complex learning </li></ul><ul><li>Understand the context of media </li></ul><ul><li>The ability to draw distinctions between important and unimportant information </li></ul><ul><li>Shaping your environment and work style so you can better use your attitudinal networks </li></ul>CETPA 2009
  40. 40. <ul><li>Socio Technical Change </li></ul><ul><li>Internet is creating new models of participation and sharing </li></ul><ul><li>Implications for Education </li></ul><ul><li>Challenges the design of learning environments </li></ul>CETPA 2009
  41. 41. <ul><li>Socio Technical Change </li></ul><ul><li>Internet is creating new models of participation and sharing </li></ul><ul><li>Implications for Education </li></ul>CETPA 2009
  42. 42. CETPA 2009
  43. 43. <ul><li>Socio Technical Change </li></ul><ul><li>The organization and the individual are both learning organisms </li></ul><ul><li>Implications for Education </li></ul><ul><li>Web 2.0 applications can support this </li></ul>CETPA 2009
  44. 44. <ul><li>Clarkstown Central School DistrictK-12 </li></ul><ul><li>&quot;Constructing lesson plans and unit plans is no longer a solitary activity. It's a collaborative process that's happening not only with teachers on a building level team, but with teachers at a grade level from a variety of schools. Our teaching is made better as a result of this collective intelligence.” </li></ul><ul><li>~John Krouskoff, Director of Technology </li></ul>CETPA 2009
  45. 45. References: <ul><li>Jenkins, H., Clinton, K., Purushotma, R., Robison, A., & Weigel, M. (2006). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century : McArthur Foundation. </li></ul><ul><li>Lenhart, A., Madden, M., & Hitlin, P. (2005). Teens and technology, Youth are leading the transition to a fully wired and mobile nation : Pew Internet & American Life Project. </li></ul><ul><li>Nicholas, C. (2008). Is Google making us stupid? Atlantic Monthly, July/August 2008 . </li></ul><ul><li>Rideout, V. J., Elizabeth A. Vandewater, and Ellen A. Wartella. (2003). Zero to Six: Electronic Media in the Lives of Infants, Toddlers and Preschoolers : The Kaiser Family Foundation. </li></ul><ul><li>Stephen, J. (2006). Everything bad is Good for you: How today's popular culture is actually making us smarter : Penguin Publisher. </li></ul><ul><li>Weigel, M., & Heikkinen, K. (2007). Developing Minds with Digital Media: Habits of Mind in the YouTube Era : Harvard University. </li></ul>CETPA 2009
  46. 46. Contact Information The Stephens Group LLC 203 Prospect Ave. Long Beach, CA 90803 [email_address] http://tstephens@thestephensgroup.com (800) 408.4935 CETPA 2009

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