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=Teaching the Natives = =Every age has had its challenges with technology.= Plato warned that reading would be the downfall of oral tradition and memory. Since then, every generation of teenagers has enjoyed shocking their elders by embracing the freedoms and possibilities brought on by new technologies. =media type="youtube" key="pQHX-SjgQvQ" height="344" width="425"= =The kids that come into our classrooms are different!=
 * They dress different than we did.
 * They wear their hair different than we did.
 * Their music is different.
 * They have a desire to show and pierce more than we did.
 * Today's kids even think differently than we did!

=In this digital age, teachers are experiencing new challenges each day trying to figure out the best ways to live in peace and teach those who were born digital.=

Today's kids have grown up immersed in technology. This Information Generation comes from homes that have an average of:
(Roberts et al., 2005))
 * 3.5 TVs
 * 3.3 radios
 * 2.9 VCR/DVD players
 * 1.5 computers
 * 3.6 CD/tape players
 * 24% had 5+ TVs
 * 52% had 3+ VCR/DVD players
 * 56% owned 2+ game players
 * 34% had DVRs
 * 80% had cable/satellite TV
 * 63% said the TV is on during meals
 * 68% have TV's in their bedrooms.

"Our children today are being socialized in way that is vastly different from their parents. The numbers are overwhelming" over 10,000 hours playing videogames, over 200,000 emails and instant messages sent and received; over 10,000 hours talking on digital cell phones; over 20,000 hours watching fast paced TV, over 500,000 commercials seen... all before the kids leave college. And, maybe, at the very most, 5,000 hours of book reading. " These are today's "Digital Native" students. (Prensky 2001)

=Digital Natives really do think differently.= ==

Neuroplasticity
Neuroplasticity, is the ability of the brain to reorganize neural pathways based on new experiences. As we learn, we acquire new knowledge and skills through instruction or experience. The ability of the brain to change with learning is what is known as //neuroplasticity//. With increased exposure to technology, kids have developed many and varied pathways in their brains due to multi-tasking and multimedia exposure. (Small and Vorgan 2008)

Attention Spans
The immersion of digital stimulation on the minds of kids has taught them to respond faster, but their brains encode this information differently than those who have not been immersed in technolgoy. Digital Natives tend to have shorter attention spans when it comes to traditional school activities. Often, these kids find watching TV too slow and boring on it's own. One third of young people use other media, while watching TV. (Small and Vorgan 2008)

=Because Digital Natives think differently, they act differently.=

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**Information Generation Thinking Behaviors**
=So... How do we teach these kids?=
 * Multi-taskers and parallel proccessors... they prefer to do many things at once.
 * Prefers graphics to text ... they want to "read" the pictures first.
 * Demands immediacy... they are used to information on demand.
 * Craves interactivity... they want to be a part of the experience, not just watch it.
 * Functions best when networked... they are social beings who crave collaboration.
 * Innovative ... they are some of the most creative kids we have ever taught. (Tapscott, 1999)
 * Prefer random access of information... this google generation uses "bouncing" behaviors as they scan across information sources with little regard for authority. They spend little time on any one source and many not read anything deeply. (Loertscher, 2008)

Improve Reading Skills
Students arrive in our classrooms with scattered energies, accustomed to accessing information at "twitch speed" (Prensky, 2006) To be a proficient reader, however a student must focus on what is important in the text, not randomly pull out facts. So, according to Vicki Bensen Castagna, teachers need to help the information generation to be better readers by: Castagna suggests using graphic organizers to help kids to visually organize their thoughts. She also suggests the strategy of Read a bit, Stop a bit, Think a bit, Talk a bit. This strategy helps kids to slow down enough to focus and organize their reading. She has another strategy to help kids focus on their reading by first labeling the subject and then rereading the text to focus on attributes such as action, texture, size, shape, color and number. Castagna also suggests the strategy of questioning the facts.Once a student makes an observation, they have to try to prove it. (Castagna, 2006)
 * focusing attention
 * organizing thinking to see relationships
 * visualizing images from text
 * putting thinking in to language
 * talking through their thinking
 * reflecting on learning and thinking.

Use Wikis, Blogs and Podcasts
Learning is a social actrivity and should be interactive and engaging. The wired generation is social and is more inclined to participate in classroom activites that promote social interaction. The use of wikis, blogs and podcasts allow student to interact and become engaged in learning. This media allows students to find their own voice and communicate their ideas as they respond to their teacher's prompts.

Classroom applications for blogs and wikis could include book reports, literature circles, electronic portfolios, collaborative storytelling, vocabulary sharing and research projects.Students can create podcasts to tell stories, record interviews, run a class radio station, introduce vocabulary words, and report on world news. Podcasting is a great way for students to practice thier reading, speaking and listening skills. (Hemphill, 2009)

Video Games
Video games and kids go hand in hand. Many critics think that video games are mindless and don't help kids learn anything. However, "whenever one plays a game, and what ever game one plays, learning happens constanly, whether the players want it to and are aware of it, or not." (Prensky 2002) Providing the the "right" video game is used, there are five levels of learning that are going on in video gaming. A good video game needs to have a storyline and simple and complex puzzles to solve. Game enviroments need to be 3 dimensional and have the ability to zoom in and out and have multiple views of the environment. They also need to have avatars that are personalized, lifelike and have the ability to interact with the game to gather knowledge. They game also needs to have keyboard codes beyond just the direction arrows to move throught the game. Finally. the game needs to offer replay ability with varying results. Games that have all of these dimensions are the best to use for learning. (Rice, 2007)
 * Learning How- In this level, the gamer learns the basic working of the game. During this level, one not only learns how to do things in terms of knowing how the game works, they also practice the skills until the learning becomes second nature to them or internalized.
 * Learning What- In this level, the play learns the rules and limitations of the game. Prior to video games, players always learned the rules before the game... now, player learn the rules by trial and error as they play. They also learn how to get around the rules. This is real life learning.
 * Learning Why- In this level gamers learn the strategy of the game as they play it. Players are always making unconscious comparisons about what they already know from life. Real life lessons learned in this level are cause and effect, long term winning versus short term gains, order from chaos, second order consequences, complex system behaviors, counter-intuitive results, using obstacles as motivation and the value of persistence.
 * Learning Where- In this level, players learn about the culture and environment of the games. They also learn the values of the game. Through gaming in this level, players experience danger, betrayal and power. They learn to deal with others roles, cultures, achievement and leadership.
 * Learning When/Whether- In this level players learn to make value based and moral judgements.(Prensky, 2002)

Teach Essential 21st Century Skills
If kids are going to be ready to face the world in this technological age, they are going to need to learn, rehearse, and master some very important skills. These skills are: Teachers can help student to master these 21st Century Skills by intentionally teaching effective searching skills. They also need to teach communication skills such as emailing. By modeling and encouraging ethical behaviors they can help their student's to become good cyber-citizens.
 * **Knowing the right thing to do**...This includes behaving ethically and thinking critically. They need to have the ability to set goals, use good judgement and make good decisions.
 * **Getting it done**... This includes planning, solving problems, self-direction, and self-assessment
 * **Doing it with others**... This includes taking leadership roles, communicating and interacting with individuals, groups, machines, a world audience and across cultures.
 * **Doing it creatively**... This includes adapting, thinking creatively, tinkering and designing, playing and finding your voice.
 * **Constantly doing it better**... This includes reflection, taking risks, being proactive, thinking long term and continually improving through learn. (Prensky, 2009)

School 2.0 Seven Tips for Educators

 * 1) Don't throw technology into the classroom and hope for good things. Student-focused, customized, collaborative learning environments require a change in pedagogy.
 * 2) Cut back on lecturing. Lecturing doesn't work for digital kids... they tune you out and only remember between 7% to 20% of what they hear.
 * 3) Empower students to collaborate. Encourage them to work together and use the world of experts on the web.
 * 4) Focus on lifelong learning, not teaching to the test. Focus on teaching them how to learn, not what to know.
 * 5) Use technology to get to know each student. Kids love technology. Use email, text messaging etc... to let kids know that you think that they are wonderful, worthwhile and wanted children of God.
 * 6) Design educational programs according to characteristic of digital kids. (Information Generation Thinking Behaviors)
 * 7) Reinvent yourself as a teacher. We are digital immigrants for the most part. Learn as much as you can so that you can stay afloat in this digital world. (Tapscott, 2009)

=So...what are you going to do to reach and teach those who are born digital?=

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Standards for Technology
Standards for the 21st Century Learner National Educational Technology Standards and Performance Indicators for Students [] =Bibliography= Castagna, V. B. (2007). //Teaching the Information Generation.// New York: Scholastic.
 * []**

Castek, J., Bevans-Mangelson, J., & Goldstone, B. (2006, April). Reading adventures online: Five ways to introduce the new literacies of the Internet through children's literature. Rea//ding Teacher//, //59//(7), 714-728. Retrieved April 13, 2009, doi:10.1598/RT.59.7.12

Gee, J. P. (2007). //What Video Games Have to Teach Us About Learning and Literacy.// New York: Palgrave Macmilliam.

Health, N. I. (2009, January 27). //Teenage Brain: A Work in Progress//. Retrieved April 12, 2009, from National Institute of Mental Health: http://www.nimh.nih.gov/health/publications/teenage-brain-a-work-in- progress-fact- sheet/index.shtml

Hemphill, L. (2009). Using Technology to Support a Wide Range of Instructional Practices, Approaches, and Methods. //Illinois Reading Council Journal//, 55-57.

Henry, L. (2006, April). SEARCHing for an answer: The critical role of new literacies while reading on the Internet. //Reading Teacher//, //59//(7), 614-627. Retrieved April 13, 2009, doi:10.1598/RT.59.7.1

Loertscher, D. (2008, April). what works with the Google generation?. //Teacher Librarian//, //35//(4), 42-42. Retrieved April 13, 2009, from Education Research Complete database.

Palfrey, J., & Gasser, U. (2008). //Born Digital:Understanding the First Generation of Digital Natives.// Philadelphia: Basic Books.

Prensky, M. (2006). //Don't Bother Me Mom- I'm Learning.// St. Paul: Paragon House Publishers. Prensky, M. (2009). //Marc Prensky// // ‟ // //s Essential 21st Century Skills//. Retrieved April 21, 2009, from []

Prensky, M. (2002). //What Kids Learn that's Positive From Playing Video Games//. Retrieved April 22, 2009, from []- %20What%20Kids%20Learn%20Thats%20POSITIVE% 20From%20Playing%20Video%20G ames.pdf

Rice, J. (2007, February). Assessing Higher Order Thinking in Video Games. //Journal of Technology & Teacher Education//, //15//(1), 87-100. Retrieved April 13, 2009, from Education Research Complete database.

Roberts, D.F.,Foehr, U.G., Rideout, V.J.,& Brodie, M. (2005). Generation M:Media in the lives of 8-18 year olds. Washington, DC: Kaiser Family Foundation

Small, G., & Vorgan, G. (2008). //iBrain.// New York: HarperCollins.

Tapscott, D. (2009. Grown Up Digital: How the Net Generation is Changing Your World. New York: McGraw- Hill
Wecker, C., Kohnle, C., & Fischer, F. (2007, April). Computer literacy and inquiry learning: when geeks learn less. //Journal of Computer Assisted Learning//, //23//(2), 133-144. Retrieved April 13, 2009, doi:10.1111/j.1365- 2729.2006.00218.x

This wiki was created as a brochure for EDU 908 by Cynthia Spenner on 4/30/09