Creating learning environments for the google generation Dr. Christine K. Sorensen Irvine Professor, College of Education University of Hawaii-Manoa.

Creating learning environments for Creating learning environments for the google generationthe google generation

Dr. Christine K. Sorensen Dr. Christine K. Sorensen IrvineIrvine

Professor, Professor, College of EducationCollege of Education

University of Hawaii-ManoaUniversity of Hawaii-Manoa

Thesis of this TalkThesis of this Talk

• Today’s youth have grown Today’s youth have grown up with rapidly changing up with rapidly changing technologies technologies

• Use of technology changes Use of technology changes the brain, causing the brain, causing students to think and students to think and behave differently behave differently

• Therefore, the educational Therefore, the educational environments we create environments we create for them should changefor them should change

• WE MUST CHANGEWE MUST CHANGE

Basic concept in Basic concept in Instructional DesignInstructional Design

Think About Younger Think About Younger GenerationsGenerations

• Those in K-12 schools today…….Those in K-12 schools today…….

• Those who will be coming in the Those who will be coming in the future…….future…….

Technology and LifeTechnology and Life

Generation Z Generation Z (Born 1990-2010)(Born 1990-2010)

• Born into a digital Born into a digital world world

• Have always had: Have always had: www, laptops, cell www, laptops, cell phones, IM services, phones, IM services, broadband, wireless, broadband, wireless, video gamesvideo games

• Prefer easy-to-use, Prefer easy-to-use, interactive mediainteractive media

• Lack in a sense of Lack in a sense of privacy (lives always privacy (lives always on display)on display)

Generation Z Generation Z (Digital Natives)(Digital Natives)

• Text not talkText not talk

• Prefer onlinePrefer online

• Have friends they Have friends they have never methave never met

• CanCan’’t imagine life t imagine life without cell phoneswithout cell phones

• Prefer e-books to Prefer e-books to booksbooks

• Want instant resultsWant instant results

• ““Acquired attention Acquired attention deficit disorderdeficit disorder””

• Technology is a toyTechnology is a toy

• Can read, text, talk, and Can read, text, talk, and eat at the same timeeat at the same time

• Use abbreviated languageUse abbreviated language

• Self directedSelf directed

• Multi-taskersMulti-taskers

• Can process information Can process information at lightning speedat lightning speed

• Value speed over Value speed over accuracyaccuracy

Generation Alpha (Google Kids) Generation Alpha (Google Kids) (Born 2010-2023)(Born 2010-2023)

• First truly 21st century First truly 21st century generation generation

• Even more technology Even more technology oriented oriented

• Never knew about Never knew about physical storage physical storage (cassettes, VHS tapes, (cassettes, VHS tapes, floppy disks), dial-up floppy disks), dial-up Internet connections, Internet connections, desktop computers desktop computers (including (including mouse/keyboard), analog mouse/keyboard), analog cable TV, and offline cable TV, and offline music purchases. music purchases.

Seeing the World Seeing the World DifferentlyDifferently

• Educators are complaining Educators are complaining that kids can’t concentrate that kids can’t concentrate or memorize content or memorize content

• Students are thinking Students are thinking “why do I need to spend “why do I need to spend hours in a classroom hours in a classroom learning this when I can learning this when I can Google it on an iPhone in Google it on an iPhone in under 5 seconds?”under 5 seconds?”

2121stst Century Literacy Project Century Literacy Project

Brains are wired Brains are wired differentlydifferently

The human brain is malleable, always changing in response to the environment. "A young person's brain, which is still developing, is particularly sensitive. ... It's also the kind of brain that is most exposed to the new technology." Dr. Gary Small, UCLA Today http://www.today.ucla.edu/portal/ut/PRN-081015_gary-small-ibrain.aspx

Brain PlasticityBrain Plasticity

Neuroplasticity is the potential for, or Neuroplasticity is the potential for, or ability of, neurons or brain systems to ability of, neurons or brain systems to modify functionality based on modify functionality based on experiences. experiences. But not all brains have equal amounts of plasticity. Generally, the younger the brain, the more plastic it is. 

BRAIN MALLEABILITYBRAIN MALLEABILITY

Brains are malleable. If we spend a lot of time engaged in a repeated mental task, the neural circuits will strengthen. Conversely, if we neglect those tasks, the neural circuits will weaken. The brain “prunes” away these pathways, concentrating on strengthening the ones we use more often.

Prefrontal CortexPrefrontal Cortex• Technology shown to affect prefrontal cortex which

is executive controller for working memory, attention and focus, decision making, multitasking control, and impulse control 

• Without myelin coating in brain, neurons don’t conduct signals properly. The last area to be myelinated is the prefrontal cortex completed in late 20s.

Students Today…..Students Today…..• They are no longer the people They are no longer the people

our educational system was our educational system was designed to teachdesigned to teach

• They have grown up in a They have grown up in a digital agedigital age

• The pervasive nature of our digital culture has and continues to change the brains of our students. As a result of these changes, they have developed learning styles and preferences which are in contrast to the traditional pedagogical approaches and learning environments we find in education today.

Digital LearnersDigital Learners

Some research findings……Some research findings……

Sample FindingsSample Findings

• Don't necessarily Don't necessarily read from left to read from left to right, or from right, or from beginning to end. beginning to end.

• More sensitive to More sensitive to visual icons than visual icons than older people areolder people are

• Faster at switching Faster at switching taskstasks

• Better at blocking out Better at blocking out background noise. background noise.

How They ReadHow They Read

• Older generation reads in a classic Z-Older generation reads in a classic Z-pattern that moves from left to right pattern that moves from left to right sequentially sequentially

• Digital generation reads in an F-pattern, Digital generation reads in an F-pattern, ignoring the right side and bottom half of ignoring the right side and bottom half of the page and going to those areas of the the page and going to those areas of the page only if they are motivated to do so. page only if they are motivated to do so.

• Mimics video games and web - scanning Mimics video games and web - scanning the screen for information. the screen for information.

2121stst century fluency project century fluency project

Color PreferencesColor Preferences

• Older generations favor black text on a Older generations favor black text on a white background white background

• Digital learners’ preferences in North Digital learners’ preferences in North America prefer red or pink text (depending America prefer red or pink text (depending on gender) followed by neon green and on gender) followed by neon green and burnt orange. The backgrounds they like burnt orange. The backgrounds they like best are black or red, or pink text on a blue best are black or red, or pink text on a blue background. background.

2121stst century fluency project century fluency project

Access InformationAccess Information

• Older generations prefer sequential and Older generations prefer sequential and straightforward information straightforward information

• Digital learners prefer random, nonlinear Digital learners prefer random, nonlinear access to hyper-linked multimedia. access to hyper-linked multimedia.

• May make it more difficult for students to May make it more difficult for students to follow a linear train of thought and to do follow a linear train of thought and to do some types of deep or logical thinking some types of deep or logical thinking because they become easily bored. because they become easily bored.

2121stst century fluency project century fluency project

Reward FrequencyReward Frequency

• Video games are designed to coerce the player Video games are designed to coerce the player into making constant split-second decisions, into making constant split-second decisions, and to reward those choices at regular timed and to reward those choices at regular timed intervals - usually every 7 to 10 seconds of intervals - usually every 7 to 10 seconds of gameplay. gameplay.

• Gamers’ brains showed increased striatum activity (risk and reward)

• In the typical classroom, a student is only given In the typical classroom, a student is only given the opportunity to ask a question or make a the opportunity to ask a question or make a personal decision once every 25 minutes.personal decision once every 25 minutes.

2121stst century fluency project century fluency project

Reaction timeReaction time

• University of Rochester researchers found that players of fast-paced video games can track the movement of a third more objects on a screen than non-players. They have better peripheral vision.

• The games can improve reaction and the ability to pick out details amid clutter.

Daphne Bavelier, University of Rochester

MemoryMemory

• Video games and other screen media Video games and other screen media improve visual-spatial capabilities, increase improve visual-spatial capabilities, increase attentional ability, reaction times, and the attentional ability, reaction times, and the capacity to identify details among clutter. capacity to identify details among clutter.

• Less adept at remembering things and more Less adept at remembering things and more skilled at remembering where to find things. skilled at remembering where to find things.

How Technology is Changing the Way Children Think and FocusHow Technology is Changing the Way Children Think and Focus

Short-term memoryShort-term memory

• Studies suggest digital natives have higher baseline activity in the part of the brain governing short-term memory, the sorting of complex information, and the integration of sensations and thoughts

• IQ scores are on the increase in the United States as the number of digital natives rises

John K. Mullen (March 16, 2012) Harvard Business Review, Digital Natives Are Slow to Pick Up Nonverbal Cues

Learning StyleLearning Style

Digitals prefer dealing with questions Digitals prefer dealing with questions rather than answers, sharing their rather than answers, sharing their opinions, participating in group projects, opinions, participating in group projects, working with real-world issues and people, working with real-world issues and people, and having teachers who talk to them as and having teachers who talk to them as equals rather than as inferiors. equals rather than as inferiors.

The 21st-Century Digital LearnerThe 21st-Century Digital Learner

VisualizingVisualizing

• They are better able to deal with two- and They are better able to deal with two- and three-dimensional images and spatial three-dimensional images and spatial visualization.visualization.

• They have the skills needed to read images, They have the skills needed to read images, the ability to recognize the information which the ability to recognize the information which images contain, as well as the ability to images contain, as well as the ability to interpret images. interpret images.

• Visual cortex 20% larger than brains measured 20 years ago.

OECDOECD

AttentionAttention

• They are used to the twitch-speed, They are used to the twitch-speed, multitasking, random-access, multitasking, random-access, graphics-first, connected, fun, graphics-first, connected, fun, quick-payoff world of video games quick-payoff world of video games and the Internet and are incredibly and the Internet and are incredibly bored by most of today’s education bored by most of today’s education (Steven Johnson)(Steven Johnson)

•Information overload causes distraction (Melina Uncapher - Stanford U)

Multi-taskingMulti-taskingStudy compared heavy multi-taskers (based on answers to how they used technology) with non-multi-taskers. Results showed multi-taskers…..

•had more trouble filtering irrelevant information

•took longer to switch among tasks

•were less efficient at juggling problems.

•tended to search for new information rather than accept a reward for putting older, more valuable information to work

•were more sensitive to incoming information.

Eyal Ophir – Stanford UniversityEyal Ophir – Stanford University

Spatial abilitySpatial ability

• Exposure to the proliferation of imagery in Exposure to the proliferation of imagery in media has contributed to selective increases media has contributed to selective increases in nonverbal intelligence scores during the in nonverbal intelligence scores during the past century in industrialized countries, past century in industrialized countries, especially on items that draw on spatial especially on items that draw on spatial visualization due to the increased use of visualization due to the increased use of audiovisual media by children. audiovisual media by children.

• Children’s exposure to computer screens Children’s exposure to computer screens and, particularly, to videogames may have a and, particularly, to videogames may have a similar long-term effect, individually and similar long-term effect, individually and perhaps generationally, perhaps generationally,

• Flynn Effect - OECDFlynn Effect - OECD

InterpersonalInterpersonal• Excessive, long-term exposure to electronic environments is

reconfiguring neural networks and diminishing ability to develop empathy, interpersonal relations, and nonverbal communication skills.

• One study indicated that face-to-face interaction time drops by nearly 30 minutes for every hour a person spends on a computer.

• Another study showed after long periods of time on the internet, students displayd poor eye contact and a reluctance to interact socially

• Slower to pick up on nonverbal cues such as facial expressions, tones of voice, and body language.

John K. Mullen (March 16, 2012) Harvard Business Review, Digital Natives Are Slow to Pick Up Nonverbal Cues

anxietyanxiety

• Study on anxiety and technology showed light users less anxious and heavy users much more anxious

• One strategy tested was to give technology breaks in schools – every fifteen minutes students were given a tech break, then over time expanded to longer times between breaks – less anxiety

Larry Rosen, Technology and the Brain

engagementengagement

• Research has shown that the sound of a text message or an email hitting your inbox leads to the release of dopamine, a chemical activated when something enjoyable happens unexpectedly.

• Over-using technology trains the brain to relate these feelings of pleasure with this kind of interaction, further amplifying the desire to engage with it.

October 15, 2013 The Effect Of Technology On The Brain

ThinkingThinking

• Internet trains our minds to have a “staccato” train of thought, jumping from idea to idea, like we do from Website to Website.

• Trained not to think deeply when texting quick snippets, Trained not to think deeply when texting quick snippets, Tweeting short thoughts, or clicking on a simple thumbs up or Tweeting short thoughts, or clicking on a simple thumbs up or thumbs down on a link. thumbs down on a link.

• Experience information overload and have no time for Experience information overload and have no time for reflection or problem solving.reflection or problem solving.

• Technology trains the brain to be nimble and to process new Technology trains the brain to be nimble and to process new ideas quickly. We become more open to new ideas, and ideas quickly. We become more open to new ideas, and communicate more freely and frequentlycommunicate more freely and frequently

• “The brain is complex,” … The answers are not straightforward.

Dr. Gary Small, UCLA NeuroscientistDr. Gary Small, UCLA Neuroscientist

““Your Brain on GoogleYour Brain on Google”” (Small study)(Small study)

• ““Internet-naïveInternet-naïve”” (age 55-76 who had very little experience (age 55-76 who had very little experience online) vs. online) vs. ““Internet smartInternet smart””

• Reading a book versus conducting a Google search.Reading a book versus conducting a Google search.

• ““Internet savvyInternet savvy”” group - twice as much brain activity in all group - twice as much brain activity in all parts of the brain while conducting a Google search vs. parts of the brain while conducting a Google search vs. reading.reading.

• ““Internet-naïveInternet-naïve”” group - significant burst in frontal lobe group - significant burst in frontal lobe activity, which controls short-term memory and decision-activity, which controls short-term memory and decision-making.making.

• SmallSmall’’s conclusion? s conclusion? ““Searching online is brain exercise.Searching online is brain exercise.””

• Surgeons who play video games make fewer surgical Surgeons who play video games make fewer surgical errors and have improved reaction time, better peripheral errors and have improved reaction time, better peripheral vision.vision.

Technology and the Technology and the brainbrain

• 279 middle, high school and college students 279 middle, high school and college students observed using computersobserved using computers

• Only 70% on task Only 70% on task ((first couple minutes on task, then distracted, then focus, then really distracted at about 10 minute mark)

•  2-5 minute focus before distraction

• Correlation between off-task and number of windows open.

• Those who preferred task switching and used more technology had worse grades

• Visiting Facebook within first 15 minutes correlated to worse grades

Larry RosenLarry Rosen

Video Game StudyVideo Game StudyStudied young people playing high-action videogame called Unreal Tournament

Improved vision, specifically attending to multiple details on-screen

After just 30 hours, players a substantial increase in the spatial resolution of their vision, meaning they could see figures like those on an eye chart more clearly, even when other symbols crowded in

Could focus on what's happening at multiple areas of the

Performed better than non-gamers on certain tests of attention, speed, accuracy, vision and multitasking

Daphne Bavelier professor of brain and cognitive sciences at the University of Rochester

Our Digital learnersOur Digital learners

Hyperlinked MindsHyperlinked Minds

• Process information differentlyProcess information differently

• Thinking patterns are differentThinking patterns are different

• Different brain structures (neural networks)Different brain structures (neural networks)

• Visual orientationVisual orientation

• Prefer parallel processing and multi-taskingPrefer parallel processing and multi-tasking

• Prefer random accessing Prefer random accessing

• Different communication patternsDifferent communication patterns

• Want instant gratification/frequent rewardsWant instant gratification/frequent rewards

• Prefer Prefer ““gamesgames””

• Want to create and produce more than Want to create and produce more than consumeconsume

Learning in an Open Learning in an Open ContextContext

What are the What are the implications for….implications for….

• Reading materials?Reading materials?

• Multimedia instructional materials?Multimedia instructional materials?

• Classroom instruction?Classroom instruction?

• Pedagogy?Pedagogy?

• Assessment?Assessment?

• Instructional design?Instructional design?

• How we measure intelligence?How we measure intelligence?

• Classroom interactions?Classroom interactions?

Where are we?Where are we?

Educational institutions in their structure, operation, curriculum, pedagogy, and assessment models remain largely the same as they have for decades

TTWWADI - That’s the way we’ve always done it approach

Frank Kelly Ted McCain, and Ian Jukes - - Teaching the digital Generation 2009

How should we change How should we change education????education????

How do we design learning environments How do we design learning environments for digital natives?for digital natives?

Challenging Our Challenging Our AssumptionsAssumptions

Assumptions about Assumptions about EducationEducation

Who is expertWho is expert

What body of knowledge What body of knowledge is necessary is necessary

Where is repository of Where is repository of knowledgeknowledge

When education occursWhen education occurs

How education occursHow education occurs

Where it occursWhere it occurs

Shifts in educationShifts in education

• From mass production to mass customization

• From teacher and school as primary source of educative information to ubiquitous sources of information wherever and whenever

• From reading black and white text based information to a sensory-rich world of information

• From the 3 Rs to digital fluency

• From behaviorist approaches to active learning and constructivism

Charles Kivunia

Dumping the industrial Dumping the industrial modelmodel

• Instead of focus on teachers, focus on students

• Instead of lecturing, interact with students, listen to them

• Instead of memorizing information, teach critical thinking

• Instead of broadcast style, help students discover for themselves

• Instead of one-size-fits all, customize to fit individual learning needs

• Instead of isolation, use collaboration inside and outside of school

• Just-in-time and active learning strategies

• Shift from constructivist paradigm to connectivist paradigm

Don Tapscott 2009 – Grown Up Digital: How the Net Generation is Changing your world

Learning Learning EnvironmentsEnvironments

OLDOLD

• Rows of chairs/desksRows of chairs/desks

• Standard isolated Standard isolated roomsrooms

• Fixed boundaries Fixed boundaries between grades, between grades, disciplines, rolesdisciplines, roles

• Age based groupsAge based groups

• Assessed at fixed pointsAssessed at fixed points

• Expected to progress at Expected to progress at same ratesame rate

NewNew

• Flexible spaces and boundariesFlexible spaces and boundaries

• Learning studios/moveable Learning studios/moveable walls and furniturewalls and furniture

• Social spaces, group work Social spaces, group work areasareas

• De-centered with extended De-centered with extended hourshours

• Virtual and outside of schoolVirtual and outside of school

• Competency basedCompetency based

• Technology rich and Technology rich and community embeddedcommunity embedded

Tools for LearningTools for Learning

OldOld

• TextbooksTextbooks

• Pens and pencilsPens and pencils

• EncyclopediasEncyclopedias

• Text and print based Text and print based materialsmaterials

• Face-to-face Face-to-face instructioninstruction

NewNew

• Digital tools Digital tools

• Media rich resourcesMedia rich resources

• Melding face-to-face Melding face-to-face and onlineand online

• Adequate human Adequate human supportsupport

• Seamless blending of Seamless blending of digital and physical digital and physical infrastructuresinfrastructures

Time for Learning:Time for Learning:

OldOld• Agrarian based calendar Agrarian based calendar

• Standard school dayStandard school day

• 50 minute blocks of time50 minute blocks of time

• Measured in seat timeMeasured in seat time

• Use of Carnegie unitUse of Carnegie unit

• Attendance as measureAttendance as measure

• Limited teacher Limited teacher collaborationcollaboration

• Time fixed-learning variesTime fixed-learning varies

NewNew• Integrated formal/informal Integrated formal/informal

learninglearning

• Project and problem based Project and problem based learninglearning

• Demonstration of competenceDemonstration of competence

• Alternative approaches allowedAlternative approaches allowed

• Internships, online learning, Internships, online learning, community servicecommunity service

• Not based on hours and daysNot based on hours and days

• Time for teacher collaborationTime for teacher collaboration

• Learning fixed – time variesLearning fixed – time varies

Teaching ApproachesTeaching Approaches

OLDOLD

• Emphasizes Emphasizes focused attentionfocused attention

• Relies on the use Relies on the use of words, text, of words, text, and/or numbers. and/or numbers.

NEWNEW• Emphasizes continuous Emphasizes continuous

partial attentionpartial attention

• Builds knowledge Builds knowledge through images, through images, stories, models, stories, models, experiences, and experiences, and metaphor, metaphor,

• Modular learning Modular learning infrastructuresinfrastructures

Teaching ProcessTeaching ProcessOLDOLD

• Slow controlled release Slow controlled release of information from of information from limited sourceslimited sources

• Step by stepStep by step• One thing at a timeOne thing at a time• Independent individual Independent individual

focusfocus• SeriousSerious• Linear/sequential Linear/sequential

accessaccess• Text primaryText primary• Deferred Deferred

gratification/rewardgratification/reward• Teach Teach ““just in casejust in case””• Curriculum guide/testsCurriculum guide/tests

NEWNEW• Receive information Receive information

quickly quickly from multiple from multiple sourcessources

• Parallel processingParallel processing• Multi-taskingMulti-tasking• Simultaneous Simultaneous

networks/collaborationnetworks/collaboration• Fun/gamesFun/games• Random accessRandom access• Visuals/sound primaryVisuals/sound primary• Instant Instant

gratification/rewardgratification/reward• Learn Learn ““just in timejust in time””• Relevant and usefulRelevant and useful

Role of TeacherRole of Teacher

OldOld• Content expert Content expert

• Delivering one-size-fits all Delivering one-size-fits all content information to the content information to the studentsstudents

• Testing at the end in a batch Testing at the end in a batch mode (Summative)mode (Summative)

• Testing for the extent to Testing for the extent to which students have which students have mastered the content mastered the content delivered and to compare delivered and to compare students to each otherstudents to each other

NewNew• Provide customized and Provide customized and

individualized student assistanceindividualized student assistance

• Act as learning coach and mentorAct as learning coach and mentor

• Constant monitoring of student Constant monitoring of student progress (formative); data progress (formative); data interpreterinterpreter

• Mastery learning with feedback Mastery learning with feedback loopsloops

• Teacher becomes learning leaderTeacher becomes learning leader

• Comfortable in blended learning Comfortable in blended learning environmentsenvironments

Imagine teachers areImagine teachers are

• Designers who create the Designers who create the context for learning context for learning (environment, lessons) and (environment, lessons) and who are able to take the who are able to take the perspective of learners.perspective of learners.

• Researchers who treat Researchers who treat student responses as data student responses as data that reveal the that reveal the effectiveness of lessons and effectiveness of lessons and that provide information for that provide information for the next step in the the next step in the learning processlearning process

Imagine Learning Environments Imagine Learning Environments that includethat include

• Online resources Online resources (beyond text)(beyond text)

• Open resources (free)Open resources (free)

• Integrated image, Integrated image, text, locationtext, location

• Digital storytellingDigital storytelling

• Visualization, Visualization, simulationsimulation

• Remote instrumentsRemote instruments

• Haptics (touch)Haptics (touch)

• Augmented realityAugmented reality

• Virtual experiencesVirtual experiences

• Science gatewaysScience gateways

• Individualized Individualized experiencesexperiences

• Modular approachesModular approaches

ChallengeChallenge

• DonDon’’t try to fit into the existing model!t try to fit into the existing model!

• What are the new models possible that can What are the new models possible that can help meet the needs of digital learners??help meet the needs of digital learners??

It Is Not About the It Is Not About the TechnologyTechnology

• It is about a rapidly It is about a rapidly changing worldchanging world

• It is about the changing It is about the changing minds of our learnersminds of our learners

• It is about the changing It is about the changing needs of our learnersneeds of our learners

We must change and We must change and adapt adapt

think and re-thinkthink and re-think

The principle goal of education is to create men and women who are capable of doing new things, not simply of repeating what other generations have done. (Piaget)

If we teach today’s students as we taught yesterday’s, we rob them of tomorrow. (John Dewey)

Are we ready for digital Are we ready for digital learners? learners?

• http://www.youtube.com/watch?v=CZ5Vy9BgSeY

Resources: BooksResources: Books1.1. Norman Doidge (2007). The Brain that Changes Itself: Stories of Personal Norman Doidge (2007). The Brain that Changes Itself: Stories of Personal

Triumph from the Frontiers of Brain ScienceTriumph from the Frontiers of Brain Science

2.2. Steven Johnson (2005). Everything Bad is Good for You: How Today’s Steven Johnson (2005). Everything Bad is Good for You: How Today’s Popular Culture is Actually Making Us SmarterPopular Culture is Actually Making Us Smarter

3.3. Frank S. Kelly, Ted McCain, Ian Jukes (2009). Teaching the Digital Frank S. Kelly, Ted McCain, Ian Jukes (2009). Teaching the Digital GenerationGeneration

4.4. Zach Lynch with Byron Laursen (2010). The Neuro Revolution: How Brain Zach Lynch with Byron Laursen (2010). The Neuro Revolution: How Brain Science Is Changing Our WorldScience Is Changing Our World

5.5. John Medina (2008). Brain RulesJohn Medina (2008). Brain Rules

6.6. Daniel Pink (2006). A Whole New Mind: Why Right-Brainers Will Rule the Daniel Pink (2006). A Whole New Mind: Why Right-Brainers Will Rule the WorldWorld

7.7. Marc Prensky (2012). From Digital native to Digital wisdom: Hopeful Essays Marc Prensky (2012). From Digital native to Digital wisdom: Hopeful Essays for 21for 21stst Century Lerning Century Lerning

8.8. Gary Small & Gigi Vorgan (2009). I-Brain: Surviving the Technological Gary Small & Gigi Vorgan (2009). I-Brain: Surviving the Technological Alteration of the Modern MindAlteration of the Modern Mind

9.9. Kurt Squire (2011). Video Games and Learning: Teaching and Participatory Kurt Squire (2011). Video Games and Learning: Teaching and Participatory Culture in the Digital AgeCulture in the Digital Age

10.10.Don Tapscott (2008). Grown Up Digital: How the Net Generation is Don Tapscott (2008). Grown Up Digital: How the Net Generation is Changing Your WorldChanging Your World

Resources: OtherResources: Other

•Annenberg. Neuroscience and the Classroom: Making Annenberg. Neuroscience and the Classroom: Making Connections. Connections. http://www.learner.org/courses/neuroscience/text/text.html?dis=U&num=00

•Grail Research - Grail Research - http://www.grailresearch.com/pdf/ContenPodsPdf/Consumers_of_Tomorrow_Insights_and_Observations_About_Generation_Z.pdf

•OECD/CERI International Conference “Learning in the 21st Century: OECD/CERI International Conference “Learning in the 21st Century: Research, Innovation and Policy” Research, Innovation and Policy” New Millennium Learners: New Millennium Learners: Initial Initial findings on the effects of digital technologies on school-age learners findings on the effects of digital technologies on school-age learners

•Jim Taylor (December, 2014).How Technology is Changing the Way Jim Taylor (December, 2014).How Technology is Changing the Way Children Think and Focus (in The Power of Prime) Children Think and Focus (in The Power of Prime)

Resources: OtherResources: Other

• Tina Barseghian (February 25, 2011). Mind Shift: How Technology Wires the Learning Brain. http://blogs.kqed.org/mindshift/2011/02/how-technology-wires-the-learning-brain/

• John K. Mullen (March 16, 2012). Digital Natives Are Slow to Pick Up Nonverbal Cues. Harvard Business Review. http://blogs.hbr.org/2012/03/digital-natives-are-slow-to-pi/

• Matt Richtel (June 4, 2010). Your Brain on Computers: Attached to Technology and Paying a Price. New York Timehttp://www.nytimes.com/2010/06/07/technology/07brain.html?pagewanted=all

•  Larry Rosen, Technology and the Brain, the Latest Research and Finding shttps://www.youtube.com/watch?v=n0OqA0pmAag

• Charles Kivunia (2014). Theoretical Perspectives of How Digital Natives Learn. International Journal of Higher Edcuation Vol 3,No 1, 2014. Doi: 10.5430/jihe.v3n1p94

YouTube resourcesYouTube resources

• http://www.youtube.com/watch?v=B1bOIcnVI3g

• http://www.youtube.com/watch?v=075aWDdZUlMhttp://www.youtube.com/watch?v=075aWDdZUlM

• http://www.youtube.com/watch?v=NtPVGn04sDkhttp://www.youtube.com/watch?v=NtPVGn04sDk

• http://www.youtube.com/watch?v=Mirxkzkxuf4http://www.youtube.com/watch?v=Mirxkzkxuf4

• http://www.youtube.com/watch?v=se8jmKHlXvUhttp://www.youtube.com/watch?v=se8jmKHlXvU

• http://www.youtube.com/watch?v=GegtmIJPdrMhttp://www.youtube.com/watch?v=GegtmIJPdrM

• http://www.youtube.com/watch?v=D6_U6jOKsG4http://www.youtube.com/watch?v=D6_U6jOKsG4

• http://www.youtube.com/watch?v=ecFizWZgIiAhttp://www.youtube.com/watch?v=ecFizWZgIiA