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We all know the future will be greatly impacted by the development of digital tools. But have we considered what the digital world is doing to the students that enter our classrooms?
This workshop begins by exploring the effect digital bombardment has on digital kids in the new digital landscape, and considers the profound implications this holds for the future of education. What does the latest neuroscientific and psychological research tell us about the role of intense and frequent experiences on the brain, particularly the young and impressionable brain? Based on the research, what inferences can we make about kids' digital experiences and how these experiences are writing and shaping their cognitive processes? More importantly, what are the implications for teaching, learning and assessment in the new digital landscape?
But there's more to consider if we are going to get a complete picture of what instruction will look like in the future. How can we reconcile these new findings with current instructional practices, particularly in a climate of standards and accountability driven by high stakes testing for all? What strategies can we use to appeal to the learning preferences and communication needs of digital learners while at the same time honoring our traditional practices and assumptions related to teaching, learning and assessment?
The implications of how digital kids process, interact, and communicate in current learning environments and effective instructional strategies are examined against current findings from social, psychological, and neurosciences as to how effective teaching and learning occurs. This presentation then provides a comprehensive profile of 10 core learning attributes of digital learners and 10 core teaching and learning strategies that can be used to appeal to their digital lifestyle and learning preferences. We will then look at the modern workplace and examine the new entry skills students will need to be successful in the digitally infused working environment. How has the world of work changed? How is it like to change in the future? What are the new thinking skills workers will require? And how must we shift instruction to ensure we are equipping our students with these skills?
A new mode of instruction to address these issues is then introduced. Learn how schools can use a research-based constructivist approach to encourage students to search for understandings - and still have students excel at the test.
Participants will come away from this presentation with a clear understanding of various research-based strategies that can be used to optimize learning by the digital generation in the new digital landscape, how to address learning standards and improve test scores, while at the same time, meeting both curricular goals and preparing students with the skills, knowledge and understandings above and beyond content recall necessary to meet the new realities of the 21st Century.
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