Program content involves the use of commonly available technology and not necessarily a 1-to-1 ratio of technology to student.

Because of digital bombardment and the emergence of the new digital landscape, "digital natives" process information, interact, and communicate in fundamentally different ways than any previous generation before them.

Meanwhile, many of us, having grown up in a relatively low-tech, stable, and predictable world, are at best, "digital immigrants," struggling with the unprecedented speed of change, technological innovation, overwhelming amounts of information, and the fundamental uncertainty of today's world.

The implications of how digital kids process, interact, and communicate in traditional learning environments and with current instructional strategies and assumptions are examined against current findings from the social, psychological, and neurosciences as to how effective teaching and learning occurs.

This presentation provides a comprehensive profile of 10 core learning attributes of digital learners and 10 core teaching, learning and assessment strategies that can be used to appeal to their digital lifestyle and learning preferences.

Participants will leave the presentation with a clear understanding of various research-based strategies they need to consider in order to optimize learning for the digital generation in the new digital landscape.

Outline

A series of short presentations (vignettes) each about 10 minutes followed by questions posed to the audience abou the implications

Supporting Research

Kaiser Foundation, University of Rochester, Gee, Prensky, Thornburg, Pink

Presenter Background

First and foremost, Ted is an educator. He has taught high school students at Maple Ridge Secondary School for twenty-five years. Although he has had several opportunities to take other jobs both inside education and in the private sector, he has felt his primary calling is to help prepare teenagers for success as they move into adult life.

Ted has been an innovator and pioneer in technology education. He has designed courses for his school district and the province of B.C. in computer science, data processing, desktop publishing, computer networking, website design, digital animation, digital film effects, and sound engineering. He feels the only way to keep instruction relevant and interesting for students is to be continually changing and updating what he teaches.

In 1997, Ted received the Prime Minister's Award For Teaching Excellence. Ted was awarded this prestigious Canadian national award for his work in developing a real-world technology curriculum for grade 11 and 12 students that prepares them for employment in the areas of website design and computer networking directly out of high school. Ted was recognized for his work in creating his innovative "4 D" approach to solving problems, his unique use of role playing in the classroom, and his idea of progressive withdrawal as a way to foster independence in his students.

In addition to being a classroom teacher, Ted has also been a department head, an administrative assistant, and a technology consultant. He is currently the Coordinator of Instructional Technology for Maple Ridge Secondary School in Vancouver, B.C. Ted has also taught at the junior college level. He has taught computer networking, graphic design, and desktop publishing for Okanagan College/University.

Ted is also an author. He has written or co-written six books on the future, effective teaching, educational technology, and graphic design. He is currently working on three new book projects.

Prior to entering the teaching profession, Ted worked for several years in the computer industry as a programmer, salesperson, and consultant. In addition to his work as a teacher, for the past twenty-five years Ted has also consulted with school districts and businesses on effective teaching for the digital generation and the implementation of instructional technology. His clients have included Apple Computer, Microsoft, Aldus, and Toyota, as well as many school districts and educational associations in both the United States and Canada.

Ted has now joined the Thornburg Center For Professional Development in Chicago, Illinois as an associate director. In this role, Ted has expanded his work as an educational futurist. Ted focuses on the impact on students and learning from the astounding changes taking place in the world today as a consequence of technological development. He is passionate in his belief that schools must change so they can effectively prepare students for the rest of their lives.

Prerequisites

none