The purpose of this presentation is to engage educators in dialogue related to how consumers across the globe and students in our very own classrooms are shifting in the way they interact with content, how we can leverage this in today’s classroom and ultimately encourage implementation of research based practices. Specifically,
• Participants will explore the ubiquitous nature of information
• Participants will discuss how student’s use of content is (and must) shift from simply knowing facts and figures to engaging and constructing knowledge based on that information.
• Participants will discus the role of social-networking as an avenue to “tap” into the worlds expertise and experience
• Participants will discuss how their students parallel the rest of the world in this transformation
• Participants will explore how student’s use media and content in their every day lives
• Participants will discuss the educational impact of this shift

The impact media/content has on young children today is undeniable. According to a recent Kaiser Family Study, interacting with media is a full-time job for kids from ages 8 to 18. Spending 6 ½ hours a day and 44 ½ hours per week, kids interact with media now more than ever. Further, students today are no longer satisfied simply passively consuming information; instead they want to be active participants.

From participating to producing to connecting, this session will explore the role global access to content plays in today’s classroom and examine the research that supports a shift from passive consumption to active engagement. We will begin by utilizing wireless response systems to engage participants in dialogue related to the ways students interact with content. After forming small teams based on proximity, a series of questions will be administered to each team. This activity serves to build background knowledge, engage participants and quickly build community.

After the team activity, an overview of research on the way students interact with content will be examined, including research from the Kaiser Family Foundation, T.H.E. Journal, USA Today, Daniel Pink and more.

Next, we will journey through the multiple levels of students’ interaction with content beginning with passive consumption, then interaction, production and finally the sharing of that content (social-networking). At each phase of the presentation, real-life examples will be shared and participants will be encouraged to talk within their groups to discuss educational implications.

As educators, it is essential we listen and honor the world in which our students live by capitalizing on their interests to engage and motivate them to design, produce and share their understandings.

Outline

As mentioned earlier, this session will begin by utilizing wireless response systems to engage participants in dialogue related to the ways students interact with media/content. After forming small teams based on proximity, a series of questions will be administered to each team. This activity serves to build background knowledge, engage participants and quickly build community. ~ 15 minutes

After the team activity, an overview of research on the way students interact with media and content will be examined, including research from the Kaiser Family Foundation, T.H.E. Journal, USA Today, Education Week, The New York Times, Daniel Pink, etc. ~ 7 minutes

We will then journey through the multiple levels of students’ interaction with content beginning with passive consumption. This will be accomplished by a simple example of classroom utilization and research that speaks to the level of time students spend with media. Next, we will look at a young girl who prefers to interact with content as opposed to simply passively consuming content. ~ 8 minutes

Next, we will investigate the next phase of content utilization, which is production. Here we will spend significant time discussing the benefits of having students demonstrate their knowledge, skills and understandings through content production. The process of creation (research, synthesis, organization, communication, etc) will be examined by having groups discuss and report out. Multiple student examples will be viewed. ~ 20 minutes

Finally, students’ natural ability and desire to connect with other students and share their demonstration of knowledge and understandings will be discussed and how this connection to expertise globally is a competitive educational advantage. ~ 10 minutes

At each phase we will discuss the parallel between students in our classrooms and content consumers across the globe by using real-world examples and statistical research.

Supporting Research

Generation M: Media in the Lives of 8-18 Year-olds
Source: Kaiser Family Foundation, (March 9, 2005). Retrieved August 28, 2008, from Generation M: Media in the Lives of 8-18 Year-olds Web site: http://www.kff.org/entmedia/entmedia030905pkg.cfm

Messaging Found to Slow Students' Reading
Source: Viadero, Debra (August 15, 2008). Instant Messaging Found to Slow Students' Reading. Retrieved August 28, 2008, from Education Week Web site: http://www.edweek.org/ew/articles/2008/08/27/01im.h28.html?tmp=1877392231

Web Audience for Games Soars for NBC and Yahoo
Source: Stelter, Brian (August 24, 2008). Web Audience for Games Soars for NBC and Yahoo. Retrieved August 28, 2008, Web site: http://www.nytimes.com/2008/08/25/sports/olympics/25online.html

Scientific evaluations conducted by Cometrika., Inc.
Scientific evaluations conducted by Cometrika., Inc., an independent research firm (Virginia study conducted 2002; Los Angeles study conducted 2004)

A whole new mind: Why right-brainers will rule the future
Source: Pink, D (2006). A whole new mind: Why right-brainers will rule the future. New York, NY: Penguin Group.

CREATING & CONNECTING//Research and Guidelines on Online Social — and Educational — Networking
Source: National School Boards Association, (2007).CREATING & CONNECTING//Research and Guidelines on Online Social — and Educational — Networking. 12.

Wikipedia
Source: Facebook. (2008, August 26). In Wikipedia, The Free Encyclopedia. Retrieved 12:53, August 28, 2008, from http://en.wikipedia.org/w/index.php?title=Facebook&oldid=234360011

Alexa Top 100 Sites
Source: Top Sites United States. Retrieved July 29, 2008, from Alexa Top 100 Sites Web site: http://www.alexa.com/site/ds/top_sites?cc=US&ts_mode=country&lang=none

Presenter Background

Scott Kinney serves as a strong advocate and voice for creative and effective applications of educational technology. As Vice President of Outreach and Professional Development, Scott manages all of Discovery Education’s professional development efforts, including the Discovery Educator Network, the Discovery Education Speakers Bureau and additionally serves as the educational liaison for public policy.

Scott has presented at various national conferences including AESA, ASCD, FETC, NECC, T+L2, and has delivered keynote presentations at numerous prestigious conferences such as the Center for Advancing Partnerships in Education (CAPE), Virginia’s EdTech2007 conference and the Maryland K12 Digital Library Summit. He has also co-authored multiple articles about using technology as a tool to help differentiate instruction including: “Creating a Differentiated Classroom,” (Leading and Learning with Technology) and “Teaching Every Child,” (Discovery Education Classroom Resource Guide).

Prior to his current position, Scott served as the National Director of the Discovery Educator Network, a global community dedicated to supporting education through digital media and educational technology. Before joining Discovery, he was the Director of Educational Technologies at the Carbon Lehigh Intermediate Unit where he developed a new department specifically designed to support local school districts implement technology effectively. He also served as a Technology Specialist at the Central Columbia School District and District Instructional Technology Coordinator for the Sharpsville Area School District.