Cracking%20the%20Native

=**Cracking the Native Information Experience**= Students/Digital Natives develop a relationship with software and applications. They get cause and effect and become good at something that causes a relationship with the software/app to be developed. gives instant feedback on their success and failure and often suppies comments. Example given is in a game when the student does something wrong a message pops up saying so. They love this because of the authentic, real life response.
 * David Warlick**
 * My notes...**
 * Knitterchat.com - he used this to run a backchannel chat that he could embed in a wiki that could be edited.**
 * Prezzi.com - he used this for his presentation. Makes it very dynamic and engaging visually.**

Characteristics of kids in a dig world: 1. They like control 2. They like learning without boundaries 3. They like figuring it out on thier own. 4. They like collaborating 5. They like mastering 6. They are free range learners

Think about this: where do kids go to find answers to their questions now? where will they go in the future?

The questions kids ask: 1. What are the goals? 2. What are the rules? 3. How do I use the rules to accomplish the goals?

Google has turned us into a question asking culture. DIY: Do it yourself tinkering. A Book to read: "A Whole New Mind-Drive", by Daniel Pink

The ringing proclamation at ISTE 2010 will be "Integrate Technology." There is a lot of value in this mantra, but it is the response of a generation of teachers who grew up without computers, mobile phones, and the Internet. It all looks like technology to us. To our students, it is merely the road ways of their daily and minute-by-minute travels and the tentacles of their nearly constant hyper-connectively. It is the hands and feet that take them where they want to go. Believing that our youngsters carry their mobile phones around with them because it is their technology of choice is a poor reason to desperately carve out ways of using mobile tech in our lessons. They carry their phones because that is where their friends are -- and there is nothing new about youngsters wanting to be where their friends are. What is new is the nature of their interactions and the culture that they have grown out of their hyper-connectivity. "Cracking the 'Native' Information Experience" will seek to reach beyond the technology, identifying and exploring the unique qualities of our students' outside the classroom activities. What is the code that makes their video games, social networks, and texting so ingrained in their lives, and how might we crack that code. The code itself comes from work that I did with a group of teachers in Irving, Texas, a school district that has operated, since 1997, based on students having ubiquitous access (1:1) to networked, digital, and abundant information. In an online collaborative activity we identified and then factored down the elements of their activities that seemed to result in active learning, as opposed to the passive learning their predecessors had endured. The elements that I will examine in "Cracking the 'Native' Information Experience" will address how their information experiences: - Are fueled by questions, - Provoke communication, - Are responsive (on many levels), - Demand personal investment, and - Celebrate safely made mistakes. The logical follow-up to exploring the code of our students native information experience is to hack that code. How do we move past simply integrating technology to integrating a more inquiry-based, collaborative, info-responsive, engaging, and forgiving learning activity? I will conclude with five questions that, were I still teaching, would serve as a check-list for every learning experience that I craft for my students. I would ask how the activity could be enhanced, not by integrating games, but by integrating the qualities of video games, social networks, and hyper-connectivity that make them so compelling. The online handouts will include opportunities for participants to continue this conversation, including a back channeling tool called KnitterChat, that will convert the transcript of their chat to a wiki page, where I and others will be able to continue that conversation by inserting comments and explanations directly into the conversation. Participants will also have access to an editable form that they can duplicate, creating a physical (or virtual) check-list to assist them in their own planning. I. What I've just learned I always begin my presentations with something that I have just learned, something that I did not know 24 hours ago. My goal is to make a case for enhancing the definition of the 21st century teacher to being someone who is a practiced master learner. II. Introduction a. Online Resources b. A video of a 13 year old entrepreneur, illustrating that today's children live without a ceiling. c. They live, work, and play without constraints that my generation endured, because they live, work, and play in a new and uncontainable information landscape. III. Their information experience is fueled by questions a. An examination of Internet search technology in supporting the case that we ask more questions today than ever before. b. Distinguishing between questions students ask in our classrooms (How many pages does it have to be?) to the questions they ask in their video games (What do I need to accomplish this goal?) IV. Their information experiences provoke Communication a. A group interactive activity to discover how hyper-connectivity leads to learning b. Exploration of various communication and community technologies and their rapid growth and assimilate into our culture. c. A story of learning through community V. Their information experiences are responsive a. Old notions of responsive information activities (Mathblasters) b. New notions of responsive information activities (programming & blogging) c. Boundaries and traction -- old and new VI. Their information experiences demand personal investment a. Some real world examples 1. Gold farming 2. Second life b. Examples of students who learn by eagerly investing themselves into the work of learning by working for others. VII. Their information experiences celebrate safely made mistakes a. In video games, they learn by failing. In the real world, we learn by failing. VIII. Hacking the native information experience a. How do we assess learning and our lessons based on our students questions as well as their answers? b. How do our assignments require students to rely on each other? c. How might our assignments talk back? d. Where is the authentic value of our students work? e. How do we assess learning and our lessons based on well made mistakes? Got Game by John Beck & Mitchell Wade What Video Games Have to Teach Us About Learning and Literacy by James Paul Gee How Computer Games Help Children Learn by David Williamson Shaffer Ito, Mizuko. "Living & Learning with New Media." MacArthur. 20 Nov 2008. The John D. and Catherine T. MacArthur Foundation. 19 Jun 2009 David Warlick, a 30 year educator, has been a classroom teacher, district administrator, and staff consultant with the North Carolina State Department of Public Instruction. For the past ten years, Mr. Warlick has operated The Landmark Project, a consulting, and innovations firm in Raleigh, North Carolina. His web site, Landmarks for Schools, serves more than a half-million visits a day with some of the most popular teacher tools available on the Net. David is also the author of three books on instructional technology and 21st century literacy, and has spoken to audiences throughout the U.S., Canada, Europe, Asia, The Middle East, and South America.
 * His notes.....**
 * Purpose & Objectives**
 * Outline**
 * Supporting Research**
 * Presenter Background**