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by Marc Prensky Our children today are being socialized in a way that is vastly different from their parents. The numbers are overwhelming: over 10,000 hours playing videogames, over 200,000 emails and instant messages sent and received; over 10,000 hours talking on digital cell phones; over 20,000 hours watching TV (a high percentage fast speed MTV), over 500,000 commercials seen-all before the kids leave college. And, maybe, at the very most, 5,000 hours of book reading. These are today's ―Digital Native‖ students. 1 In Digital Natives, Digital Immigrants: Part I, I discussed how the differences between our Digital Native students and their Digital Immigrant teachers lie at the root of a great many of today's educational problems. I suggested that Digital Natives' brains are likely physically different as a result of the digital input they received growing up. And I submitted that learning via digital games is one good way to reach Digital Natives in their ―native language.‖ Here I present evidence for why I think this is so. It comes from neurobiology, social psychology, and from studies done on children using games for learning.

by Marc Prensky Our children today are being socialized in a way that is vastly different from their parents. The numbers are overwhelming: over 10,000 hours playing videogames, over 200,000 emails and instant messages sent and received; over 10,000 hours talking on digital cell phones; over 20,000 hours watching TV (a high percentage fast speed MTV), over 500,000 commercials seen-all before the kids leave college. And, maybe, at the very most, 5,000 hours of book reading. These are today's ―Digital Native‖ students. 1 In Digital Natives, Digital Immigrants: Part I, I discussed how the differences between our Digital Native students and their Digital Immigrant teachers lie at the root of a great many of today's educational problems. I suggested that Digital Natives' brains are likely physically different as a result of the digital input they received growing up. And I submitted that learning via digital games is one good way to reach Digital Natives in their ―native language.‖ Here I present evidence for why I think this is so. It comes from neurobiology, social psychology, and from studies done on children using games for learning.

Hi. I wrote a paper about digital natives as part of an anthropology assignment for a doctoral course. Researchers from around the world have empirically proven that Prensky's theories are false. Additionally, while neuroscience has shown that brains do change as a result of neuroplasticity, to argue that it is generational is also a false claim. Though cognitive theory shows that learners bring their prior experiences to the interpretation of new educational opportunities - impacting attention and interpretation - all generations have had this occur. There is merit to the point that we should take learner's prior experience into consideration when designing instruction; however, Prensky's digital native claims may have done more to create tension between students and teachers than to provide instructional support. If you would like any of the scholarly studies, I have a published reference list at http://brholland.com/reference-list. Beth

"This checklist includes all the important aspects of an Outstanding Lesson Plan Template, but in a checklist format so that you can make sure every aspect is covered, but write your plan in your own format, e.g. chronological. I stick this above my desk so I can refer to it when planning."

"Children with developmental coordination disorder (DCD) - often referred to as dyspraxia - suffer much higher levels of emotional distress than their classmates and are frequently anxious and downhearted, new research highlighted at the ESRC Festival of Social Science shows. In the UK between 5-6 per cent of children are affected by DCD."

Great website with lesson plans and lots of multimedia covering basic chemistry topics. Though titled "middle school chemistry" much of the material can be referred to or used for basic high school chemistry or even biology (such as the basics on bonding, water molecules, etc).

Worth a bump, I stumbled upon this gem today. Excellent resource, there is even a free pdf textbook.

Middle School Chemistry lessons with worksheets and standards.

"Rapid Cycle Evaluation (RCE) Coach". Same news referred to in my last Diigo-annotation

New for 2015-2020

New for 2015-2020

Sadly, many students have come to expect that there will nothing of consequence addressed on the first day of an on-campus class. It's often referred to as "Syllabus Day" because that is the only content of consequence presented by the instructor.

Nice compilation of tutorials and information regarding 21st Century Tools.

ISTE- good tech references

Criterion & norm-reference testing

There are three cognitive loads that impact the efficient formation of schemas. Extraneous cognitive load are those not directly required to master a task and have a negative impact on schema formation, reducing these is desirable and can be achieved through efficient design. Intrinsic cognitive load is that which is inherent in the task and for the most part cannot be reduced. Tasks with high intrinsic cognitive load are by nature more complex for an individual and in the long term are managed through equally complex schema. Germane cognitive load refers to the mental resources devoted to the efficient formation of schemas and is seen to have a positive effect on learning. Understanding these things will allow us to more effectively target our efforts as learners and teachers ensuring the cognitive load theory has a valuable role to play.