Every teacher I've worked with over the last five years recalls two kinds of digital experiences with students.
The first I think of as digital native moments, when a student uses a piece of technology with almost eerie intuitiveness. As digital natives, today's teens have grown up with these tools and have assimilated their logic. Young people just seem to understand when to click and drag or copy and paste, and how to move, merge and mix digital elements.
The second I call digital naiveté moments, when a student trusts a source of information that is obviously unreliable. Even though they know how easy it is to create and distribute information online, many young people believe -- sometimes passionately -- the most dubious rumors (1), tempting hoaxes (2) (including convincingly staged encounters designed to look raw and unplanned (3)) and implausible theories (4).
How can these coexist? How can students be so technologically savvy while also displaying their lack of basic skills for navigating the digital world?
Neil Movold on 08 Jan 13"What is creative strategy? It's a classic case of "theory to practice." My previous book, Strategic Intuition, laid out the theory. It explained the science of how creative ideas happen in the human mind and documented how successful innovators actually came up with their innovations. This new book, Creative Strategy, is the practice: it shows how to apply that theory as an innovation method yourself. Here's how it works: you start with a problem or situation where you aim for an innovation, break that down in to elements of the problem, and then search for precedents that solve each element. You then see a subset of these precedents come together in your mind as a new combination that solves the problem. That idea is your innovation"