Podcast appearances and mentions of Marc Prensky

Episode 89 - Dr. Josh McConkey, Emergency Physician, decorated combat Veteran and Author joins me along with Marc Prensky, Author and Advocate of positive perspectives of all things for today's young people. Disclaimer: Please note that all information and content on the UK Health Radio Network, all its radio broadcasts and podcasts are provided by the authors, producers, presenters and companies themselves and is only intended as additional information to your general knowledge. As a service to our listeners/readers our programs/content are for general information and entertainment only.  The UK Health Radio Network does not recommend, endorse, or object to the views, products or topics expressed or discussed by show hosts or their guests, authors and interviewees.  We suggest you always consult with your own professional – personal, medical, financial or legal advisor. So please do not delay or disregard any professional – personal, medical, financial or legal advice received due to something you have heard or read on the UK Health Radio Network.

Guests, Dr. Josh McConkey and Marc Prensky

How to destress college students? Marc Prensky knows, he is an advocate for new and better ways of preparing all the 2 billion young people in the world—ways that better fit today's young people and the world they live in. 20 years ago, his term "digital natives" re-framed an entire generation. Marc now applies his reframing skill —honed at the Boston Consulting Group—to all things related to young people. With new technology and AI, third millennium young people are becoming enormously powerful. His latest book, THIRD MILLENNIUM KIDS, explains what is missing from today's education—imagination, self-knowledge and real-world accomplishment—and what kids need most—far more enthusiasm and far less stress. Marc holds degrees from Harvard, Yale, Middlebury, and Oberlin. In his keynotes and consulting, Marc offers new, refreshing takes on THIRD MILLENNIUM YOUNG PEOPLE. He adds "Measurable Positive Impact'"—a term I coined—to each of my projects, engagements, clients, and keynotes. In episode 514 of the Fraternity Foodie Podcast, we find out why Marc decided on Oberlin for his undergraduate experience, how we can let Third Millennium Kids make the world a better place, why he uses Third Millennium Kids over Gen Z, why it is a mistake to take their phones away, where the term "Digital Natives" came from, how we can destress college students, why AI is so important in the hands of Third Millennium Kids, how society can better respect and listen to Third Millennium Kids, and what are Symbiotic Human Hybrids. Enjoy!

Jieun Kiaer is the Professor of Korean Linguistics at Oxford and her new book, The Future of Syntax: Asian Perspectives in an AI Age, explores the complexity within Chinese, Japanese, and Korean languages, arriving at insights that veer away from traditional approaches to formal syntax. The book also revisits Marc Prensky's “digital native” concept, laying the groundwork for a new generation of technology users, “AI natives.” Jieun joins Robb and Josh for a conversation about the promise and peril of radical new technologies in classroom settings and how we might shift our focus to designing a positive future for AI natives. In this episode, we mention: Jieun Kiaer's book “The Future of Syntax: Asian Perspectives in an AI Age”: https://www.bloomsbury.com/us/future-of-syntax-9781350258273/ Follow Jieun Kiaer's work: https://www.ames.ox.ac.uk/people/jieun-kiaer Learn about orchestrating AI agents for your team: https://onereach.ai/ai-agents/?utm_source=soundcloud&utm_medium=social&utm_campaign=future_for_ai_natives_episode&utm_content=1 #AIPodcast #TechPodcast #InvisibleMachines #AI #ArtificialIntelligence #AIAgents #DigitalTransformation #Innovation #AIInEducation #DigitalNatives #AINatives #FutureOfLearning #TechnologyInClassrooms #AIandEducation #AsianLanguages #Linguistics #TechnologyInEducation #LanguageLearning ##JieunKiaer

Marc Prensky is widely known for coining the terms “digital native” and “digital immigrant”—both now in the Oxford English Dictionary. In this episode, Marc joins Josh for a conversation about the shortcomings of our current education system and how AI might help inspire and enable a new generation of "AI natives" to design their own future. The two discuss the challenges that companies face in adjusting to this new technology paradigm, as well as the potential benefits and risks that conversant machines bring to society. As an eternal optimist, Marc shares his vision of how young people in the third millennium might view productivity and purpose. Marc and Josh also debate the role smartphones play in the classroom of the future, and agree that the world needs more love, empathy, gratitude, and optimism. In this episode, we mention: Marc Prensky's book “Third Millennium Kids: A Hell Yes! Low Stress Guide For Everyone”: https://www.amazon.com/Third-Millennium-Kids-Stress-Everyone/dp/B0DC3J8XV6 Learn more about Marc Prensky: marcprensky.com Learn about orchestrating AI agents for your team: SoundCloud: https://onereach.ai/ai-agents/?utm_source=soundcloud&utm_medium=social&utm_campaign=digital_natives_episode&utm_content=1 YouTube: https://onereach.ai/ai-agents/?utm_source=youtube&utm_medium=social&utm_campaign=digital_natives_episode&utm_content=1 #AIPodcast #TechPodcast #InvisibleMachines #AI #ArtificialIntelligence #ConversationalAI #AIAgents #TechInsights #DigitalTransformation #TechTalk #Innovation #DigitalNatives #AIInEducation #FutureOfLearning #TechnologyInClassrooms #MarcPrensky #AINatives

Kuşak kavramı son yıllarda her türlü sosyal gerilimi, toplumsal beklentiyi ya da hayal kırıklığını “Z kuşağı” üzerinden analiz etmek üzere sıklıkla kullanılıyor. Sorunları bir paydada bütünleyerek toplumsal tasvir oluşturmanın elbette çok işlevsel bir yanı var ve bu çoğu zaman gerekli. Ancak yeni davranış biçimlerini sadece belli bir kuşağa atfederek analiz yapmak çoğu şeyi görmemizi engelliyor. Z kuşağı tasviri, dijital dünyanın ilk yerlilerinin davranış kodlarının analiz edilmesi açısından önemli şüphesiz.  Dijital kültür, sanal âlem üzerinden yeni bir evren inşa etti ve bu yeni evrenin içine doğanlara “dijital yerliler” adı verildi. Kavramın sahibinin adı pek bilinmese de toplumun neredeyse her kesimi dijital yerli, dijital göçmen kavramlarını “ekran tartışmacıları” vesilesiyle öğrendi. Kavram, eğitimci, fütürist Marc Prensky'e ati. “Dijital yerliler” kavramını yeni teknolojilerle büyüyen kuşak için kullanan Prensky, internet ve web ile yirmili yaşlarından sonra tanışan kuşak için ise “dijital göçmenler” kavramını kullanıyor.  Gözden kaçırmamamız gereken nokta şu, yirmili yaşlarından sonra internet ile tanışanların hepsi teknoloji tabanlı öğrenimin dışında, teknoloji okuryazarlığına uzak oldukları halde  bir kısmı kendilerini “içerik malzemesi olarak sunma” konusunda çok istekli ve gayretliler. Özellikle sosyal medya söz konusu olduğunda, okuma yazması olmayan yaşlı bireyler bile “hayatım film” anlayışı ile torunları tarafından kaydedilmiş vidyoları üzerinden göçebe olarak dâhil oldukları ortamın maskotu haline gelme pahasına ya da tam da bu niyetle, “etkileşim” arttırmak üzere “dijital sürü”nün önüne atılıyor.  Sorun şu: Dijital yerliler hayat tecrübesinden ve görgüsünden yoksunlar; dijital göçebeler ise hayat görgüsü ve tecrübelerini dijital evrene aktarırken yerlilerin mihmandarlığında ilerledikleri için performans öznesi olarak etkileşim almak üzere kendilerini, yakınlarını ifşa eden, akletme sıkıntısı yaşayan ergen tavrı gösteriyorlar.  Dijital yerli ve dijital göçmen arasındaki geçişkenliğin negatif görüntüsünü bir örnek üzerinden anlatmak istiyorum:  14 Mayıs 2023 seçimlerinin benim açımdan en önemli “fotoğrafı”, geçmişte “ham çökelek” şarkısı ile ünlenmiş, son zamanlarda sosyal medya fenomeni olma yolunda performans gösteren şarkıcının paylaşımı oldu. Gençler arasında adeta bir akım olarak, oy kullanamasınlar diye ebeveynini, dedesini, amca ve yengesini eve kilitlediğini söyleyenlerin paylaşımlarını taklit etmek pahasına, evinde misafir ettiği amca ve yengesinin oy vermesini engellemek için onlara otobüs bileti almadığı “bilgi”sini paylaştı, sosyal medya hesabından. Özgürlüklerinin kısıtlandığından şikâyetçi bu “özne”nin özel hayatından sunduğu bu bilgi sebebiyle takipçilerinden tepki alması beklenir. Neden beklenir? Voltaire'e ait olduğu söylenen –ait olmadığını söyleyenler de var- şu vecize: “Düşüncelerine katılmıyorum ama senin düşüncelerini savunma hakkını sonuna kadar destekleyeceğim.” Bu cümle özgürlükleri savunan herkesin, daha doğrusu kendisini mağdur hisseden herkesin dilindedir. Sorun şu ki, herkes mağdur olma hakkını kendi tekelinde bulundurmak istiyor. Kapitalist düşüncenin “Kazanan hepsini alır” anlayışı, “Mağdur olan her şeyi yapabilir”e dönüşmüş görünüyor.

A MindShareTV Learning Moment with legend Marc Prensky, author & keynoter, Best known for the phrase "Digital Natives - Digital Immigrants", on Unleashing the Power of 2 Billion Kids

This Week in Canadian EdTech MindShareTV with global education thought leader Marc Prensky to discuss the inspiration on his new book "Empowered" and his vision for the Future of Learning. #FutureReady

Here at CPYU, our online Digital Kids Initiative continues to grow in an effort to help parents guide their kids into safe and wise use of God's good gift of technology. Two of the terms I've been using as I talk about technology are digital immigrants and digital natives. These helpful titles were first coined by Marc Prensky back in 2001. Those of us who are adults are digital immigrants. We weren't born into a world filled with social media, smartphones, and technology. We somehow arrived here and have had to learn how to navigate this new landscape. Our kids, on the other hand, are digital natives. Social media, smartphones, and technology are familiar to them because they've always been part of the world of the younger generations. One of the dangers of being a digital native is that you might not be aware of the dangers that lurk in the world of technology. Parents, don't be ignorant. Your job, difficult as it may be, is to learn what you can in order to help your kids engage wisely with technology.

This is The Founders' List - audio versions of essays from technology’s most important leaders, selected by the founder community. This is, ‘Digital Natives, Digital Immigrants’ written by Marc Prensky. Marc Prensky is an American writer and speaker on education. He is best known as the creator of the terms "Digital native" and "digital immigrant" which he will expand on in this famous essay. Read by NFX. Read the full essay here - https://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Public talk with Marc Prensky about “Digital Native”

In this episode, we are speaking with Marc Prensky about his recent article, What the World Needs from Education. You may remember Marc from previous TLTalkRadio episodes:  Season 3: Episode 3 and Season 6: Episode 9. Marc is an award-winning, internationally-acclaimed speaker, author, and “practical visionary” in the field of education. He is currently the founder and Executive Director of The…Read more

Marc Prensky is an award-winning, internationally-acclaimed keynote speaker, author, (8 books) writer (over 100 articles and essays), and “practical visionary”. He is the founder and Executive Director of The Global Future Education Foundation and the creator of the TWO BILLION KIDS PROJECT. Marc has spoken in over 40 countries. His writing has been translated into a dozen languages. Marc's book, Education to Better Their World: Unleashing the Power of 21st Century Kids, won a FOREWORD INDIES Book of the Year Award Gold Prize. His latest book is BELIEFS FOR 21st C. KIDS, a free ebook. Marc's background includes teaching at all levels, six years at the Boston Consulting Group, and 12 years as founder and CEO of a videogame development company. He has been a professional musician and has acted on Broadway. He holds degrees from Oberlin College, Middlebury College, Yale University and the Harvard Business School. Marc is best known for coining the terms “Digital Native” and “Digital Immigrant” (both now in the Oxford English Dictionary.) --- Support this podcast: https://anchor.fm/rayme-pastore/support

Hoy 1 de septiembre de 2020 y hoy es nuestro episodio número 9. Estás escuchando Educast. Mi nombre es profesor Joseph Ortiz y soy profesor, consultor y director de Educoaching Puerto Rico. Este programa llega a ti gracias al auspicio de Educoaching Puerto Rico. Una empresa que provee consultoría y talleres de desarrollo profesional para padres, maestros y directores. Para más información educoachingpr.com. Hoy tenemos un programa con mucha información, hablaremos sobre los nativos digitales. En nuestras salas de clases nosotros tenemos una nueva generación. A la que se le está llamando los nativos digitales. ¿Cómo le enseñamos a esta nueva generación? Lo que algo es claro, es que no podemos seguir usando un sistema obsoleto para educar a las nuevas generaciones. Y de eso estaremos hablando en el programa de hoy. ¿Quiénes son los nativos digitales? El término fue utilizado por primera vez por Marc Prensky (2001). Un nativo digital es aquel que nació en el pleno desarrollo de la tecnología y que se han criado con ellas. Este término fue utilizada junto con el término de los inmigrantes digitales. Los inmigrantes digitales, somos los que nacimos ante de la revolución tecnológica y que poco a poco nos hemos tenido que adaptar a ella. Según Prensky, los nativos digitales visualizan los aparatos tecnológicos como una extensión de su cuerpo, así que ellos no pueden visualizar un mundo sin sus aparatos, La tecnología en los últimos 10 años ha avanzado sin detenerse, y es por esto que para nosotros los inmigrantes digitales, siempre estaremos atrasados con los avances tecnológicos. Cuando pensamos que dominamos algo, vendrán un sín número de cosas nuevas que saldrán y que los nativos digitales ya están adelantados. La tecnología avanza tan rápido que han habido ocasiones que se lanza productos tecnológicos y antes de que lleguen a las tiendas ya están obsoletos. Un daro que me llamó la atención publicado en CNN en español, es que afirma que en India, donde hay un nivel de pobreza muy alto, los teléfonos inteligentes son más comunes que los baños. A ese nivel está avanzado la tecnología. Pero como hablé en mi primer programa de este podcast, esto trae consigo el analfabetismo digital. Deben escuchar ese podcast. El solo hecho de que alguien haya nacido en la época de los nativos, no lo hace un nativo digital por defecto, sino que tiene que tener acceso a tecnología. Porque sino, si le das un teléfono inteligente a un joven que nunca ha tenido uno, tendrá que recibir adiestramiento, porque no fue una parte en su desarrollo. Característica de los nativos digitales 1. Son seres digitales: estos estudiantes han estado todo el tiempo rodeado de tecnología, y esto no los hace conocedores de todas las tecnologías, pero si le permite adaptarse más rápido a los cambios. 2. La tecnología es parte fundamental de sus vidas. Un nativo digital no visualiza su mundo sin tecnología, por esto es que era importante integrar la tecnología desde hace tiempo en lo que a la educación respecta. 3. Son visuales. Los nativos digitales entienden y aprenden mejor los conceptos si le explicamos de forma visual. 4. Tiene un alto nivel de concieciación. Nuestros webinar El 3 de septiembre: Estrategias para los nativos digitales en la educación a distancia. El 24 de septiembre de 2020: Acomodos razonables en la educación a distancia. --- Send in a voice message: https://anchor.fm/recursosparamaestro/message Support this podcast: https://anchor.fm/recursosparamaestro/support

  John Helmer talks to Juliette Denny, Managing Director and Ideologist-in-chief of award-winning learning tech company Growth Engineering. Juliet's life mission is to eradicate dull online learning, ‘It breaks my heart, she says, ‘that something that should be so fun has all the qualities of a beige sock.' They discuss the controversies over gamification and its basis in brain science and learning theory.   01:50 Her start in learning 04:13 Does gamification work? 09:02 How does game psychology work in learning? 13:32 Tapping into the limbic brain 19:30 The social dimension of gamification 25:35 Learning theory and the theory wars 33:05 How is she coping with the crisis? 36:27 What should we focus on in the return to 'normal'   Mentioned in the discussion:   Digital Game-based Learning by Marc Prensky https://books.google.co.uk/books/about/Digital_Game_based_Learning.html?id=XBwiAQAAIAAJ&redir_esc=y   Self Determination Theory (Deci & Ryan) https://www.learning-theories.com/self-determination-theory-deci-and-ryan.html   Growth Engineering website: https://www.growthengineering.co.uk/   Juliette on Twitter: @juliettedenny Juliette on LinkedIn: linkedin.com/in/juliettedenny   Contact John Helmer Twitter: @johnhelmer LinkedIn: https://www.linkedin.com/in/johnhelmer/ Website: http://johnhelmerconsulting.com/

Bienvenue à cette douzième émission qui vous permettra d’entendre une entrevue avec Marc Prensy, écrivain et conférencier américain en éducation. Il est surtout connu pour être l'inventeur et le vulgarisateur des termes "digital native" et "digital immigrant". Marc Prensky est diplômé de l'Oberlin College, du Middlebury College, de l'Université Yale et de la Harvard Business School en 1980. Il est l'auteur de sept livres dont; "Don’t Bother Me Mom - I’m Learning" publié en 2006 et "Teaching Digital Natives" publié en 2010. Marc Prensky a commencé sa carrière en tant qu'enseignant dans le quartier d’Harlem à New York. Il a aussi travaillé en tant que stratège en entreprise et au développement de produits pour le Boston Consulting Group, et un peu plus tard pour le Bankers Trust à Wall St., où il a créé une formation basée sur le jeu et une division interne appelé Corporate Gameware, qui devint plus tard game2train, disponible au game2train.com J’ai eu la chance de rencontrer Marc Prensky récemment lorsque celui-ci présentait une conférence lors du tout premier sommet de l’Éducation présenté à Fredericton sur l’invitation du Ministre de l’éducation du Nouveau-Brunswick M. Dominic Cardy et suite à la publication du fameux livre vert en Éducation. Voici donc mon entrevue avec Marc Prensky.

In this episode, we’re speaking with Marc Prensky about his recent article – What the World Needs from Education. You may remember Marc from Season 3: Episode 3 when we discussed his book Education to Better Their World: Unleashing the Power of 21st Century Kids.  Marc is an award-winning, internationally-acclaimed speaker, author, and “practical visionary” in the field of education. He…Read more

Marc Prensky: Technology and the Quest for Digital Wisdom | Steve Hargadon | Aug 21 2012 by Steve Hargadon

We look at the disruptive models of educating young minds across the globe. Is traditional schooling, the detailed study of literature, history, and science really the best way to prepare for life and work? Marc Prensky tells us about less traditional methods - where students aren't always facing forward in the classroom, which makes a huge difference, according to the educational author and writer. We go to the Mpesa Foundation Academy in Kenya to hear about lessons accessible to everybody, which still manages to personalise lessons for each student. We learn their secret. (Image: Senior three high school students write words of encouragement on the blackboard for the upcoming 2019 National College Entrance Exam. Credit: VCG / Contributor)

A MindShare Learning Moment with Marc Prensky Award-Winning, internationally-acclaimed speaker, author, and “practical visionary” in the field of education. Founder and Executive Director of The Global Future Education Foundation and Institute. Explored pedagogy, technology, change management, AI, micro credentialing, professional learning, social media and stakeholder engagement. The need to be bold and shift our thinking was evident as I became immersed in this new global COP (Community of Practice).

Ojo, que hoy me voy a meter en un terreno realmente farragoso, como verás mas adelante. Creo firmemente en la educación por encima de la prohibición. En mostrar todos los caminos, explicando de forma constructiva los que se consideran buenos y los que se consideran malos, y las ventajas de los primeros frente a los segundos. Porque intentar ocultar los segundos, a los ojos de tus hijos es como intentar ponerle puertas al campo. Sin embargo, esto lo hago desde la distancia en tanto en cuanto no soy padre, con lo que para mi es muy sencillo predicar. Otro gallo cantaría si esta fuera mi situación. Sin embargo, lo que veo es que ante tanta oferta audiovisual la cosa se pone muy difícil. Así que en este sentido, he estado buscando una aplicación que pudiera ayudarte en el caso de que esté buscando una aplicación de control parental. Una solución para el control parental con tu Raspberry Pi. Control parental con tu Raspberry Antes de meternos en faena Antes de meternos en faena, y como hago todos los jueves, te cuento lo que he publicado esta semana. Se trata de dos artículos, bueno, realmente son dos capítulos de dos tutoriales. El primero de los dos es un nuevo capítulo del tutorial sobre Systemd, y en particular está dirigido a journalctl. Esta herramienta te permite ver y gestionar los logs del sistema, y en particular, conocer que está pasando con tus servicios en Systemd. El segundo, es a su vez el segundo capítulo del tutorial sobre scripting en Bash. Después de ver las razones por las que te debes introducir en el mundo del scripting, e incluso haber hecho tu primer hola mundo, vas a dar un paso mas. En este segundo capítulo podrás ver sobre variables en Bash. Aunque es un capítulo eminentemente teórico, he intentado conjugarlo con diferentes ejemplos para hacerlo lo mas ameno posible, dentro de lo árido que puede llegar a ser. Sobre los nativos digitales Seguro que en mas de una ocasión has oído hablar de los nativos digitales. Se trata de un término acuñado por el autor estadounidense Marc Prensky en 2011, refiriéndose a personas que han crecido con la red y el progreso tecnológico. Una generación nacida entre 1995 y el 2015, y que es posterior a los milenials. Por otro lado, igualmente, seguro que has oído aquello de que se manejan con mucha soltura con los móviles, y otros dispositivos igual o mejor que tu, dependiendo de tu edad, claro. Hoy en día, ves, incluso a un bebé, coge un móvil, y apañárselas para ver su propia serie en YouTube, o comenzar a jugar a su juego favorito, sin que tu le hayas dicho como hacerlo. Sin embargo, esto no tiene nada que ver con ser un nativo digital, esto tiene mas que ver con los desarrolladores que están detrás de estas aplicaciones y sistemas informáticos. Desarrolladores, que han sabido ver como implementar sus aplicaciones o sistemas operativos para que hasta un bebé sepa manejarlo. Mucha más información en las notas del podcast sobre como puedes hacer el control parental con tu Raspberry

Ojo, que hoy me voy a meter en un terreno realmente farragoso, como verás mas adelante. Creo firmemente en la educación por encima de la prohibición. En mostrar todos los caminos, explicando de forma constructiva los que se consideran buenos y los que se consideran malos, y las ventajas de los primeros frente a los segundos. Porque intentar ocultar los segundos, a los ojos de tus hijos es como intentar ponerle puertas al campo. Sin embargo, esto lo hago desde la distancia en tanto en cuanto no soy padre, con lo que para mi es muy sencillo predicar. Otro gallo cantaría si esta fuera mi situación. Sin embargo, lo que veo es que ante tanta oferta audiovisual la cosa se pone muy difícil. Así que en este sentido, he estado buscando una aplicación que pudiera ayudarte en el caso de que esté buscando una aplicación de control parental. Una solución para el control parental con tu Raspberry Pi. Control parental con tu Raspberry Antes de meternos en faena Antes de meternos en faena, y como hago todos los jueves, te cuento lo que he publicado esta semana. Se trata de dos artículos, bueno, realmente son dos capítulos de dos tutoriales. El primero de los dos es un nuevo capítulo del tutorial sobre Systemd, y en particular está dirigido a journalctl. Esta herramienta te permite ver y gestionar los logs del sistema, y en particular, conocer que está pasando con tus servicios en Systemd. El segundo, es a su vez el segundo capítulo del tutorial sobre scripting en Bash. Después de ver las razones por las que te debes introducir en el mundo del scripting, e incluso haber hecho tu primer hola mundo, vas a dar un paso mas. En este segundo capítulo podrás ver sobre variables en Bash. Aunque es un capítulo eminentemente teórico, he intentado conjugarlo con diferentes ejemplos para hacerlo lo mas ameno posible, dentro de lo árido que puede llegar a ser. Sobre los nativos digitales Seguro que en mas de una ocasión has oído hablar de los nativos digitales. Se trata de un término acuñado por el autor estadounidense Marc Prensky en 2011, refiriéndose a personas que han crecido con la red y el progreso tecnológico. Una generación nacida entre 1995 y el 2015, y que es posterior a los milenials. Por otro lado, igualmente, seguro que has oído aquello de que se manejan con mucha soltura con los móviles, y otros dispositivos igual o mejor que tu, dependiendo de tu edad, claro. Hoy en día, ves, incluso a un bebé, coge un móvil, y apañárselas para ver su propia serie en YouTube, o comenzar a jugar a su juego favorito, sin que tu le hayas dicho como hacerlo. Sin embargo, esto no tiene nada que ver con ser un nativo digital, esto tiene mas que ver con los desarrolladores que están detrás de estas aplicaciones y sistemas informáticos. Desarrolladores, que han sabido ver como implementar sus aplicaciones o sistemas operativos para que hasta un bebé sepa manejarlo. Mucha más información en las notas del podcast sobre como puedes hacer el control parental con tu Raspberry

Like what you see? Please give generously. http://www.thinktechhawaii.com Addiction, Brain Science & Human Competitive Advantages vs Symbiotic Hybrids. In this episode, host Lauren Paer has Marc Prensky back for round two of their debate. Marc is an influential thought-leader in the technology and education space. He has written a number of books on the subject and spoken at countless conferences in over 35 countries The host for this episode is Lauren Paer.

Like what you see? Please give generously. https://www.paypal.com/donate/?token=wOeJJadtCKGg5vYrkwGrAxeTPcjiElKt4Sa2G1y_Oir0nKbFgEa7SE-6K8vrP1t8jM6Vp0&country.x=US&locale.x=US Proponent vs Skeptic of Child-Technology Integration . In this episode, host Lauren Paer debates Marc Prensky, an influential thought-leader in the technology and education space. Marc has written a number of books on the subject and spoken at countless conferences in over 35 countries. He has been a consistent advocate of incorporating more tech and game-based learning into the classroom and into children’s lives more generally. He believes the benefits of technology in children’s lives vastly outweigh any costs. He proposes that technology should no longer be considered merely a tool, but rather an integrated part of children. The host for this episode is Lauren Paer.

Sally Mousa, Big Hass and Ana Schofield talk to author and speaker on education Marc Prensky on how to be better humans in the digital age, the changes we need to make in regards to our relationship with technology in order to create a hybrid world, led by today’s digital-native generation. #Pulse95Live from your favourite events from across the UAE. Tune in to #Pulse95Radio by tuning in on your radio (95.00 FM) or online on our website: www.pulse95radio.com ************************ Follow us on Social. www.facebook.com/pulse95radio www.twitter.com/pulse95radio www.instagram.com/pulse95radio

In this episode, Marc Prensky, who coined the terms "Digital Native" and "Digital Immigrant”, shares new perspectives on how Empowerment Education and Real-World Learning could be the tipping point for reimagining our school systems. Prensky advocates for creating two separate tracks in education - an Academic Track and an Accomplishment Track - that can operate as two equal systems in a School-Within-A-School concept. In this model, Prensky says that PBL should not just be about Project-Based Learning, but rather Project-Based Accomplishment that gives students the opportunity to dream big and become engaged in real-world projects that can make the world a better place. Twitter: @marcprensky. Website: www.marcprensky.com. The Better Their World Database can be found at www.bettertheirworld.org. Become A Supporter You can now help keep the conversation going by supporting the Reimagine Schools Podcast with a small monthly donation to help sustain future episodes. Thanks for your support! https://anchor.fm/greg-goins/support About Dr. Greg Goins As the Founder/Host of the Reimagine Schools Podcast, Dr. Greg Goins has emerged as one of the nation's leading voices on visionary leadership and the path to transforming our schools. He currently serves as the Director of the Educational Leadership Program at Georgetown College (KY) and previously spent 15 years as a school district superintendent in Illinois. Dr. Goins is a passionate keynote speaker and is available to speak at your next education conference or school PD day. To book Dr. Goins, please send inquiries to drgreggoins@gmail.com. Twitter: @DrGregGoins. Website: www.reimagineschools.net. Become a supporter of this podcast: https://anchor.fm/greg-goins/support --- Support this podcast: https://anchor.fm/greg-goins/support

Podcast Episode 18 Transcript Welcome to The Teaching Space podcast, coming to you from Guernsey in the Channel Islands. Hello and welcome to Episode 18 of The Teaching Space podcast. It's Martine here. Thank you so much for joining me. In this episode, I want to encourage you to question the idea of digital natives. I hear a lot about digital natives versus digital immigrants when the topic of ed tech comes up in my staff room and other staff rooms that I have the privilege of visiting. Digital Natives and Digital Immigrants Before we get into the discussion about whether digital natives and digital immigrants are even a thing, let's rewind a little bit and, I'll tell you about when these terms were first used. Back in 2001, Marc Prensky wrote an essay, which coined the term digital natives and digital immigrants. He was getting at the fact that our students are digital natives and the teachers, most of the teachers, tend to be digital immigrants. This is a direct quote from the essay regarding Prensky's description of our students.  "Our students today are all native speakers of the digital language of computers, video games, and the internet." In other words, our students have been brought up with technology. That's what they know. They get technology naturally and, they have this innate ability to multitask when it comes to tech. They can be watching a YouTube video and typing up an assignment at the same time. Allegedly.  Marc Prensky's Essay Digital immigrants, on the other hand, are people who have not necessarily grown up with technology and have had to learn how to use everything and adopt new ways of working as a result. Incidentally, here is a link to Prensky's essay. In his essay, Prensky, (it's not very easy to say) Prensky goes on to explain that because teachers tend to be digital immigrants and students tend to be digital natives, they are speaking totally different languages. The result of this is that teachers really need to adapt the way they teach to the learners. A Different Language? At this point, I want to remind you that the reason for this very short episode is to get you to start challenging the idea that our students are digital natives, so hold that thought for just a minute. While I believe that, in many cases, teachers speak a different language to their learners, I believe assuming our learners are digital natives can be quite dangerous. I want to question why we assume that they are something different to us. Is it because we're worried that they know more than us? Is that a genuine fear that teachers have? I'm only talking, of course, when it comes to technology here. Question it though. Online Safety Your learners might be able to intuitively use things like the latest iPhone and navigate apps like Snapchat, but often they don't have a clue about being safe online or using technology for anything other than social interactions. Really are these interactions social? Chances are, they don't have a clue about their digital footprint.  Snapchat As a quick aside, have you ever tried to use Snapchat? I'm not even joking when I say it's impossible. Yet, give it to a 15-year-old and they instantly know how to use it. It's fascinating. I don't question the fact that young people's brains are wired differently today. That I can agree with. What I can't agree with is that these kids that we're teaching know all there is to know about tech because they certainly don't. Multitasking And that's where this multitasking thing, study after study, proves that there is no such thing as multitasking. What learners are doing if they are looking at Twitter, and writing an assignment, and listening to Spotify, and watching a YouTube video, they aren't concentrating on all of those things at the same time. Our brains aren't wired to do that. What we're doing is switching between tasks. When you switch between tasks really quickly, you're unable to get into a state of flow, a really deep state of concentration. So, you're only ever taking in information at a sort of surface level.  If you're interested in exploring this concept a little bit further, you might want to listen to one of my previous episodes about the Pomodoro Technique and, you can find that at TheTeachingSpace.com/12.  Modern-Day Student I'm not questioning the fact that kids today are different to kids 20 years ago. I mean, they are overstimulated with all of the information and the distractions out there, and I think that creates a huge number of challenges for them. Learners today are different but they're only different in the way that every single learner you teach is different and always has been. When you teach a class of 20 people, they are 20 individuals and that has always been the case. If we go back to one of the fundamental things you learn when you do your teacher training, the first stage of the teaching, learning, and assessment cycle is identifying the needs of your learners. Off the back of that, you plan the learning, and then you facilitate the learning, and then you assess the learning, and so on, and so forth. The Fundamentals of Teaching Haven't Changed Even though there is clearly a difference with today's learners, we can almost approach it in a similar way. As long as we identify the needs of our learners and accommodate those needs, then surely we are going to create the learning experience we want to. We need to identify our learners' needs, get to know them really well, and work with them to understand how they learn best. We need to find ways to help them avoid multitasking, and that's really challenging. Again, I recommend you check out the Pomodoro Technique in Episode 12.  Sharing Strategies We also need to be really careful we don't make assumptions about our learners' functional level of online literacy. It's very difficult to delve into this important topic in just 10 minutes. What I wanted to do with this episode is just maybe spark a few thoughts for you, and I'd really love it if we could carry on the discussion in The Teaching Space Staffroom, which is our closed Facebook group. There is a mild irony of having a chat about all this stuff on a social media platform where are loads of distractions but just go with me there. It would be really great to hear your thoughts on this. I'd love to know about challenges that you're facing in your classroom. Whether you've found you've had to adapt your practice over, say, the last 5 or 10 years. It would be great if you co could share some strategies for helping our learners navigate this very complicated tech-heavy world that we live in today. Articles I read quite a few interesting articles in preparation for this episode, such as this from Quartz which challenges the idea of the Digital Native being the child, and is interesting to read beside this article about the Myth of the Digital Native.  Another article to check out is this one from The Teacher Toolkit, which not only looks briefly at the Myth of the Digital Native but eleven other the best ‘worst’ research myths and legends. Wrap Up Okay, it's time for me to wrap things up, but before I go, I have a cheeky favour to ask. If you've enjoyed this episode or any previous episodes of The Teaching Space podcast, please consider leaving a positive review on iTunes. It's really helpful for when other teachers are searching for education podcasts. If The Teaching Space has lots of positive reviews, then we go straight to the top of the search results. If you'd be kind enough to consider leaving a positive review, I'd be really grateful.  Okay, that's it. I'll see in the Facebook group and I hope you'll tune in to the next episode. Thanks for listening.

Marc Prensky, the founder and Executive Director of The Global Future Education Foundation and Institute, joins me to discuss the future of education, why it is critical that the model change, his new book and how he sees the future. Link: marcprensky.com Book: https://www.amazon.com/Education-Better-Their-World-21st-Century/dp/080775790X?ie=UTF8&ref_=asap_bc

Dr. Heidi Schelhowe, ordentliche Professorin an der Universität Bremen für "Digitale Medien und Bildung" und Leiterin der Arbeitsgruppe dimeb, unterhält sich mit Dr. Udo Thiedeke über die Begreifbarkeit der Zeichen, wie sie Computer möglich machen und was das für die Bildung bedeutet.Shownotes:#00:00:37# Zur nichttrivialen Maschine vgl. Heinz von Foerster, 1993: Wissen und Gewissen. Versuch einer Brücke, Frankfurt am Main: Suhrkamp. S. 206f.#00:02:35# Zur Wertschätzung der Mathematik im 20. Jhr., als höchste Form geistiger Betätigung und rationaler Gesinnung vgl. Bettina Heintz, 1993: Die Herrschaft der Regel. Zur Grundlagengeschichte des Computers. Frankfurt/M., New York: Campus.#00:03:00# Zu Turings Provokation mit der Turing Maschine vgl. Alan Turing, 1937: On Computable Numbers, with an Application to the Entscheidungsproblem. In: Proceedings of the London Mathematical Society. Bd. 42. S. 230-265. Zusammenfassend: #00:05:48# Zur Symbiose von Mensch und Maschine siehe IEEE Annals of the History of Computing, Vol.14, No.1 + 2, 1992.#00:08:33# Heidi Schelhowe, 1997: Das Medium aus der Maschine: zur Metamorphose des Computers. Frankfurt/M./New York: Campus.#00:09:06# Susanne Bødker, 1991: Through the Interface: A Human Activity Approach to User InterfaceDesign. Mahwah, New Jersey, USA: Lawrence Erlbaum Ass.#00:11:03# Die "Enigma" war eine in mehreren Versionen während des zweiten Weltkriegs produzierte, deutsche Verschlüsselungsmaschine, deren Code schließlich endgültig von den Engländern u.a. unter Mitarbeit von Alan Turing geknackt wurde. Online. #00:11:45# Konrad Zuse baute 1941 mit der "Z3" den ersten frei programmierbaren und funktionsfähigen Digitalcomputer. Siehe: Konrad Zuse, 1993: Der Computer – Mein Lebenswerk. 3. Aufl. Berlin: Springer.#00:16:06# Zur Digital Sociology vgl. z.B. Deborah Lupton, 2012: Digital Sociology: an Introduction. Sydney: University of Sydney.#00:20:20# Zur bei dimeb entwickelten Programmierumgebung siehe: Online.#00:26:05# Zum Funktionsprinzip der 3D-Drucker. Online.#00:28:16# Siehe zum sog. material turn etwa Tony Bennett, Patrick Joyce, 2010: Material powers: cultural studies, history and the material turn. London et al.: Routledge, und zu Latours Ideen: Bruno Latour, 1995: Wir sind nie modern gewesen. Versuch einer symmetrischen Anthropologie. Übersetzt von Gustav Roßler. Berlin: Akademie-Verlag. (1991)#00:29:55# Zu ubiquitous computing und embedded systems siehe: Mark Weiser, 1993: Some Computer Science Issues in Ubiquitous Computing. In: Communications of the ACM, No. 7, July: S. 75-84.#00:32:20# Zum Umgang von autistischen Kinder mit Robots siehe: Online.#00:33:05# Zum Uncanny-Valley-Effekt, der als Irritatioin beim Kontaktmit antropomorphen Robotern oder Avataren auftritt siehe: Online.#00:40:55# Zur Medienbildung im "klassischen" Verständnis siehe: Dieter Baacke, 1999: Medienkompetenz als zentrales Operationsfeld von Projekten. In: Dieter Baacke,, Susanne Kornblum, Jürgen Lauffer, Lothar Mikos, Günther A. Thiele (Hrsg.): Handbuch Medien: Medienkompetenz, Modelle und Projekte. Bonn: Bundeszentrale für Politische Bildung. S. 31-35.Dieter Spanhel, 2010: Entwicklung und Erziehung unter den Bedingungen von Medialität. In: Manuela Pietraß, Rüdiger Funiok (Hrsg): Mensch und Medien. Wiesbaden: VS Verlag. S. 65-89.#00:44:30# Die Idee, dass Computer so selbstverständlich werden, dass unsere Kinder nicht mehr wissen, was damit gemeint sein könnte, wenn wir von "Computern" sprechen, findet sich in einem Interview, das der Science-Fiction Autor William Gibson, der den Begriff "Cyberspace" erfand, 2013 dem Nachrichtenmagazin "der Spiegel" gab. William Gibson, 2013: "Wir haben gewonnen". In: der Spiegel 12/2013 vom 18. März 2013. S. 134-136.#00:45:14# Informationen zum "reflexive experience design" im DFG Projekt "Interaktionsdesign für reflexive Erfahrungen im Bildungskontext (REDiB) finden sich hier: Online. #00:48:45# Vgl. zu den Bedingungen und Konsequenzen der Selbstquantifizierung mit Computern, die zum selbstquantifizierten Selbst (quantified Self) führen soll: Stefanie Duttweiler, Robert Gugutzer, Jan-Hendrik Passoth, Jörg Strübing (Hrsg.), 2016: Leben nach Zahlen. Self-Tracking als Optimierungsprojekt? Bielefeld: transcript.#00:50:00# Der Grafik Designer Nicholas Felton, der die App "Reporter" entwickelt hat, ist fasziniert davon, sein eigenes Leben in eine Selbststatistik zu überführen und zu visualisieren. Vgl. Sandra Rendgen, 2016: Stenographie eines Lebens. In: Süddeutsche Zeitung. 9. Feburar 2016. Online. #00:59:33# Vgl. einen "Klassiker" zum sog. Digital Divide: Paul DiMaggio, Eszter Hargittai, 2001: From the 'Digital Divide' to 'Digital Inequality': Studying Internet Use as Penetration Increases, Working Paper No. 15, Center for Arts and Cultural Policy Studies. Woodrow Wilson School, Princeton University. Online.#01:00:30# Marc Prensky hatte 2001 die "Digital Natives", die schon mit dem Computer als Medium Sozialisierten, den "Digital Immigrants", denen, die "Computer" erst noch lernen müssen, gegenübergestellt; vgl. Online.#01:01:48# Zur begrenzten Nutzung des Internets und der Social Media durch Jugendliche, siehe: Klaus Peter Treumann, Dorothee M. Meister, Uwe Sander, Eckhard Burkatzki, Jügen Hagedorn, Manuela Kämmerer, Mareike Strotmann, Claudia Wegener 2007: Medienhandeln Jugendlicher. Mediennutzung und Medienkompetenz. Bielefelder Medienkompetenzmodell. Wiesbaden: Springer VS.#01:02:50# Siehe zur Computerkompetenz von Peers in der Hauptschule: Ulrike Wagner (Hrsg.), 2008: Medienhandeln in Hauptschulmilieus. Mediale Interaktion und Produktion als Bildungsressource. München: kopaed.#01:07:55# Einen differenzierteren Einblick zur Beteiligung am Internet, nach Verständnis der Beteiligung, Motivation und Milieuzugehörigkeit bietet etwa die DIVIS-Milieu-Studie des Sinus- Instituts aus dem Jahr 2015. Online.#01:10:05# Heinz von Foerster zu seinem Eindruck von Wissenschaft heute. Online.#01:11:37# Zur strukturellen Rahmung der Bildung von benachteiligten Jugendlichen in Portugal siehe die Disseration: Roger Meintjes, Heidi Schelhowe, 2016: Inclusive Interactives: the Transformative Potential of Making and Using　 Craft-Tech Social Objects Together in an After-School Centre. In: IDC’16 Proceedings oft he 15th International Conference on Interaction Design and Children. Online.[alle Links aktuell März/April 2017] Dauer 01:15:13 Folge direkt herunterladen

Jake Murray from the Boston University School of Education spoke with author Marc Prensky about his vision for education reform, which would put more value in individualized experience, and less value on learning standards. Listen in to hear Marc’s argument against learning standards, and how he believes the education system must change and improve in order to be an effective experience for its students. Full story: https://edtechtimes.com/2017/02/24/beyond-learning-beyond-standards-author-marc-prensky-shares-achievement-based-vision-education/ Music: Giving Tree by Podington Bear, licensed under a Attribution-NonCommercial 3.0 International License. http://freemusicarchive.org/music/Podington_Bear/Daydream/Giving_Tree_1206

李如一的 OS X Yosemite 初体验，关于 HealthKit 和美国医疗信息化的讨论，以及设计领域的「数字本位」概念。 相关链接 LaunchBar 注册护士、现 iOS 开发者 Jared Sinclair 对 HealthKit 的批评 IT 公论第五十二期：医疗的未来 Marc Prensky 关于「数字原住民」和「数字新移民」的文章（PDF） 人物简介 李如一：字节社创始人。 Rio: Apple4us 程序员。

The Honorable John M. Tran uses the terms digital natives and digital immigrants when referring to judges. Coined by author Marc Prensky, digital natives are those born into technology and digital immigrants are learning the field as they go. It’s not uncommon for judges to be digital immigrants, forcing them to confront issues on the bench that they have never experienced. In this edition of Digital Detectives, hosts Sharon D. Nelson, Esq. and John W. Simek invite long-time friend Judge Tran to discuss how his colleagues keep up to date on technology, his views on cooperative discovery as both a judge and a past litigator, and what he’s seen as the best way to address discovery in the courtroom. Judge John M. Tran started his career at a boutique litigation law firm in Virginia where he had extensive experience in e-discovery matters, in both the state and federal court. Now he is a state judge in the Fairfax Circuit Court, in the 19th judicial circuit of Virginia. He is a graduate of the George Washington University and the George Washington University Law School. Special thanks to our sponsor, Digital WarRoom.

Collecting DustThis year completes my thirteenth year of teaching. In my thirteen years I have found that there are very few teachers that actually utilize technology in their classrooms. I have seen the fear that some teachers have when it comes to technology. When my school district changed from the hand written grade book to software that did most of the work for us, you would have thought the world was coming to an end. The countless number of teachers that moaned and groaned because they liked the old way better and never gave the program a chance to show them what it could do. Today, I see teachers with SMART Boards that never are used, document cameras sitting without being turned on, student computers collecting dust and it is very sad in my opinion.  As I walk from class to class, wracking my brain, and search the web for information on why this is, I find the reason to be that teachers are not trained correctly or enough and their resistance to learning something new.  There are a lot of administrators and teachers that are set in their ways and do not want to make room for new things in their offices/classrooms/lives.  Marc Prensky stated when a new technology appears, our first instinct is always to continue doing things within the technology the way we’ve always done it. That is almost exclusively what we now do with educational technology. We use it mostly to pass documents around, but now in electric form, and the result is not very different from what we have always known (Prensky, 2005).  People just don’t want to change but by learning something new, the challenges/duties we have in our day to day lives as teachers would be so much easier to take care of.  Jamie McKenziestated in 2001 that the evidence mounts that few American teachers feel adequately prepared for the challenge of using new technologies in any fashion, not to mention the challenge of using technologies to support curriculum rich, standards-based lessons (McKenzie, 2001).  Part of this is brought on by the teacher also and not by the training at hand.  I have found, when I do technology training at my school, that most teachers do not even pay attention to what is going on in the training.  They are surfing the web, talking to their neighbors, or just plain zoned out.  We often see this in our students and get upset with them for not paying attention, but then do it ourselves when it is our turn to learn.  Then when it is time for do the task that the training was over, they cannot recall how to go about it.  I believe that if there is provided training that walks teachers through the process of using the software, hardware, website, whatever it is, step-by-step and the teacher has to follow along, then they will understand it better and be more apt to using it in the future. It is the teacher’s responsibility to take control of the situation and move forward.  With that being said, I believe that if they are provided with a training that is hands on then that will provide the first opportunity to them to use and explore the technology that is in front of them.  It will give them time to get used to it and ask questions if they have it.  If they are unsure about something, most teachers will go back to their classrooms, put the information on a shelf, and never pull it out again because they feel intimidated by it.  If they are given the proper training, then more are likely to use it in the future.  Another issue stated by Sam Carlson, is teacher motivation to participate in professional development workshops in the use of technology. While so-called “champion teachers” will request and seek out professional development opportunities in the use of technology, the vast majority of teachers will not (Carlson, 2002).  I truly believe this.  Most teachers run in the opposite direction when it comes to technology.  If they were made aware of the training being hands on and giving them time to manipulate the hardware/software, maybe they would be more likely to sign up.  As Instructional Technologists, we must provide training and experiences with technology that is student (teachers) friendly and gives them the security that they need in order to go back to their classrooms and use what they have or more.  We have to remember that not everyone is technology savvy and that things must be taught at the learner’s level and in their style of learning, just like our students in the classroom.  If we can do this and provide positive feedback and help, I believe that more teachers would feel more comfortable with technology and use it more in their classrooms to provide a learning environment for all their students.  ReferencesCarlson, S. (2002, October - December). The Missing LInk in Educational Technology: Trained Teachers. Retrieved June 7, 2013, from TechKnowLogia: www.techknowlogia.org/TKL_Articles/PDF/435.pdfMcKenzie, J. (2001, March 6). How Teachers Learn Technology Best. Retrieved June 9, 2013 , from From Now On The Educational Technology Journal: www.fno.org/mar01/howlearn.htmlPrensky, M. (2005, December 2). Shaping Tech for the Classroom 21st-century schools need 21st-century technology. Retrieved June 7, 2013, from Edutopia: www.edutopia.org/adopt-and-adapt-shaping-tech-for-classroom

Marc is an other of several books, including "Teaching Digital Natives" and "From Digital Natives to Digital Wisdom"

This month Carleen, Dana and Mark dissect the newly released NMC Horizon Report for Higher Education; discussing some of it's issues, obstacles and emerging technologies, and the possible implications for libraryland.Download episode 13 (59 min)or listen to the streaming version: Podcast notes:NMC Horizon Report for Higher EducationGamification Dynamics: Identity and StoryLearning Conversations in World of WarcraftLearning and Knowledge Analytics (George Siemens site)Marc Prensky's writingsMusic attribution: Dancing On My Bed (The Pleasure Kills) / CC BY-NC-ND 3.0Overview video from NMC about their report:

James Clay, Kev Hickey, Shri Footring and Lisa Valentine discuss Twitter, digital literacy, digital identity and other stuff too. Shownotes * Digital Literacy Debate - The purpose of the debate is to try and move forward on issues surrounding Digital Literacy. The focus of the debate will be the UK education sector, but international attendees and contributors are more than welcome. Recently, Digital Literacy has gained a lot of traction within academic and educational technology discussion within the UK, and is generally thought of as A Good Thing. However, some important questions have yet to be addressed. * James, Shri, Kev and Lisa all use Twitter, but some of us prefer Jaiku. * So what is a hashtag? * Pat Parslow's comment on the term digital native. * Marc Prensky's new paper on digital wisdom. * Dave White's blog a post about residents or visitors to the online world. * The e-Learning Stuff podcast on the whole digital native, immigrant, visitor, resident, naturalised debate.

This is the fourth e-Learning Stuff Podcast, natives, immigrants, residents and visitors. In this show, James is joined by Nick Jeans, Dave Foord, David Sugden and Lisa Valentine and they discuss the concept of the digital native, the digital immigrant, resident and visitor. Apologies for the poor audio quality of Nick which we're blaming on his Skype connection. Shownotes * My original blog post can be found here. * Marc Prensky on Digital Natives and Digital Immigrants. * Dave White's blog a post about residents or visitors to the online world.

{enclose T4TW_15_4_10_07.m4v} How Can I Become A Better Teacher? Using Internet Resources to Teach the Core Curriculum Learning at Higher Levels with Technology Classroom Instruction that Works Internet Resources at Your Fingertips Using the School Computer Lab for Core Curriculum T4 Professional Development Opportunities T4 Teacher Resources Teach Me More About... A Revision of Bloom's Taxonomy Using Google in the Classroom - Google Tools Podcast, Google Docs Podcast, Internet Survival Tools Rigor, Relevance, and Relationships Blogs (Social Software in the Classroom) Wikis Podcasts Geocaching Games Google Earth Webquests E-Portfolios Virtual Manipulatives Cellphones in the Classroom iPods in the Classroom Special Thanks... For the inspiration: Karl Fisch, Howard Gardner, Marc Prensky, Willard Daggett, David Warlick, and Ian Jukes. For the stirring background music: Carly Comando. Her moving song every day is used in our podcast with permission. Download Additional Presentation Formats Download the high-quality version (640x480) - Pay_Attention.mov Download the Windows-friendly AVI version - Pay_Attention.avi Download the PDF version - Pay_Attention.pdf http://t4.jordandistrict.org/payattention

{enclose T4TW_15_4_10_07.m4v} How Can I Become A Better Teacher? Using Internet Resources to Teach the Core Curriculum Learning at Higher Levels with Technology Classroom Instruction that Works Internet Resources at Your Fingertips Using the School Computer Lab for Core Curriculum T4 Professional Development Opportunities T4 Teacher Resources Teach Me More About... A Revision of Bloom's Taxonomy Using Google in the Classroom - Google Tools Podcast, Google Docs Podcast, Internet Survival Tools Rigor, Relevance, and Relationships Blogs (Social Software in the Classroom) Wikis Podcasts Geocaching Games Google Earth Webquests E-Portfolios Virtual Manipulatives Cellphones in the Classroom iPods in the Classroom Special Thanks... For the inspiration: Karl Fisch, Howard Gardner, Marc Prensky, Willard Daggett, David Warlick, and Ian Jukes. For the stirring background music: Carly Comando. Her moving song every day is used in our podcast with permission. Download Additional Presentation Formats Download the high-quality version (640x480) - Pay_Attention.mov Download the Windows-friendly AVI version - Pay_Attention.avi Download the PDF version - Pay_Attention.pdf http://t4.jordandistrict.org/payattention