1. Jagbir Kaur Katie Johnson Rachel Merren

2.  Parallel Processors & Multi-Taskers They like:  Receiving information quickly  Graphics before text  Random access (hypertext)  Networking  Instant gratification  Games  “Future” content They dislike:  Lectures  Stop-by-step logic  Slow pace  “Tell Test” Instruction

3.  They adapt but with accents (outdated language) They Believe:  Learning can’t be fun  Outdated pedagogy will continue to work  Teach “legacy” content They Don’t Believe:  Student can learn and multi-task  Games can be instructional vehicles  Future content doesn’t promote logic

4.  Methodology Go faster Less step-by-step (more parallel) More random access  Content Invent computer games to teach  Ex) CAD program Include reflection activity

5.  Article is looking at the Native/Immigrant situation from Immigrant stand point  Agrees with the article we read in class that something needs to be done

6.  Students today spend 6 ½ hours on some sort of media a day  Most of what the Digital Native reads (besides in school) is electronic

7.  Difficulty happens when the Immigrant teaches the Native.  Immigrant teaches like their “home country”  Once in college the atmosphere changes and students can split time between lecture and laptop

8.  Recognize student is from a different generation that is unlike the generation you are from.  Explore different and creative ways to teach the Native  “Leverage technology to engage students, enliven classrooms, and to teach students the 21st century skills of accessing, assessing, synthesizing, analyzing, and communicating information.”  Do not allow the professor to be “simply browser window 1 of 10”

9.  The school discussed in the article is West Point (Untied States Military Academy)  The article addresses that technology permeates every aspect of our lives and especially in the life of our students.  Students are more adept at using technology as an educational resource.  In 2002 the academy replaced desktops with laptops for student and instructors were puzzled over how to best incorporate student computers into the class.  Some instructors rejected the ideas of laptops by saying, "That thing is not coming into my classroom!”

10.  The laptops became a distracter because students were off task and doing work from other classes and checking emails.  Solution: 3 phrase program to integrate technology into lesson plans 1. Learning Training in available technology and modeling of technology, and encourage student participation 2. Practice : each instructor is paired with a veteran mentor who has experience teaching with technology; the mentor assists the new instructor with lesson preparation and provides insight and feedback. -Time is set aside in daily schedule for training. 3. Feedback: Then instructors are video taped for reflection and analyzing. Is provided from mentor Continue development through workshops, discussions, and mentorship within the department throughout the school year.  Results (faculty feedback)  The results indicate that when instructors participate in the 3 phrase program both students and instructors had a richer, fuller classroom experience.

11. Advantages of using technology in the classroom: Decrease in educator’s workload Increase in student learning Motivation

12. Effective program should include: Peer-to-peer training on available technology Modeling of successful techniques Support,accessibility, and feedback from trusted mentor Establish forums that enable faculty to share ideas and continue development.

14.  Game Features Attractive for Learning Clearly defined goals Broad experiences and practice opportunities  Fly through the interior of a cell, operate equipment  Try over and over again to mastery Continuing monitoring of progress  Move player to higher challenges as mastery is gained Encourage inquiry and questions

15.  Game Features Attractive for Learning  Contextual bridging Closes gap between what is learned and its use  Time on task  Scaffolding Provide cues, hints to keep learner progressing  Personalization  An infinitely patient medium

16.  Higher order skills Think strategically, analyze, decision-making  Practical skills training Simulations: Build a bridge, mix chemicals  High performance situations Rapidly evolving and ambiguous scenarios  Developing expertise “Walk in the Shoes” of experts  Team building Multi-player games

17.  Unlike other industries, education has not transformed via new technology  Education has not been part of the IT revolution  Most adoption of technology has focused on integrating it into existing systems  With focus on NCLB, little room for classroom experimentation

18.  IT often not integral to the classroom experience/learning Access to computers (number available and time to use them) often too small for mainstream role Massive installed base of video game consoles underutilized for learning  Few reports of clear outcomes for educational games  Lack of exemplar products to show benefits  Schools cannot or will not use unproven educational innovations

19.  Instructional paradigm needs to change to take advantage of educational games Schools should redesign instructional practices Schools of Education (with learning games experts) should develop new/revamp old pedagogy Train teachers to support game-based learning/new teacher training materials  IT should be integral part of classroom experience/learning

20.  Outcome data from evaluations of educational games are needed Educational technology researchers/game developers should focus on affecting test scores Universities should participate to ensure high quality evaluations Evaluations should consider how instructions practices, teacher prep, school environment, etc. affected outcomes

21.  Technology cannot be avoided.  The educational system in which we were instructed needs a transformation.  There is no definite plan for change, but at least the conversation has been initiated.

22.  Federation of American Scientists (2006). Summit on Educational Gaming: Harnessing the power of video games for learning. Retrieved July 20, 2008, from http://fas.org/gamesummit/Resource s/Summit%20on%20Educational%20Games.pdf  Efaw, J (2005). No Teacher Left Behind: Teaching with technology. Education Quarterly. (4) 26-32.  Mosbacker, B. (2008). How to Teach and Tame the Digital Natives. The Christian School Journal. Retrieved July 17, 2008, from http://christianschooljournal.blogspot.com/ 2008/02/how-to-teach-and-tame-digital- natives.html