This is the continued notes from Jukes presentation – was a lot to digest – some people find him a bit too much, but I attribute it to him all consuming passion to be well read and understand what is happening… any way, here goes:

What will kids need to know? In answer to question about how much is too much, he kept revisiting the idea of BALANCE – need to honor both the things that we know plus include new ways to thinking.

Mentioned a book he is planning on reading : turning it off (delicious link)

Another BIG idea – too many things happening – whether you are an experienced tech user of a beginner – take baby steps – just pick one thing and start incorporating it – don’t over immerse (just like training – if you go too hard, you will hurt yourself and not come back).

on the topic of Photonics: Gilder: Telecosm: The world after Bandwidth abundance (delicious link)

Talked about the emergence of wimax and wibro in the next few years

Art Costa’s habits of mind was a reference point for discussion of ways to work with whole person/whole brain (delicious link)

Talked a bit about how student brains are different – the have received different stimuli and therefore have developed different

When pushed about how to prepare classrooms and teachers he referred to two resources – pdf document “Getting it Right” – a resource for technology planning, and “No more cookie cutter schools” where he is going to talk about classroom deign with architect Frank Kelley: New High Schools: Strategies that Work for Teaching and Learning Using Technology

Talking about what technologies have transformational power – he talked about the new samsung smartphone that has voice to text capability of 80 wpm – with 90% accuracy – this is available this year.
Coming soon – interpretive telephony – language translation phones. Some discussion about how often when you talk into a computer system on a cell phone, they are recording your voice to use for dialect analysis.

{{lunch break}}

Recent Brain research focus
Term – Screenagers – what are new brain imaging technologies showing us about how teens brains are different? The amount of exposure to computer technology has made young brains different.
Kids that have been exposed to digital bombardment show different wiring in their brains than older adults – they have different capabilities – most focused around better visual recall and stimuli. Even when kids learn the same things as adults it is stored and accessed differently. MMORPG (Massive Multiple online role playing games) and other inputs are the main cause of this.

He talked about the human brain project (delicious link) that is trying to really understand how the brain is structured and learns. Neuroinfomatics is the field of study – a government and multi-university project

showed examples of brain imaging fMRI (functional magnetic resonance imaging) – shows digital learner brains activate different areas under the same stimuli
New imaging technique – harvard Brainbow (delicious link)

Scientific American Mind article the myths of the teen brain (pdf posted on delicious)

Interesting study on how adults and teens look at text on a page through this technique – adults scan in a relative z pattern – but teens start at bottom, look up the sides of the page and rarely focus on the bottom right. They basically read in an F pattern – that part of the text activates their brain.
Also – color of text – teen brains are more active if text is green, red or hot pink (think wired) – most teens dislike black on white and avoid it.
Mentions prensky’s work on understanding teens use and amount of media – how they have better mastery of CPA Continuous Partial attention (coined by Linda Stone) – which is different from multitasking – CPA is a particular teen feeling for always wanting to be “a live nide on the network”.” (this last part is marks notes from the Summer 08 edutopia article by prensky)

Talked about the difference between kids and adults and how they learn – images vs text, hyper ink vs linear, etc.

Important to state kid are NT the same as they were 25 years ago – especially in their private lives
Two books in this thread of how to engage – “Thinking in Future tense (Jennifer James) Wiggins and McTighe Understanding by Design

jukes: If *we’re* still teaching kids the same way, knowing they’re different, WHO HAS THE LEARNING PROBLEM?

Jukes talked about three ways that technology is used (studies by Hank Becker – link on delicious)

70% are Literacy – how it works
20% are integated/augmented – example word processing – if you took it away, kids would still be able to write
10% is transformational – new things and new ways – if you took it away, the classroom would not work

Balance on this should be equal (1:1:1) – Juke stresses over and over – not throwing out old cherished proven ideas, but finding balance – still ned to teach how to do things, BUT need to include more relevant uses

Any teacher who can be replaced by a computer, DESERVES to be.

Not surprising he makes the case technology use in classrooms is about headware, not hardware

Running out of time – Jukes lists 7 steps to change classroom practice:
1. Catch Up – commit to a digital diet – try new things – blogging, delicious, video streaming, play a MMORPG…etc – he has a link on his site (ianjukes.com for this)
2. Teach to both sides of the brain – he arges (correctly, I think) that success for teaches is usually measured by how the top third of class performs and he feels it should be the bottom 2/3. He argues the top third would have achieved anyhow – they are the survivors. Uses Pink as a source here
move from being consumers to prosumers of information and content
Technologic Fluency
Media Fluency
Information Fluency (5 steps):
* ask good questions
* access and acquire good resources
analyze and authenticate – weigh information for value
apply – context – real life problem
assess progress and product

Social Fluency – webkins, club penguin – start purposefully building an honoring this side of the brain

3. Shift the instructional Approach
4. Let them access info natively
5. Let kids collaborate (example – wikinomics – social wisdom)
6. Products that reflect content and process
7. Re-Evaluate evaluation

(as I was typing this up I found a live blog that ginger ? posted that follows many of my notes – posted here: http://www.plurk.com/p/utg6)
Ginger’s live blog posting is a good counterpoint to mine