Neuza Pedro, 2011, IEUL

Net generatio

n?

According to recent reports from government agencies, foundations, survey firms, and scholarly institutions, most young people in the United States neither read literature (or fully know how), work reliably (just ask employers), visit cultural institutions (of any sort), nor vote . They cannot explain basic scientific methods, recount foundations of history, or name any of their local political representatives.

These kids are different. They study, work, write, and interact with each other in ways that are very different from the ways that you did growing up. They read blogs rather than newspapers. They often meet each other online before they meet in person. They probably don’t even know what a library card looks like; and if they do, they’ve probably never used it. They get their music online—often for free, illegally. They’re more likely to send an instant message (IM) than to pick up the telephone to arrange a date later. And they’re connected to one another by a common culture. Major aspects of their lives—social interactions, friendships, civic activities—are mediated by digital technologies. And they’ve never known any other way of life.

Que competências têm as nossas crianças e que e-

skills hes estamos a promover?

http://lessonplansfordigitalnatives.pbworks.com/f/1240868636/060901_kindergarten_wifi.gif

http://www.slashgear.com/gallery/data_files/1/4/6/internet_addiction_250.jpg

Net generation

"There's a new generation around the world that is the first to grow up digital. These kids are different and there is no more helpful force to change business and society than these hundreds of millions of media savvy youngsters.’ (Tapscott, 1999)

Nativos Digitais

"They have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age. Today’s average college grads have spent less than 5,000 hours of their lives reading, but over 10,000 hours playing video games .” (Prensky, 2001, p.1)

http://www.newsweek.com/id/163924

http://www.marcprensky.com/writing/

“Digital Natives are accustomed to the twitch-speed, multitasking, random-access, graphics-first, active, connected, fun, fantasy, quick-payoff world of their video games, MTV, and Internet are bored by most of today’s education, well meaning as it may be. But worse, the many skills that new technologies have actually enhanced (e.g., parallel processing, graphics awareness, and random access)—which have profound implications for their learning—are almost totally ignored by educators.”

Nativos Digitais / Imigrantes Digitais(Prensky, 2001)

Residentes digitais / Visitantes digitais(TALL Group, Oxford University, 2008)

Crianças/Jovens

Adultos

. melhor competência na tomada de decisões rápidas face a um número elevado de opções, decorrentes de estímulos sensoriais diversos .

. Compreensão de representação gráfica

. Desenvolvem várias actividades em simultâneo.

. Processamento paralelo

. melhores capacidades na interpretação de expressões faciais

. Maior capacidade de reflexão (generalização da aprendizagem)

. Desenvolvem actividades de forma mais metódica e precisa.

. Raciocínio

“ as estruturas neurológicas do cérebro humano têm vindo a mudar em sequência dos novos hábitos de web surfing“ (Gary Small) .

Em 2.5 milhões anos : o cérebro humano cresceu de 500 cm³ para 1500 cm³ (Homo sapiens).

“ Our brains grew along with the evolution to match even more advanced use of tools including abstract symbolic, connected and pattern recognition-based

thinking. ” (Arina, 2007)

http://news.columbia.edu/googlememory

Continuous Partial Attention (Linda Stone, 2009)

Desordem por Défice de Atenção com Hiperactividade (DDAH) , 1970

“padrão persistente de falta de atenção e/ou impulsividade-hiperactividade, com uma intensidade que é mais frequente e

grave que o observado habitualmente nos sujeitos com um nível semelhante de desenvolvimento ” (DSM IV) manifesta

sinais de desenvolvimento inadequado, nos domínios da atenção, da impulsividade e da actividade motora

Geração “always-on” (Oblinger, 2004)

Geração Magalhães (Pedro, Wünsch, Pedro & Matos, 2010)

Mobile technologies

A emergência da Mudança

“Whenever we find out something about the brain, it’s not very interesting educationally unless we understand its significance in terms of the mind.

The psychology of learning has to be combined with what we discover about the brain in order to

make it meaningful”(Paul Howard-Jones, 2009)

“Neuroscience- based

education”

Enquanto a educação não

tira proveito dos desenvolvimento

s no campo na neurociência e

da Psicofisiologia

outros domínios científicos já o

fazem…

Neuro-marketing

Tem provado é que o raciocínio funciona através das emoções. Na compra, quando estamos a ponto de tomar uma decisão, é emoção que predomina, ajuda-nos a analisar todas as variáveis, de forma inconsciente. Depois analisamos e justificamos aquela decisão de forma racional, não mostrando os motivos mais profundos da nossa decisão.

Eficácia de um

anuncio

memória

emoçãoatenção

Novas perspectivas teórica sobre a aprendizagem

revelam-se necessárias

Todas as perspectivas reconhecidas como teorias da aprendizagem e desenvolvimento foram

desenvolvidas antes deste movimento

expansivo da integração das tecnologias na vida humana…

Thorndike Shinner

Pavlov Piaget VygotskyBruner

DeweyDescarte

Locke James …

Novas abordagens ao Curriculo revelam-se necessárias (ou serão

antes necessários novos currículos?)

. Ética e Segurança

. Genética

. Gestão e Finanças

. Robótica

Knight, S. (2005). Innovative Practice with e-Learning. Bristol: Higher Education Funding Council for England.

Johnson, L., Levine, A., & Smith, R. (2009). The 2009 Horizon Report. Austin, Texas: The New Media Consortium.

Lei, J. (2009). Digital natives as preservice Teachers: what technology Preparation isNeeded?. Journal of Computing in Teacher Education, 25 (3).87-97.

Oblinger, D. G., & Oblinger J. L. (2005). Educating the net generation. Disponivel emhttp://www.educause.edu/educatingthenetgen

Oblinger, D. G. (2008). Growing up with Google - what it means to education. Emerging technologies for learning, 3. Coventry, UK: BECTA.

Prensky, M. (2001). Digital Natives, Digital Immigrants . Disponivel emhttp://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Pedro, N., Wünsch, L., Pedro, A., & Matos, J. F. (2010). Technologies, innovation and teachers’ professional development: ask the students what todays’ teachers need to learn. International Conference on Education, Technology and Innovation, Madrid, 15-17 Novembro 2010.

Sharples, M. (2003). Disruptive Devices: Mobile Technology forConversational Learning. International Journal of Continuing Engineering Education and Lifelong Learning, 12 (5/6), 504-520.

Sharples, M., Taylor, J., Vavoula, G.N. (2007). A Theory of Learning for the Mobile Age. In R. Andrews & C. Haythornthwaite (Eds.) The SAGE Handbook of E-learning Research (pp. 221-47). London: Sage Editors.

Referências