Slide 3:They’re dumb . . . They expect and need to be entertained . . . They can’t focus for long periods of time . . .


Slide 4:They’re over-reliant on their parents . . . They’re narcissistic . . .


Slide 5:vs. The Net Generation’s relationship with media and technology is fundamentally different. This difference affects them as . . .


Slide 6:Workers Consumers


Slide 7:Decision Makers Learners


Slide 8:“Ideas and information are chunked and linked in rhizomatic or root-like shapes that branch into numerous directions and lead to infinite patterns of ideas and knowledge . . . which allow readers to go off on their paths.” Blogs represent a new genre


Slide 9:Design Elements


Slide 10:A hybrid writing style a smaller space faster processing time user demands graphical interface d qik brwn fox jmpD ovr d laZ k9 . . . IYKWIM


Slide 11:Pedagogically, blogs make sense because . . . (They’re fun) thus “increasing motivation and fluency”. (They develop thinking skills) because users must consider audience as they generate content; develop a style; do research; create an engaging, user-friendly presentation format (They’re self-directed and inquiry based) thus students are writing without teachers. (They are a performance based activity steeped in real and meaningful acts of communicating) thus they provide the ideal situation for maximum skill transfer.


The 8 Net Gen Norms :The 8 Net Gen Norms 8 ways this generation is different from their parents: “These norms are central to understanding how this generation is changing work, markets, learning . . . and society” (Tapscott p. 34). Does Penrod’s endorsement and argument for the use of blogs integrate these norms? Honk if you blog


Norms #1&2: They value freedom and customization :Norms #1&2: They value freedom and customization Tapscott: “learning for them should take place where and when they want it” (p.77). Penrod: Blogging. . . is self-directed” (p.25) is a personalized-learning environment (p.24) can happen anywhere at anytime” (p. 21)


Norm #3: They scrutinize :Norm #3: They scrutinize Tapscott: They have to “scan, navigate, analyze, whether information in pertinent, useful, relevant, and meaningful” (p. 111). Penrod: When blogging students have to “discern the information they unearth [and] . . .ask good questions in order to evaluate information or become better researchers” (p.23).


Norm #4: They collaborate (a lot) :Norm #4: They collaborate (a lot) Tapscott quotes Seeley Brown: “It is in conversation that you start to internalize what some piece of information meant to you” (p. 137). Penrod: “ . . .blogs become that ever present conference where ideas are exchanged and refined . . . . [They] provide a genuine audience . . . who respond to whatever is written” (p.45).


Norm #5: They expect to be entertained :Norm #5: They expect to be entertained Tapscott: “They bring a playful mentality to their work” (p.35) Penrod: Bloggers often find themselves in the zone” where they “hit their creative peak . . .and minutes seem like nanoseconds” (p. 9).


Norm #6: They need speed :Norm #6: They need speed Tapscott: They are accustomed to instant feedback and instant response through video games and Google, “so they assume that everyone else in their world will respond quickly too” (p. 93) Penrod: Blogs provide “immediate feedback that enhances the writerly craft” (Penrod, 2007, p. 45).


Norm #7: They want the opportunity to innovate :Norm #7: They want the opportunity to innovate Tapscott: They want the “workplace [or classroom] to be . . . innovative and creative (p.96) Penrod: “’the blog as muse’ is an apt metaphor . . .a blog posting might be the germ of an idea that emerges later as a paper, essay, or larger project” (p.45).


Slide 19:What can technology do better than human instructors? Tapscott: factory model vs. artist studio Penrod: “Students want to write, to share information. . .But they want to do so on their own terms, not necessarily those that schools and colleges outline for them.” (p. 46) Blogs can be a “low-cost, effective localized method for encouraging individually tailored educational experiences . . .” (p. 124). Dr. Yong Zhao


Slide 20:“Distributed cognition” (Tapscott p. 114) = heightened intelligence through collaboration “collective intelligence” (Penrod p. 23) when students “find out no one single person knows everything and that shared inquiry helps everyone uncover more useful information and knowledge”


Slide 21:Tapscott quoting Seymour Papert: “The scandal of education is that every time you teach something, you deprive a child of the pleasure and benefit of discovery” (p.134). Penrod: “blogs teach us that information and knowledge are not static items . . . they are pliable and malleable” (p. 11) . “Blogs nurture rather than undermine a student’s latent creativity” (p.125). How can ed tech increase the number of genuine A-Ha moments?