MPA by wanghonghx


									     MPA Presentation

What We Know That You Don’t
       October 20th, 2008
    Who Are We?

   We embrace technology
   We are the "Look at Me" generation
   We are socially tolerant
   We maintain close family connections
   We are more interested in keeping up with politics
   We are more comfortable with globalization
   Our top goals are fortune and fame
The Youth of Tomorrow
   One electronic device does it                                           His buddy list spans the
                                      He has always been online
   all: TV, Internet, Phone,                                               globe. Best friend may
   Music, Data, Computing                                                        be Chinese

                                                                   He’s always been able to watch wars
Has never seen a film                                               and revolutions live on TV and the
camera                                                                           internet
There has always
been one Germany                                                  Elvis died 20 years before he was born

                                                                      Satellite radio has been around
There have always been hybrid cars                                             since he was 5

WW1 started a nearly a century before                                He has only known two presidents
he was born (For Boomers, Civil War
started a century before birth)
                                                                          Soviet Union fell 7 years
                                   Has never known a world without          before he was born
                                        digital phones or DVDs
Scheduled, Structured Lives

    We are the busiest generation of children
    We take part in so many activities, schedules
     are micromanaged
    We are in soccer camp, karate club, ballet,
     football, etc…
    We needed a planner before middle school
We Are a “Coddled” Generation

      Raised by active, involved,
       ―Helicopter‖ parents

      Who challenge poor grades,
       negotiate with soccer coaches, visit
       college campuses, question
       employers, etc....
  We look around at the
stuff we already have and
     say to ourselves..

                            “There must be something
                                 more out there.”
Being Successful Today Means...

            Claiming Ownership

             Being close to
             family & friends

          Source : Yankelovitch 2006
                Failure Means...
   Not finding
   your passion

     Not being true
        to yourself

your integrity

        Source : Yankelovitch 2006
We Are Into Civic Engagement
    A spirit of
     volunteerism and
     interest in the
     world around us
        We are applying to
         service organizations
         such as AmeriCorps and
         the Peace Corps in
         record numbers
        66% of freshmen
         surveyed last fall said it
         is ―essential or very
         important‖ to help
         others, the highest
         percentage to say so in
         25 years

                             Source : USA Today, Jan 2006
Our Generation Lives in a World of

     Confident…           Yet yearn for praise

     Demand respect…      Without experience

     Expect to achieve now…But move back home
                            after college
 and a new Generation Gap

How technology is shaping our lives and
 our perception of the world around us
We Are Media Junkies
                And we are ―media multitaskers‖
 ‣ Through media multitasking kids are spending 6.5 hours a day
 with media, but are packing more than 8.5 hours worth of
 exposure into that time

 ‣ Younger kids have more and more media devices; of those 8-14
 years old
 ‣ 39% have cell phones
 ‣ 24% have a hand-held Internet device or PDA
 ‣ 12% have a laptop computer

 ‣ 26% of the time young people are using media, they are using
 more than one medium at a time
                          Source : Pew Internet Research
A Mindset of “Continuous Partial Attention”
Share of               87%                             65%                         44%
                   Use the internet             Instant Message (IM)          Go online every day
24 million
U.S teens              29%                             29%                         25%
who:                Keep several IM          Have more than 50 ―buddies‖ on     IM people in the
               Conversations going at once           regular IM list              Same room

It’s 7 PM on a Friday. Adam has just sweated his way through his class assignment. (The
assignment is ―Totally out of control‖ writes Adam on his on-line school message board
minutes later. He then checks a friend’s blog entry on to find out where a party
will be that night. Then he starts an Instant Messenger (IM) conversation about the evening’s
plans with a few pals

At the same time, his girlfriend IMs him a retail store link to see a new PC she just bought, and
he starts chatting with her. She is postering for the next Buzz-Oven concert by tacking the flier
on various friend’s MySpace profiles, and she is updating her own blog on, another
social network she uses mostly to post photos

Adam’s TV is set to TBS, which plays a steady stream of reruns like Friends and Sienfield - but
he keeps the volume turned down so he can listen to iTunes over his computer speakers.

Simultaneously he is actually physically talking to dorm mate Jim who’s doing pretty much the
same thing from a lap top on his bed

                                                Source : Pew Internet Research
We are creating new forms of social behavior that
 blur the distinction between online and real-world
And largely ignore the difference between the two
   Adults                              Teens
   see the Web as a supplement         live comfortably in both worlds at
   to their daily lives                once.

   tap into information, buy books,    use social networks as virtual
   or send flowers, send and           community centers, a place to go and
   check emails                        sit for a while (sometimes hours).

                                       use their computers for activities
   social lives remain rooted in the   such as social networking on
   traditional phone call and face-    average, 1 hour and 22 minutes a
   to-face conversation                day, a nearly threefold increase since
Fiercely uninhibited. Large parts of our lives end up being
online and public, a constant surprise for those in their 30s
and above.

                    Meet Caitlin Oppermann
All kinds of opportunities – romantic, professional,
creative – can be directly linked to our willingness
to reveal ourselves online

                “You’re getting what you’re being”
It is a form of communication where we are aware that
anything that we say can and will be used against us, but
somehow don’t mind

 “Why not? What’s the worst thing that is going to happen?
20 years down the road, someone’s gonna find your picture?
            Just make sure it’s a great picture”
       We think of ourselves as having an audience

“I always find myself more motivated to write things, when I know
         that somebody, somewhere, might be reading it.”
     We feel we are only one step away from fame

“To me, or to a lot of people, its like, why go to a party if you’re
              not going to get your picture taken?”
   It’s theater, but it’s also community

 A place to think out loud and be listened to,
to meet strangers and go deeper with friends
        We feel the possibilities are endless—
         and no qualifications are required

                                            1.5 million MySpace friends

                                            Profile viewed
                                            >50 million times

                                            3,000-5,000 new friend
                                            requests per day

A celebrity created not by a studio or a network but fan by fan,
        click by click, from the ground up on MySpace
    And Finally:
•    Status and authority do not impress us, bureaucracy and red
     tape frustrate us and a patronizing attitude drives us crazy
•    We even expect our parents to ―rescue‖ us
•    We like instant gratification and praise
•    We expect work that is challenging, interesting and that
     delivers quick results and rewards
•    We like to tell it like it is
•    We expect control over everything--when/where we talk to friends,
     watch shows, listen to music, etc…
•    Most of our learnings have been experimental, tactile, and visual--
     video games, multi-tasking on our gadgets, etc
•    We learn best via trial-and-error problem-solving--video games
     symbolize a trial-and-error approach to solving problems; losing is
     the fastest way to master something because losing provides
Welcome To Our World!

   Cloud Computing

   Social Networking

                   Open vs.. Closed Systems

              Virtual Learning Environments
Cloud Computing

   VS. . The Desktop
Google Computing Tools

   Google Docs
   Google Chrome
   Gmail, Talk, Calendar
   Google Notebook
   Google Picassa
   Google Sites
   Google Glossary
   With more to come………..
Pros & Cons of Computing Tools
   Pros
     Free, (prices based on competition)
     Cheaper computers--thin clients
     Less local processing power needed
     Backups not needed
   Cons
     Trust WHO with MY secure data?
     Reliance on internet connection
Social Networking
 Blogs - everyone can communicate
 RSS - everyone can read about it
 Del.ici.ous - sharing favorite web pages
 Video sharing - YouTube, Google video,
  Teacher Tube, and on and on ……
 Podcasting - mulitple literacies in action
 Wiki - power of the crowd
 Online friends - MySpace, Ning,
Open vs..Closed Systems

  Is your school network
     REALLY closed?
 Using Command Prompt
 Students      can:
   Create      local accounts to access:
        Internet
        Network Information
   Get    Information including:
        Last user log ins
        When their password will expire.
        Etc,
   Take    screen shots as a verbose command
      displays its information on the screen.
     Note: Administrators have the ability to hide command
      prompts from students.
 Students  can google for proxies which are
  servers that can get around blocks such as
 Examples:
SSH Tunnels
 These allow you to log on to your home
 servers and access anything as if you
 were at home.
Sites Blocked?
 One can type in the IP address of the
  website they seek if the url is blocked.

 Ifthe IP address is blocked at the router
  then the student can convert the address
  into binary code and type it in that way.
Deep Freeze?
 Can be disabled through a program

   Amelios  – A hacker who wrote programs to
    disable Deep Freeze, he distributes the
    program freely for people to use.
   Students could then thaw Deep Freeze for
    days or permanently until it is reinstalled.
Server access
 Studentscan access the list of district
 servers and account names even though
 the student can’t edit or change them.
 Students   have the access to install
  programs to their home directories and
  rename the folders so that the Tech
  Administration doesn’t know what is
  actually in the folder unless they open it.
 If the program is installed to the desktop
  Deep Freeze will remove it, however, if
  the program is in the home directory it
  will not be removed.
Web Keys
 Ifa school is using a 128 bit network
  passkey instead of using a WPA then a
  student can easily access the school
  network from their personal computer.
http:// or https://
 http:// stands for hypertext transfer
 https:// stands for secure hypertext
  transfer protocol.
 Most of the sites that are blocked are
  http:// sites however students can still
  access them using https://
Virtual Learning Environments
Some examples:

   Virtual High School

   Second Life

   Tween Sites
            Virtual High School

    Website


No limitations to time and space

Augments rather than replaces traditional classroom teaching
                          Second Life
A three-dimensional    world which is created by the people
who interact with it.

Educators and other associations and companies can access
Second Life through the Second Life Grid. This is where you create
your avatar and your teaching program.

An Introduction to Second Life
Educational Uses of Second Life
Tween Sites
   Tweens on the Internet?
   Parents can monitor their kids playtime
   Membership proceeds can support other
    children’s lifes around the world
   Training grounds for virtual worlds like Second
    Life and social networking sites like MySpace
   Can promote learning, especially reading, writing
    and communication skills
   Club Penguin
   Whyville
   Webkinz
    What Can You Do?
    Questions to Ponder
    Are you teaching us how to operate within our own culture? Or should
     you quit fighting the generational shift and let us teach you how to live
     in our world?

    We may be technologically literate, but does that necessarily make us
     media literate? How can you make sure we are willing and able to
     practice careful use and evaluation of Internet research?

    How can teachers and administrators use technology to better promote
     safe, but engaged learning?

    How can teachers and administrators create an environment where
     students are as comfortable in school as they are out of school--an
     environment where change is a constant for them and a place where
     stimulation and creativity are important?
Questions Continued…..
   We have become true collaborators. How do you promote and
    continue to allow us to be in constant communication with each other
    through collaborative learning and real-time feedback methods?

   How can teachers and administrators use technology to promote
    creativity, but also at the same time create policies about how social
    networking, intellectual property protection, and basic norms of
    behavior (netiquette) that should guide students who want to create
    online material?

   How can teachers and administrators better use technological tools as
    part of their students’ everyday learning experiences in a manner that
    promotes social and community involvement, challenges them, allows
    them to communicate with a global audience, and encourages them to
    become creative producers of their own learning?

   With all the information on the Internet, and with all the ways that
    students can connect with experts via Web tools, who needs traditional
          Change is Inevitable!
   The Web Has Won.

   Learning Communities Have No

   We need to focus more on “how to
    improve” than on “how to restrict” students’
                     Created By:
                    Blake Bourque
                    Rod Carmichael
                     Gail George

 Pew Internet Research
 USA Today, Jan. 2008
 Yankelovitch 2006

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