Neuroscience is finding that today's multitasking digital media environment is changing students' brains, in positive and negative ways, and will transform teaching, education and learning. Explore how the Internet affects students' brains, focus and behavior; how apps, video games and social networks are being used to rethink learning, teaching and interventions; and how new cognitive computer games can improve student learning, memory, attention, reading, math and science skills.


Learning Objectives

You will gain knowledge about:

• Impact of multitasking on ADHD, memory and attention
• Ways the Internet is rewiring brains, attention and learning
• Strategies for teaching and engaging the Net Generations
• How technology will transform classrooms, education and interventions
• Promise of emerging technologies for learning, reading, math and science
• Dealing with stress, addiction, cyber-bullying and sleep in the digital age
• Using video and exercise games for thinking, attention and memory
• Ways to use social networks to improve learning and social skills
• Leading 21st Century schools and video-game based curriculum
• How iPads and Tablet technologies are changing schools
• Impact of media on reading, dyslexia and learning disorders

PROGRAM TOPICS WITH A DISTINGUISHED FACULTY
DIGITAL MINDS: TRANSFORMING TEACHING AND EDUCATION
	Leading 21st Century Schools: Harnessing Technology for Student Engagement Lynne M. Schrum, PhD, Professor, Coordinator of Elementary and Secondary Education, College of Education and Human Development, George Mason University; Editor, Journal of Research on Technology in Education; Past President, International Society for Technology in Education; Co-Author, Web 2.0: How-To for Educators (2010), Leading 21st- Century Schools: Harnessing Technology for Engagement and Achievement (2009) and Web 2.0: New Tools, New Schools (2007)
	Rethinking Education in the Age of Technology Allan M. Collins, PhD, Professor Emeritus, Education and Social Policy, Northwestern University; Cognitive Psychologist; Founding Editor, Cognitive Science; Visiting Senior Lecturer, Harvard Graduate School of Education; Author, Rethinking Education in the Age of Technology (2009)
	21st Century Education and Understanding iGeneration Learning: How Technology Rewires Brains and Teaching Strategies Larry D. Rosen, PhD, Research Psychologist; Professor, Department of Psychology, California State University, Dominguez Hills; Author, REWIRED: Understanding the iGeneration and How They Learn (2010)
	Educating Today's Digital Brains: From Digital Natives to Digital Wisdom Marc R. Prensky, MBA,Founder/CEO, Games2train; Consultant; Futurist and Game Designer; Author, Brain Gain: Technology and the Quest for Digital Wisdom (2012), From Digital Natives to Digital Wisdom: Hopeful Essays for 21st Century Learning (2012), Teaching Digital Natives: Partnering for Real Learning (2010), Don't Bother Me, I'm Learning (2005) and Digital Game-Based Learning (2001)
	Are Today's Students REALLY the Dumbest Generation? William M. Ferriter, MA, Teacher, North Carolina; Founding Member and Senior Fellow, Teacher Leaders Network; Teacher-in-residence, Center for Teaching Quality; Developer, Schoolwide technology rubrics and surveys; Author, Teaching the iGeneration (2010); Co-Author, Communicating and Connecting With Social Media (2012)
	Natural Learning: Multiple Dimensions of Knowledge and the Differing Use of Technology Geoffrey Caine, LLM, Learning Consultant; Process Coach; Co-Director, Caine Learning Center; Executive Director, Natural Learning and Research Institute; National Director, Mind/Brain Network, American Society of Training and Development; Co-Author, Natural Learning for a Connected World (2011) and 12 Brain/Mind Learning Principles in Learning (2008)
	Natural Learning: The Essential Bridge to Integrating Education, Technology and the Human Brain/Mind Renata N. Caine, PhD, Professor Emerita, California State University, San Bernardino; Former Executive Director, Center for Research in Integrative Learning and Teaching; Co-Founder, Cain Learning Institute; Co-Author, Natural Learning for a Connected World (2011) and 12 Brain/Mind Learning Principles in Learning (2008)
MULTITASKING MINDS: TRANSFORMING ATTENTION & FOCUS
	Attention, Engagement and the Multitasking Brain Steven G. Yantis, PhD, Chair, Department of Psychological and Brain Sciences, Johns Hopkins University; Winner, Early Career Award from American Psychological Association and Troland Research Award from the National Academy of Sciences; Researcher on cognitive control and selective attention during multitasking; Author, "Value-driven attentional capture" (Proceedings of the National Academy of Sciences, 2011)
	Now You See It: How the Brain Science of Attention Will Transform Schools and How Students Learn and Live Cathy N. Davidson, PhD, John Hope Franklin Humanities Institute Professor of Interdisciplinary Studies; Ruth F. Devarney Professor of English, Duke University; Co-Founder, Humanities, Arts, Science, and Technology Advanced Collaboratory (HASTAC); Author, Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn (2011); Co-Author, The Future of Thinking: Learning Institutions in a Digital Age (2010) and The Future of Learning Institutions in a Digital Age (2009)
	Sustaining Students' Classroom Attention in the Digital Age Judy Willis, MD, EdM, Board-Certified Neurologist; Adjunct Lecturer, Graduate School of Education, University of California, Santa Barbara; Author, Learning to Love Math (2011), Inspiring Middle School Minds (2009), Research-Based Strategies to Ignite Student Learning (2006) and "Current impact of neuroscience on teaching and learning" (2010, Mind, Brain & Education: Neuroscience Implications for the Classroom)
	Digital Age Strategies for Teaching Students to Pay Attention Lucy Jo Palladino, PhD, Clinical Psychologist; Consultant to improve attention and resistance to distraction; Former Clinical Faculty, University of Arizona Medical School; Author, Find Your Focus Zone: An Effective New Plan to Defeat Distraction and Overload (2011) and Dreamers, Discoverers, and Dynamos (1999, formerly titled The Edison Trait)
	Developing Teen Brains and Multitasking Jay N. Giedd, MD, Child and Adolescent Psychiatrist; Chief, Brain Imaging in the Child Psychiatry Branch, National Institute of Mental Health, National Institutes of Health; Co-Author, "Anatomical brain magnetic resonance imaging of typically developing children and adolescents" (2009, Journal of American Academy of Child Adolescent Psychiatry); Co-Author, Yes, Your Teen is Crazy!: Loving Your Kid Without Losing Your Mind (2002)
	Memory Pathways for Long-Term Retention in the Distracted Age William Wood, MA, President, Open Mind Technologies; Former Teacher; National speaker on brain-based teaching
MEDIA MINDS: TRANSFORMING TEACHING/TRAINING WITH VIDEO GAMES
	Can Technology Make You Smarter? Tracy P. Alloway, PhD, Assistant Professor, Department of Psychology, University of North Florida; Former Director, Center for Memory and Learning in the Lifespan, University of Stirling; Author, "Can interactive working memory training improve learning?" (2012, Journal of Interactive Learning Research) and Improving Working Memory: Supporting Student Learning (2010)
	ChicagoQuest: A School Focused on Video Game Design and Game-like Learning Michael J. Donhost, EdD, Director, and Patrick M. V. Hoover, MA, Curriculum Specialist, Chicago International Charter School's ChicagoQuest, a new, first of its kind video game-based model school supported by the John D. and Catherine T. MacArthur Foundation to use digital media, game theory and design principles to increase student engagement and learning
	The Benefits of Exercise and Exergames on the Brain and Learning John J. Ratey. MD, Associate Clinical Professor of Psychiatry, Harvard Medical School; Clinical Psychiatrist; Author, Spark: The Revolutionary New Science of Exercise and the Brain (2008) and A User's Guide to the Brain (2000)
	Integrating Brain, Body and Social Intervention with Computerized Training and Exercise Bruce E. Wexler, MD, Professor Emeritus, Senior Research Scientist, Department of Psychiatry, Yale School of Medicine; Director, Neurocognitive Research Laboratory, Connecticut Mental Health Center; Co-Founder, C8 Sciences, a cognitive development program that integrates physical and computer exercises to improve a child's ability to think, focus, learn, and socially interact; Author, Brain and Culture (2008); Co-Author, "Successful computer-based visual training specifically predicts visual memory enhancement over verbal memory improvement in schizophrenia" (2011, Schizophrenia Research)
	Cognitive Fitness and Training with Innovative Technology Kenneth S. Kosik, MD, Co-Director, Neuroscience Research Institute; Harriman Professor of Neuroscience Research, Dept. of Molecular, Cellular and Developmental Biology, University of California, Santa Barbara; Founder/Executive Director, Clinical Research, Cognitive Fitness and Innovative Therapies; Co-Author, The Alzheimer Epidemic: How Today's Care Is Failing Millions-and How We Can Do Better (2009)
	Training Brains: Selective Attention, Academic Skills and Video Game Playing Courtney E. Stevens, PhD, Assistant Professor of Psychology; Director, Cognitive Neuroscience Laboratory, Willamette University; Researcher on selective attention and its role in academic foundations, including language and literacy acquisition; Co-Author, "The role of selective attention on academic foundations" (2011, Developmental Cognitive Neuroscience) and "Changes in selective attention following computerized language training" (2008, Brain Research)
	Improving Learning, Attention and Memory...with a Video Game? Sarah A. Avtzon, PhD Candidate, Assistant Professor, Master's Program in Early Childhood Special Education; Early Childhood Director, Daemen College; Researcher studying the effects of computer-based cognitive skill training on the cognitive performance and achievement of you children with learning disabilities; and Betsy Hill, MBA, President and Chief Operating Officer, Learning Enhancement Corporation; Former Chair, Board of Trustees, Chicago State University
iDISORDERS: TRANSFORMING BRAINS, BEHAVIOR & LEARNING
	ADHD and Multitasking Martha B. Denckla, MD, Batza Family Endowed Chair; Director, Developmental Cognitive Neurology, Kennedy Krieger Institute; Professor of Neurology, Pediatrics and Psychiatry, Johns Hopkins University School of Medicine; Co-Author, "Attention: Relationships between attention deficit hyperactivity disorder and learning disabilities" (2003, Handbook of Learning Disabilities)
	What Is the Internet Doing to Our Brains?: The Impact of Digital Technologies on Student Learning & Well-Being Paul Howard-Jones, PhD, Senior Lecturer, Graduate School of Education, University of Bristol; Author, "From brain scan to lesson plan" (2011, The Psychologist), "Toward a science of learning games" (2011, Mind, Brain and Education) and "The impact of digital technologies on human wellbeing: Evidence from the sciences of mind and brain" (2011, Nominet Trust Report)
	The Challenges of Teaching Students in the Age of Xbox, YouTube and Texting William R. Stixrud, PhD, Clinical Neuropsychologist; Assistant Clinical Professor of Psychiatry, George Washington School of Medicine; Adjunct Faculty, Children's National Medical Center; Director, The Stixrud Group; Co-Author, "Use of the transcendental meditation technique to reduce symptoms of Attention Deficit Hyperactivity Disorder (ADHD) by reducing stress and anxiety" (2008, Current Issues in Education)
	Video Games for Better and Worse: What the Research Says Douglas A. Gentile, PhD, Associate Professor of Developmental Psychology; Director, Media Research Lab, Iowa State University; Award Recipient, Distinguished Scientific Contributions to Media Psychology and American Psychological Association; Author, "Video games affect the brain - for better and worse" (2010, Cerebrum: Emerging Ideas in Brain Science); Co-Author, Violent Video Games Effects on Children and Adolescents: Theory, Research, and Public Policy (2007)
	Impact of Technology on Students' Cognitive Skills: Implications for Educators Lucy Jo Palladino, PhD, Clinical Psychologist; Consultant to improve attention and resistance to distraction; Former Clinical Faculty, University of Arizona Medical School; Author, Find Your Focus Zone: An Effective New Plan to Defeat Distraction and Overload (2011)
	The Darkside of Teaching with Technology David B. Daniels, PhD, Professor, Department of Psychology, James Madison University; Managing Editor, Mind, Brain and Education Journal. Coordinator, Society for Research in Child Development; President Elect, International Mind, Brain and Education Society (IMBES)
	The Teen Brain Goes Digital: How Do Technology and Testosterone Affect the Developing Brain Marilee B. Sprenger, MA, Adjunct Professor, Aurora University, Former Teacher; Author, Brain Based Teaching in the Digital Age (2010), The Leadership Brain for Dummies (2010) and The Developing Brain (2008)
	Google Effects on Memory: Cognitive Consequences for Student Recall Betsy J. Sparrow, PhD, Assistant Professor, Department of Psychology, Columbia University; Co-Author, "Google effects on memory: Cognitive consequences of having information at our fingertips" (2011, Science)
CONNECTED MINDS: TRANSFORMING LEARNING WITH SOCIAL NETWORKS
	Help From My "Friends:" The Impact of Social Networking Sites on Low-Income Students Christine Greenhow, EdD, Assistant Professor, College of Education, University of Maryland; Assistant Professor, Department of Counseling, Educational Psychology and Special Education, Michigan State University; Author, "Online social networks and learning" (2011, On the Horizon); Co-Author, "Help from my "Friends:" Social capital in the social network sites of low-income high school students" (2011, Journal of Educational Computing Research)
	Using Emerging Technology to Enhance Student Engagement Reynol T. Junco, PhD, Psychologist; Professor, Department of Academic Development and Counseling; Director of Disability Services, Lock Haven University; Lab Mentor, Berkman Center for Internet and Society, Harvard University; Author, "The Effect of Twitter on College Student Engagement and Grades" (2010, Journal of Computer Assisted Learning), Using Emerging Technologies to Enhance Student Engagement (2009) and Connecting to the Net Generation: What Higher Education Professionals Need to Know About Today's Students (2007)
	Using Social Networking to Improve Student Learning Through Classroom Salon Ananda D. Gunawardena, PhD, Associate Teaching Professor of Computer Science; Carnegie Mellon University; Advocate of using Tablet PC's and social networks in education; Co-Developer of "Classroom Salon," a social networking application that engages high school and college students in online learning communities that effectively taps the collective intelligence of groups and improves study skills
	Social Networking: Educational Opportunities or Cause of an iDisorder? Larry D. Rosen, PhD, Research Psychologist; Professor, Department of Psychology, California State University, Dominguez Hills; Author, iDisorder: Understanding Our Obsession with Technology and Overcoming Its Hold on Us (2012), Me, MySpace and I: Parenting the Net Generation (2007); Co-Author, Technostress (1997)
	Too Much of a Good Thing: Understanding and Treating Addictions to the Internet, Video Games and Online Role Playing Games William R. Stixrud, PhD, Clinical Neuropsychologist; Assistant Clinical Professor of Psychiatry, George Washington School of Medicine; Adjunct Faculty, Children's National Medical Center; Director, The Stixrud Group
VISUAL MINDS: TRANSFORMING READING, MATH & SCIENCE
	Neurobiology of Dyslexia: Research-based Evidence and Computer-based Intervention Guinevere F. Eden, PhD, Associate Professor, Director, Center for the Study of Learning, Georgetown University; Co-Author, "Gray matter volume changes following reading intervention in dyslexic children" (2011, Neuroimage) and "A randomized, controlled study of computer-based intervention in middle school struggling readers" (2008, Brain Language); Editor, Learning, Skill Acquisition, Reading, and Dyslexia (2008)
	How Digital Media are Redefining Reading Naomi S. Baron, PhD, Executive Director, Center for Teaching, Research, and Learning; Professor of Linguistics, Department of Language and Foreign Studies, American University; Former Guggenheim Fellow and Fulbright Fellow; Author, Always On: Language in an Online and Mobile World (2008) and Alphabet to Email: How Written English Evolved and Where It's Heading (2001)
	Learning to be Scientific: Reinventing Science Education with Virtual Worlds Diane J. Ketelhut, EdD, Associate Professor, Science, Technology and Math Education, University of Maryland; Former Director of Research, NSF-Funded Multi-User Virtual Environment Project, Harvard University; Co-Author, "Game-based learning and teachers" (2011, Computers and Education) and "Designing for real-world scientific inquiry in virtual environments" (2010, Educational Research)
	Neuropsychology of Visual Process in Reading: Implications for Technology and Intervention George McCloskey, PhD, Professor and Director, School Psychology Research, Department of Psychology, Philadelphia College of Osteopathic Medicine; Author, Essentials of Executive Function Assessment (2010) and Assessment and Intervention for Executive Function Difficulties (2009)