Brain Gain and Connections Between Maxwell, Stoughbaugh & Tassell, Prensky, and Zhao

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Brain Gain and Connections Between Maxwell, Stoughbaugh & Tassell, Prensky, and Zhao by Mind Map: Brain Gain and Connections Between Maxwell, Stoughbaugh & Tassell, Prensky, and Zhao

1. Personalization of Education

1.1. The belief that students should have direct input in their learning and education through choice of projects, majors, classes, etc.

1.1.1. Maxwell, Stobaugh, Tassell

1.1.2. Prensky

1.1.3. Zhao

2. Use of 21st Century Technology and Skills

2.1. Students should be using 21st Century Technologies, apps, etc. to facilitate their learning in the classroom. Students should also be learning 21st Century skills in their classroom that prepare them as digital natives for the constantly changing workforce and digital landscape.

2.1.1. Maxwell, Stobaugh, Tassell

2.1.2. Prensky

2.1.3. Zhao

2.1.3.1. Yong Zhao, Ted Talk "Teach Children How to Invent Jobs"

3. Global Connection and Impact

3.1. Students were born into a context where they are constantly connected to the world around them digitally and virtually. Work that they do in school and in the classroom should connect to the world similarly, meaningfully, and create an impact in their lives, in their schools, in their community, and beyond.

3.1.1. Maxwell, Stobaugh, & Tassell

3.1.2. Prensky

3.1.2.1. Marc Prensky, "Global Education for the Future"

3.1.3. Zhao

4. Real-World Learning and Relevance

4.1. Students should be immersed in activities that are not just relevant to them and their interests, but that are rooted in real world issues, content, skills, and application.

4.1.1. Maxwell, Stobaugh, and Tassell

4.1.2. Prensky

4.1.3. Zhao

5. Points of Divergence

5.1. Realm of Educational Focus

5.1.1. Focus is mostly on technology and 21st Century education.

5.1.1.1. Maxwell, Stobaugh, & Tassell

5.1.1.2. Prensky

5.1.2. Focus is on technology and 21st Century Education, but also has a unique focus on business, marketing, and using 21st Century skills and education to restructure the economy.

5.1.2.1. Zhao

5.2. Skills, Content, and Integration

5.2.1. Focuses on integrating all skills content (Math, Science, Social Studies, English, Arts, etc.) with technology tools that best fit into the 21st Century Classroom.

5.2.1.1. Maxwell. Stobaugh, & Tassell

5.2.2. Argues that to prepare digital natives, we must fully integrate technology and we must also change the content that we teach, arguing that some content can be eliminated completely.

5.2.2.1. Prensky

5.2.3. Places a limited focus on specific content and more focus on areas of creativity, entrepreneurship, and global thinking. All of these should be thoroughly integrated with technology and focus on students' specific skill sets.

5.2.3.1. Zhao

5.3. Higher Order Focus

5.3.1. Aims to address the analyze, evaluate, create (upper level) dimensions of Bloom's Taxonomy or similar structures that facilitate higher order thinking and instruction

5.3.1.1. Maxwell, Stobaugh, & Tassell

5.3.1.2. Prensky

5.3.2. Addresses higher order thinking skills, projects, and real-world learning, but does not directly apply a structure (similar to Bloom's or any other) that facilitate instruction or modeling.

5.3.2.1. Zhao