CONFERENCE PROGRAM TOPICS
WITH A DISTINGUISHED CONFERENCE FACULTY
MODERN MINDS: HOW THE DIGITAL AGE IS CHANGING BRAINS & LEARNING
Multi-Tasking, Minds and Brains: Challenges for Productive Learning in the Digital Information Age
David E. Meyer, PhD, Professor of Psychology, Cognition and Perception Program, Department of Psychology; Director, Brain, Cognition and Action Laboratory, University of Michigan; renowned expert on multi-tasking; co-author of "Executive Control of Cognitive Processes in Task Switching" (2001, Journal of Experimental Psychology: Human Perception and Performance)
Think Smart: Improving Brain
Performance in the Modern Age
Richard M. Restak, MD, Neuropsychiatrist;
Clinical Professor of Neurology, George Washington
University Hospital School of Medicine and Health Sciences; author of Think
Smart: A Neuroscientist's Prescription for Improving Your Brain's
Performance (2009), The Naked Brain (2006) and The
New Brain: How the Modern Age is Rewiring Your Mind (2004)
Digital Brains & Memory: Surviving the Technological Alteration of the Modern Mind
Gary W. Small, MD, Professor of Psychiatry and Biobehavioral Sciences; Director, Center on Aging, University of California, Los Angeles; co-author of the new book iBrain: Surviving the Technological Alteration of the Modern Mind (2009) and The Memory Prescription (2005)
Countering the Cyber Life: Getting in Touch with Our Hunter-Gatherer Genes
John J. Ratey, MD, Associate Clinical Professor of Psychiatry, Harvard Medical School; author of the best selling books Spark: The Revolutionary New Science of Exercise and the Brain (2008) and A User's Guide to the Brain (2002); co-author of Delivered from Distraction: Getting the Most Out of Life with ADD (2005)
New Media, Multi-tasking & Education: The Effects of Technology on Learning
Patricia M. Greenfield, PhD, Distinguished Professor of Psychology; Director, Children's Digital Media Center, University of California at Los Angeles (UCLA); author of "Technology and Informal Education: What is Taught, What is Learned" (2009, Science) and Mind and Media: The Effects of Television, Video Games and Computers (1984); co-author of "Adolescents on the Net: Internet Use and Well-being" (2007, Adolescence)
The Wikification of Knowledge:
Implications for Education
Kenneth S. Kosik, MD, Co-Director, Neuroscience Research Institute; Harriman Chair and Professor of Neuroscience Research, Department of Molecular, Cellular and Developmental Biology, University of California, Santa Barbara; author of "The Wikification of Knowledge" (2008, Nieman Reports)
Can We Multi-Task Efficiently? How & When the Brain Enables Peak Performance
Andrew B. Leber, PhD, Assistant Professor of Psychology, Cognitive Control Lab, University of New Hampshire; co-author of "Neural predictors of moment-to-moment fluctuations in cognitive flexibility" (2008, Proceedings of the National Academy of Sciences)
DISTRESSED BRAINS: STRESS, DRUGS AND CHANGING SOCIETY ON LEARNING
Role of Historical and Societal Changes on Our Conception of Personality and Disorders in Children
Jerome Kagan, PhD, Daniel and Amy Starch Professor of Psychology Emeritus, Harvard University; renowned expert in child development; author of "The Meaning of Psychological Abnormality" (2008, Cerebrum 2009, Dana Press), The Three Cultures: Natural Sciences, Social Sciences and Humanities in the 21st Century (2009) and An Argument for Mind (2007); co-author of A Young Mind in A Growing Brain (2005)
Making Memories of Emotionally Significant Experiences: Stress Hormones & Brain Activation
James L. McGaugh, PhD, Research Professor of Psychobiology and Pharmacology; Founder of the world-renowned Center for Learning & Memory Research, University of California, Irvine; editor, Neurobiology of Learning and Memory Journal; pioneer in research on the effects of drugs and stress hormones on memory; author of Memory and Emotions: The Making of Lasting Memory (2006)
Educating the Brain: Emotions, Memory & Learning
John D.E. Gabrieli, PhD, Grover Hermann Professor in Health Sciences and Technology; Professor of Brain and Cognitive Sciences; Co-Director, Clinical Research Center; Associate Director, Athinoula A. Martinos Center for Biomedical Imaging, McGovern Institute for Brain Research, Massachusetts Institute of Technology; co-author of "Emotion enhances remembrance of neutral events past." (2006, Proceedings of the National Academy of Sciences) and "Educating the Human Brain: Lessons from Brain Imaging" (2002, EduCause)
Poverty, Pills and Pupils: Neuroethical Issues in Education Policy
Martha J. Farah, PhD, Walter H. Annenberg Professor of Natural Sciences; Director, Center for Cognitive Neuroscience, University of Pennsylvania; co-author, "Neurocognitive enhancement: What can we do and what should we do?" (2004, Nature Reviews of Neuroscience) and "Childhood poverty: Specific associations with neurocognitive development." (2006, Brain Research Journal)
The Effects of Early Adversity on the Development of Brain Architecture: When Bad Things Happen To Good Brains
Charles A. Nelson III, PhD, Richard David Scott Chair in Pediatric Developmental Medicine Research; Harvard Medical School; Director, Laboratory of Cognitive Neuroscience; Boston Children's Hospital; co-author of Neuroscience and Cognitive Development: The Role of Experiences and the Developing Brain (2006)
The Challenges of Parenting in a High-Stress World: Helping Children Succeed
Wendy S. Grolnick, PhD, Professor and Department Chair, Department of Psychology; Director of the Frances L. Hiatt School of Psychology and Education, Clark University; co-author of Pressured Parents, Stressed-out Kids: Dealing with Competition While Raising a Successful Child (2008); co-editor of Retrospect and Prospect in the Psychological Study of Families (2001)
DISTRACTED BRAINS: INFORMATION OVERLOAD ON MEMORY, ADHD & SLEEP
CrazyBusy: Dealing with an Overstretched, Overbooked, Distracted Life
Edward M. Hallowell, MD, Child and Adult Psychiatrist; Founder of The Hallowell Center for Cognitive and Emotional Health; former faculty member, Harvard Medical School; renowned expert on ADHD; author of Overloaded Circuits (2009), Superparenting for ADD (2008) and CrazyBusy: Overstretched, Overbooked, and About to Snap! (2006); co-author of Positively ADD (2006) and Delivered from Distraction (2005)
The Overflowing Brain: Information Overload, ADHD & Working Memory
Torkel Klingberg, MD, PhD, Professor of Cognitive Neuroscience, Stockholm Brain Institute, Karolinska Institute, Sweden; Founder, Cogmed; author of The Overflowing Brain: Information Overload and the Limits of Working Memory (2009) and "Training and transfer effects of executive functions in preschool children" (2008, Developmental Science); co-author of "Training of Working Memory in Children with ADHD" (2002, Journal of Clinical and Experimental Neuropsychology)
The Cluttered Brain: Sleep, Dreams & Memory Formation
Matthew A. Wilson, PhD, Sherman Fairchild Professor of Neuroscience, Department of Brain and Cognitive Sciences; Scholar and Professor, The Picower Institute of Learning and Memory; Associate Department Head for Education, Massachusetts Institute of Technology; co-author, "Coordinating Memory Replay in the Visual Cortex and Hippocampus During Sleep" (2007, Nature Neuroscience)
Sleep-Deprived Students: The Importance of Sleep for Learning, Memory & Mental Health
Robert A. Stickgold, PhD, Director, Center for Sleep and Cognition; Associate Professor of Psychiatry, Harvard Medical School; Associate Professor, Department of Psychiatry, Beth Israel Deaconess Medical Center; author of Neuroscience of Sleep (2009); co-editor of Sleep and Brain Plasticity (2003)
Using Memory Brain Pathways for Long-Term Retention in the Distracted Age
Willy Wood, MA, President, Open Mind Technologies; former high school and university teacher; national speaker on brain-based teaching
The Neuroscience and Strategies for Maximizing Children's Long-term Memory & Brain Potential
Judy Willis, MD, EdM, Board-Certified Neurologist, middle school teacher in Santa Barbara, CA; author, Inspiring Middle School Minds (2009), How Your Child Learns Best (2008), Teaching the Brain to Read (2008), Brain-Friendly Strategies for the Inclusion Classroom (2007) and Research-Based Strategies to Ignite Student Learning (2006)
DIGITAL BRAINS: READING & LEARNING IN THE DIGITAL AGE
Searching with Google: New Directions in Universal Design for Online Learning
David H. Rose, EdD, Founder and Chief Education Officer, Center for Applied Special Technology (CAST); Faculty, Harvard Graduate School of Education; Chief Scientist, Cognition and Learning Project for the US Department of Education; co-author of Learning in the Digital Age (forthcoming), Teaching Every Student in the Digital Age: Universal Design for Learning (2002) and Learning to Read in the Computer Age (1999)
The Evolving Reading Brain in a Digital Culture: Implications for Learning & Teaching
Maryanne Wolf, EdD, Director, Center for Reading and Language Research; Professor of Child Development, Tufts University; author of "Learning to Think the Digital Age" (2007, Boston Globe), Proust and the Squid: The Story and Science of the Reading Brain (2007) and Dyslexia, Fluency and the Brain (2001)
Mind, Brain & Emerging Technology
to Improve Robust Learning
Kurt W. Fischer, PhD, Charles Bigelow Professor; Director, Mind, Brain & Education Program (MBE), Harvard University Graduate School of Education; Director, International Mind, Brain and Education Society (IMBES); Editor, Mind, Brain & Education Journal; co-editor of Mind, Brain and Education in Reading Disorders (2007), Human Behavior, Learning & the Developing Brain (2007) and The Educated Brain: Essays in Neuroeducation (2008)
How The Brain Reads: New Theories from Acquired and Developmental Dyslexias and Implications for Digital/Computer-Based Remediation
Laura L. Cestnick, PhD, MEd, Clinical Neuropsychologist, Weaver Center; dyslexia researcher, Harvard Medical School, co-author of "The Relationship Between Visuol-spatial Attention and Nonword Reading in Developmental Dyslexia" (2006, Cognitive Neuropsychology)
Simulations, Video Games & Learning in the Next Generation
Eric D. Klopfer, PhD, Director, MIT Scheller Teacher Education Program; Co-Director, Education Arcade; Associate Professor of Science Education and Educational Technology, Massachusetts Institute of Technology; author of Augmented Learning: Research and Design of Mobile Educational Games (2008); co-author of Adventures in Modeling: Exploring Complex, Dynamic Systems with StarLogo (2001)
The Digital Brain in the Classroom: Bridging the Digital Divide to Improve Learning
Marilee B. Sprenger, MA, Adjunct Professor, Aurora University, former teacher; author of the forthcoming book, The Digital Brain (2010), The Developing Brain (2008) and Differentiation Through Learning Styles and Memory (2008)
Educational Technology, Learning Styles & the Brain - Possibilities for Effective Special Needs, Gifted & Individual Instruction
David A. Singer, EdD, Principal Investigator, New Assessment Protocals Using the Tablet PC, iCampus Project; Researcher, Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology; co-author of Improving Learning in CS1 via Tablet-PC-based In-Class Assessment (2006)
Working with New Literacies: How the Internet is Changing Reading
Lisa Zawilinski, BA, Fellow/Doctoral Candidate, Curriculum and Instruction, NEAG School of Education, University of Connecticut; co-author of “What is New About the New Literacies of Online Reading Comprehension" (2007 NCTE/NCREL);
Heidi Everett-Cacopardo, Doctoral Candidate, NEAG School of Education, University of Connecticut;
J. Greg McVerry, EdM, Doctoral Candidate, NEAG School of Education, University of Connecticut;
Ian O’Byrne, EdM, Doctoral Candidate, NEAG School of Education, University of Connecticut
Technology Supported Instruction: Matching the Right 21st Century Tools to the Right 21st Century Needs
David A. Dockterman, EdD, Adjunct Lecturer, Technology, Innovation, and Education Program; Harvard University Graduate School of Education; Vice President and Chief Academic Officer, Tom Snyder Productions; leader in the development of scores of award-winning software programs, including FASTT Math; Decisions, Decisions; Thinking Reader; and TimeLiner; co-creator and co-writer of Science Court, the highly acclaimed animated TV show, and author of Easy Ways to Make Technology Work for You (2003), and Weaving Technology into Your Teaching (2002)
THE DEVELOPING BRAIN: TV, VIDEO GAMES & PLAY ON COGNITION
Children & Video Games: How Much Do We Know?
Cheryl K. Olson, MPH, ScD, Co-Director, The Center for Mental Health and Media, Massachusetts General Hospital; Faculty, Department of Psychiatry, Harvard Medical School; researchers on the effects of video games on teens; co-author of Grand Theft Childhood: The Surprising Truth About Violent Video Games and What Parents Can Do (2008)
The Neuroscience of Children & Media: The Impact of Television on Cognitive Development, Play & Educational Achievement
Daniel R. Anderson, PhD, Professor, Department of Psychology, University of Massachusetts, Amherst; Researcher, Sesame Street; co-author of "Media and young children's learning" (2008, Future of Children) and "Early Childhood Television Viewing and Adolescent Behavior" (2001, Monographs of the Society for Research in Child Development)
Media, Attention, Cognition & School Achievement
Marie Evans Schmidt, PhD, Staff Scientist, Center on Media and Child Health, Children's Hospital, Boston, Harvard Medical School and School for Public Health; researcher on effects of television on infants and toddlers' cognitive development; co-author of "The Impact of Television on Cognitive Development and Educational Achievement" (2006, Children and Television: Fifty Years of Research)
How Children Educate Themselves Through Free Play and Exploration: A Darwinian Perspective
Peter O. Gray, PhD, Research Professor, College of Arts and Sciences; Boston College; researcher on the educational value of child play; author of "Play as a Foundation for Hunter-Gatherer Social Existence" (2009, American Journal of Play) and "The value of age-mixed play" (2008, Education Week)
From Media Violence to Media Literacy: Keeping Students Safe and Healthy in the Information Age
David S. Bickham, PhD, Research Scientist, Center on Media and Child Health (CMCH), Children’s Hospital Boston; Instructor of Pediatrics, Harvard Medical School; co-author of “Time well spent? Relating television use to children's free-time Activities” (2006, Pediatrics)
THE SOCIAL BRAIN: TEENS, SOCIAL NETWORKING AND RELATIONSHIPS
Social Development & Youth in the Facebook Age
Margaret Weigel, PhD, Project Manager; Researcher, Developing Minds and Digital Media project and the GoodPlay Project, Project Zero, Harvard Graduate School of Education, co-author of "Learning: Peering backwards and looking forward in a digital era." (2009, International Journal of Learning and Media), "Literacy and the Web: The Best of Both Worlds" (2009, Educational Leadership) and "Developing Minds and Digital Media: Habits of Mind in the YouTube Era" (2007, Developing Minds and Digital Media Project, Harvard Project Zero)
Katie Davis, EdM, Research Assistant, GoodPlay Project, Project Zero, Harvard Graduate School of Education; former elementary school teacher; co-author, "Social Development in the Era of New Digital Media" (2009, Project Zero)
Engaging Youth to Learn in the Social-Networking Age
Erin B. Reilly, MFA, Research Director, Project New Media Literacies, Comparative Media Studies Program; Massachusetts Institute of Technology; Co-creator of Platform Shoes Forum's model program Zoey's Room, a national online community for 10-14 year-old girls
Connecting the Brain, Emotions, Empathy & Relationships in the Media Age
Mary Helen Immordino-Yang, EdD, Assistant Professor, Rossier School of Education; Research Assistant Professor, Brain and Creativity Institute for the Neurological Study of Emotion, Decision-Making, and Creativity, University of Southern California; co-author of "Neural Correlates of Admiration and Compassion" (2009, Proceedings of the National Academy of Sciences)
Emerging Adults & Dating in a Virtual World
Patricia M. Greenfield, PhD, Distinguished Professor of Psychology; Director, Children's Digital Media Center, University of California at Los Angeles (UCLA); author of "Technology and Informal Education: What is Taught, What is Learned" (2009, Science) and Mind and Media: The Effects of Television, Video Games and Computers (1984); co-author of "Adolescents on the Net: Internet Use and Well-being" (2007, Adolescence)
Teen Brains, Media Culture & Relationships
Thomas J. Cottle, PhD, Professor of Education, School of Education, Boston University; sociologist and licensed clinical psychologist; author of Sense of Self (2006), When the Music Stopped (2004) and Mind Fields: Adolescent Consciousness in a Culture of Distraction (2001)
