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Why the Brain Likes Digital Learning: Employing Brain-informed Instructional Strategies

Participate and share

Participate and share : Poster

Dr. Bobbi Hansen  
This presentation addresses the science of learning and ways that digital technologies impact day-to-day learning and teaching in classrooms. Examples include: (1) why some teaching strategies are more in tune with how the brain learns, and, (2) how technology may assist students to access, manipulate and communicate ideas.

Audience: Teachers, Teacher education/higher ed faculty, Principals/head teachers
Skill level: Beginner
Attendee devices: Devices not needed
Participant accounts, software and other materials: No additional software apps or accounts will be needed
Topic: Science of learning
Grade level: PK-12
ISTE Standards: For Educators:
  • Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.

Proposal summary

Purpose & objective

This interactive presentation incorporates recent advances in the neurosciences regarding the science of learning. With the goal of meeting the needs of a diverse student population, participants will:
• Derive important educational implications from neuroscience on classroom practice.
• Recognize of how digital technologies may mediate emotions in thinking and learning
• Connect brain research to evidence-based instructional strategies, including blended learning.
• Recognize the role of digital technologies in assessments and homework.
• Apply the findings from neuroscience to support differentiation of instruction for all students.

Participants will draw upon their own classroom experiences and dialogue with one another as we examine each of the above topics.

Supporting research

1. Whitman, G. & Kellaher, I., (2016). Neuro-teach: Brain Science and the Future of Education. Lanham, MD: Rowman & Littlefield.
2. Wolfe, P. (2010). Brain Matters: Translating Research into Classroom Practice, 2nd Edition, ASCD.
3. Sprenger, M. (2018). How to Teach So Students Remember, 2nd Edition, ASCD.
4. Immordino-Yang, M. H., and Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education 1(1), 3-10.

Paul B. Yellin, Associate Professor at New York University School of Medicine and Director of the Yellin Center for Mind, Brain, and Education, talks about the need for an equal partnership among neuroscientists, teachers, and clinicians. His goal is to create a language and vocabulary that enable everyone to discuss how different brains work differently.

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Dr. Bobbi Hansen, University of San Diego

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