About Power Users

Who are they?

They live in the real world of our formal social structures, and play in global, virtual worlds long after we are asleep. They have avatars interacting with children and adults around the globe, make friends with strangers, ask questions of experts and get answers as peers. Power Users are identified, not only by what they know, but also by what they do with what they know. They are individuals who break out of the confines of traditional learning, demographic, or technological barriers by constantly using, sharing, creating, producing, or changing information in creative, innovative and/or unintended ways so that they become force multipliers in their own environments. More…

Why are they important?

By the age of 10 to 15, Power Users are in control of their technologies and have become self-directed learners, seeking and constructing new learning from their environments and from one other. The Internet provides powerful opportunities for millions of children worldwide for social affiliation and for playing with identity. These experiences are occurring at a developmental stage when Power Users are evolving their own personal interests and formulating their values, envisioning possible futures, and setting themselves on paths leading to professional, technical, and service careers. It is also at this developmental stage where females and cultural minorities are more likely to fall out of the pipeline to mathematical, scientific, engineering, and technical careers.

Research from various fields tells us that Power Users may, indeed, be different from those youth who have more limited access and experience with technology. Research on how people learn tells us that “experts” exhibit certain ways of thinking and problem-solving. Power Users are technology “experts.” We know that intensive, long-term experiences with technology can change the ways our young people process information. Research on brain plasticity tells us that chemical and biological changes in the brain can be influenced by experience. What, then, is the influence of the intensive, long-term, continuous technology experiences, coupled with the self-directed learning patterns of Power Users? This research initiative will help us understand better that these children are unique in our human experience. This project will identify existing research and ask questions that will inform the development of a long-term research agenda.

We have gathered descriptive studies on the emergent culture of Power Users of Technology. However, we have found no relevant long-term studies that begin to capture this phenomenon to explain the behaviors of this emergent culture in relation to education, workforce, and economic development issues.

Technology is not only influencing young people. The behaviors that characterize teens’ use of technology—socializing, multitasking, going mobile, making personal statements, collaborative computing—are increasingly influencing what is being developed in industries from telecoms to electronics to software. . (some industries have been asking how to market to avatars). This includes emerging changes in the education industry—everything from virtual online learning to new ways of “knowing” in the classrooms and beyond. Kids have the time and inclination to experiment, and the futurists are listening to what they have to say.

Why should we invest in this work?

Because we know that Power Users from around the world offer humanity an entirely new source of talent and imagination for the future. But, our goal is not simply to nurture these unusual and masterful young Power Users to create a new elite . . . but to understand better what is at the heart of their thinking and to be far more intentional in bringing this knowledge together to give all children the opportunity to take advantage of what technology can offer . . . and more importantly, to create welcoming environments that encourage young people to be creators and inventors of new technologies that connect us and improve our world.

But this is not just about the young people—it is also about being open to the idea that what we learn may turn the learning systems inside out and upside down—-paving the way to entirely new ways of creating knowledge.

If we believe that technology can change the world, we cannot avert our eyes, pretend it is not happening, or make sweeping generalizations based on our current ways of explaining phenomenon. We need to dig deep, to open our eyes by allowing ourselves to peer through the eyes and hearts of the next generation—to listen and let the children open our minds. Together, we may be able to create a new brand of wisdom and hope that creates new environments for idea generation and makes the world a better place.

And so, we welcome and challenge you to join us in this exploratory learning community—and to work differently together to understand the tremendous potential of our young people around the world and to help this next generation take on the mantle of leadership that will make this world a better one. The cascading set of concepts emerging from this effort so far is profound . . . and has great potential for impact. We invite you to join us in this journey—and to forge new and promising pathways with the Power Users and with each other.

This is not just a dream—it is a real possibility; if we have the will and the desire to open ourselves to the promises it holds.