CONCLUSION
For students to become engaged within the classroom, educators must know their learners. For educator’s to effectively achieve this, the use of some sort of profiling tool is imperative. The more depth an educator knows their students, the more enhanced the educator’s ability to effectively plan for individualised learning approaches and the implantation of challenging learning goals. Neuroscience research has allowed for an in-depth understanding of how adolescent brains respond to certain stimuli, while providing specific strategies for the engagement of students via techniques implemented by educators (Ragnar, 2014). Today’s students have different brain structures, and that by closing the gap, by becoming a part of the technologies, and becoming part of the students generation will prove to assist in positive relationship building (Ragnar, 2014). As educators, we have a responsibility to engage students via the use of multi-modal literacy by using brain friendly strategies that facilitate improved learning outcomes. We are now in a technology revolution that is evolving at a rapid pace, so the use of revolutionary teaching strategies are imperative for the engagement of our current and future students. Students are becoming bored with traditional teaching styles and the lack of real world connection to learning. As the “gap”, or our “two cultures” widens between generations, disengagement and bad behaviour will continue to pose problems within education. New graduate teachers must acknowledge and embrace technology for enhanced teaching strategies and student learning, and to gain understanding that the technology revolution is a constant process that is frequently evolving. (Churchill, 2011 & Connell, 2007).