by Marc Prensky
Overview (well, it would be if it weren't so suggestive and opinionated)
Marc Prensky introduces his argument in favor of furthering the use of technological tools and concepts in education by suggesting, "It's time for education leaders to raise their heads above the daily grind and observe the new landscape that's emerging." Sounds vaguely familiar...wake up and smell the coffee or how about pull your head out of the sand. He continues to assert that kids are so different nowadays that "We can no longer use our 20th century knowledge or our training as a guide to what is best for them educationally."
Marc Prensky introduces his argument in favor of furthering the use of technological tools and concepts in education by suggesting, "It's time for education leaders to raise their heads above the daily grind and observe the new landscape that's emerging." Sounds vaguely familiar...wake up and smell the coffee or how about pull your head out of the sand. He continues to assert that kids are so different nowadays that "We can no longer use our 20th century knowledge or our training as a guide to what is best for them educationally."
Why we're even here then I simply cannot figure out. Prensky thinks that scholastics should be converted into video game format to achieve optimal learning. He wants to put an equal amount of students on the faculty and administrative meetings, and he thinks students should be in complete control of who they work with on assigned projects, even if the pairs or groups reach outside the classroom and clear across the world through cyber space. He even outright declares that the only reason teachers ban cell phones is because they know their lectures and learning materials are too boring to hold any student's attention, especially with that kind of stiff competition.
Reference Points:
1.) The term digital native applies to 21st century students. These students can navigate and talk about technology fluently.
2.) The term digital immigrants implies to everyone else (except perhaps the people who invented and engineered the technology that the "digital natives" are so adept at using/abusing?)
3.) "Common sense tells us that we will never have enough truly great teachers to engage these students in the old ways--through compelling lectures from those rare, charismatic teachers" (p.11).
4.) Herding: involuntary assignment of students to particular courses. (Math? Reading?).
5.) Alternatives to herding: 1 on 1 instruction (preferable 1 student/ 1 computer, not 1 student/ 1 teacher), and of course the previously mentioned self-selection of group and partners by students.
6.) A cell phone for every student...
7.) Programming is essential for modern literacy.
8.) Schools are gigantic daycare offering irrelevant credentials.
Reflection (or "more of the afore")
Footnoted at the close of this article is the information that "Marc Prensky is a speaker, writer, consultant, and game designer in education and learning." Note that the word teacher is not present in the list. Then again, Idealist is also not in the list, but Prensky is a model subject in that regard. With unlimited funds, unlimited resources, and no pesky little scores and standards to reach, all schools could at least strive to swim in the inviting waters which Prensky depicts. Although, while busy "involving [students] in discussions about curriculum development, teaching methods, school organization, discipline and assignments" teachers might not have time to teach the students any actual academic content, and most of them would likely sink to the bottom when weighted with even a moderate exam or assessment.
Reference Points:
1.) The term digital native applies to 21st century students. These students can navigate and talk about technology fluently.
2.) The term digital immigrants implies to everyone else (except perhaps the people who invented and engineered the technology that the "digital natives" are so adept at using/abusing?)
3.) "Common sense tells us that we will never have enough truly great teachers to engage these students in the old ways--through compelling lectures from those rare, charismatic teachers" (p.11).
4.) Herding: involuntary assignment of students to particular courses. (Math? Reading?).
5.) Alternatives to herding: 1 on 1 instruction (preferable 1 student/ 1 computer, not 1 student/ 1 teacher), and of course the previously mentioned self-selection of group and partners by students.
6.) A cell phone for every student...
7.) Programming is essential for modern literacy.
8.) Schools are gigantic daycare offering irrelevant credentials.
Reflection (or "more of the afore")
Footnoted at the close of this article is the information that "Marc Prensky is a speaker, writer, consultant, and game designer in education and learning." Note that the word teacher is not present in the list. Then again, Idealist is also not in the list, but Prensky is a model subject in that regard. With unlimited funds, unlimited resources, and no pesky little scores and standards to reach, all schools could at least strive to swim in the inviting waters which Prensky depicts. Although, while busy "involving [students] in discussions about curriculum development, teaching methods, school organization, discipline and assignments" teachers might not have time to teach the students any actual academic content, and most of them would likely sink to the bottom when weighted with even a moderate exam or assessment.
Before Pensky's romanticized world can even begin to take shape, a lot more is going to have to change than just teachers' attitudes toward technology. How about NCLB? What about kids who don't even know how to read? These technological geniuses that Pensky is describing do not describe all 21st century students and districts. Reality can be such a bummer. Technology IS invaluable in the classroom. Technology HAS revolutionized education and that revolution will continue and grow, but impractical good intentions arrogant presuppositions are only a flimsy raft as we attempt to navigate into that oceanic future.
Prensky, Marc. "Listen to the Natives." Educational Leadership 63.4 (2005/2006): 9-13.
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