1. For me personally this fits. I try to use my limited knowledge of technology to assist the students interest in my topic of Environmental Science. I can find nice short clips at home on my home computer, but Baltimore County denies acess. I can find webquest that would be nice but getting computers in the classroom is very difficult. (Limited amount available) Especially now with replanning 85 minute periods. I do step by step because I feel most of my students get confussed if you don,t and then you spend more time reexplaining over and over. I'm not sure how to use the shared drive so I miss out on how to obtain certain information about policies of use. I would like to do more stimulating activiities, I'm hoping this class will help me. 2.The school has the technology available, but it is not as available for large classes of 30 or more. 3. I believe education is not just entertainment, how to get both knowledge for benchmarks on the time restraints placed upon us and make it more exciting is the problem. Now with 50% of your evaluation on student success what is important changes. They need the knowledge to pass, because there is no time built into the benchmark schedule to reteach during class. If there was a way to bridge the fun with terminology, facts it would be great. It is amazing how they know all about sports facts, lyrics to songs, etc. but can't apply it to class. I guess that is our job.
Digital Natives vs. Digital Immigrants while seemingly a great divide in terms of learning, is a problem every generation has faced and overcome. As new technolgies evolve, there are people who have aquireded the technology through hard work and refinement all the time having already masterered an older technology, and those that have learned the technology firsthand and will most likely have to aquire a newer technology later in life. The issue is not if one generation or another learn one way or another but can the older generation relearn itself and pass that ability on to the newer gerneration.
To what extent are his observations accurate for your classroom?your school? This is very accurate for my classroom and school. Many of the students (most) can text, game, instant message, etc. as they go about their daily routines. Students choose to google or use another search engine to locate information and solve problems. They can load, unload, use, and manipulate many programs, computers, phones, Ipods, games, etc. Students do have a hard tiem working with the Interwrite tablet, but when I give them the chance to practice, they voluteer faster and more frequently.
Do you have any concerns with his observations and conclusions about 21st century teachers, students, and learning? There are many teachers, including myself, that need to catch up with the computer age. I am pretty computer savy, but still have no programming skills. In order to produce an engaging educational game, I need to learn how to program, animate, and run exciting and active games and software. Students do need to learn how to access information in many different formats. I do remind them that the computer might not always be the fastest, and they need to know where and how to access the information (whether it is with books or computers). Technology is very expensive and time consuming to keep working and keep up to date.
1. This article is very relevant to my classroom environment. My kids are constantly telling me that I am going old school using the chalkboard to deviate from my powerpoint slides. Whenever students ask me a question I find it easier to address the question using the chalkboard rather than trying to see if I can get my interwrite tablet to work. I have tried to to use the interwrite tablet in my classroom, but I feel that it causes me to look bad in front of my class. The class does like to use the computers and electronic lab equipment when we do activities, but I need to take the time to feel comfortable with the equipment.
2. I think that our school is trying to stay up to date with technology however between the budget and how quickly technology changes it is hard to keep up. Not to mention the hours it takes to do professional development.
3. No, I think his observation is correct we as educators are trying to hold on to what we know and what we experienced when we learned the material. However, we need to prepare this new generation to move into this new virtual world. I think that we both can learn a lot from each other, the Digital Natives will help us through the technology and we will help them through the material being learned.
All Business Courses are to be taught in computer labs throughout the county and this has been a policy for many years. It was thought that we would be using e-books much sooner also. The technology was provided and classes offered to help the teachers (now known as digital immigrants) interface our curriculum with technology. However it was still required that we have a physical book to use in instruction. Over the years and many workshops later--not to mention a network of business teachers who are sharing great lessons and software, we are starting to teach the curriculum the way the authors of it envisioned.
I find that the students will do the reading--but only if I give them a reading outline/guide which I create and I realize most just read for facts. That is okay. This generation is not interested in discussing all the topics--only those that relate to them or interest them. However the new 5E lesson plan format combined with access to a computer seems to work. If I give them a handout that I am going to model--they copy the information, but do not necessarily understand the information. However, when I give them the handout, give them 5 to 10 minutes to figure it out (Exploring) and then go over it, it seems to appeal to them better and they will learn through exploring and making and correcting mistakes.
Business also has several Virtual Business Software Programs that use a SIMMS type of program. However, these programs are difficult to use unless instruction is given by the teacher. Once again the best way is to let them have a go at the program without instruction and before they reach the furstration point, drop back and give them "pointers", what we digital dinasours call instruction.
To what extent are his observations accurate for your classroom? Yes, this is accurate as far as my students are concerned in both the IB Program and the general French classes I teach. Students learn quickly if they are engaged and the classes are moving quickly. The students want to listen to music and read while taking note. In other words, they have their ipods in, look at text and still can tell you where they are in a reading. The IB students have laptops and they are great at doing many tasks at once--even if none of the tasks pertains to the topic discussed. They believe that they can multi-task but I am not convinced that they can do any of those tasks well or to any exent.
your school? As far as the school is concerned, I think that Kenwood does a good job at making technology part of daily life. With SWIPE, edline and morning announcements through the computer, students know where to find inforamtion yet there there is a still disconnect between those student that have access to technology and those that don't. Students will have cellphones and video games but they will not always have the internet at home. This makes it difficult to go fully digital for students and parents in a community such as Kenwood.
Do you have any concerns with his observations and conclusions about 21st century teachers, students, and learning? My concerns for the 21st century and learning have to do with the aspect of fun, learning and expense. As noted in the reading, Prensky states that kids have grown up with Seseame Street where learning is fun and incidental. As learning continues and the child grows, learning, through school or life is not always fun. More than the learning, standardized tests and assessments are not fun. They fail to be fun and they often want specific answers that are may not be gained from creative digital learning. The main concern that I have with his observation on the digital native is that technology is expensive. The gap between students that have and students that have not is growing each year and the technology that schools have may only be a small percentage of what is available.
The first thing that hit me was ... how old is this man? Would he be considered a native or an immigrant. And depending on his age, does that sway his perspective. I found his thoughts, points and opinions interesting. I do believe, that we, the immigrant teachers, do need to rethink the way we teach, not what we teach, but how we teach. We need to make the information more accessible to our students in a way that they naturally would grasp new content -- through technology. But how do we do this??????? As creative as we can be, which is what Mr. Prensky wants us to be, imaginative. It only works to the extent our budget will allow us to go. There is technology available, but only if the dollars are there. I would like to hear about ways we can reach our students and be creative using the technology that is available to us now. Maybe that is just the immigrant in me coming through with a clear accent, or maybe it's just an excuse, but I will admit, I want to teach the natives in their native language, but I have a long road ahead of me to get to a point where I can meet the natives on a level playing field.
1. Although I have more of a tech back ground than some of my peers, I do not use all of the technology around me. My students and children spend more money and time on technology thus giving them more access to technology and allows them to use of it on a daily bases. This makes me feel overwhelmed in what they know; making them better at using the technology and it gives them more time using that technology. Thus when students use technology, it looks like it comes to them naturally. 2. I find that the county holds back the experimentation of technology by block sites and downloading of software in order help teacher keep up new technologies. Thus if the teacher is not able to use it, the students will not get the chance to use it in the school. 3. Teacher evaluations are still given on how good the students do on benchmarks and tests with or without the use of computers. Until school system change and training given to teachers, the educational system will lag behind.
I think his observations are very accurate for my classroom and for our school. I know that the students are accustomed to lots of color and action which is difficult to reproduce in the classroom. My brain is programmed old school and even when I try new things I'm processing it through my brain. I think it will be easier to step forward a little with the Promethian board and Activinspire. A school where every child has access to a computer would make the steps into the digital world easier. I think that music can be an asset to learning and is for me because I grew up in a house where music was always playing. I have been able to train my brain to listen to a book on cd while doing math problems and other activities, so I am sure that we can reprogram, just not sure how long it takes to become 2nd nature. I'd love for my lesson to be like video games but I haven't played them so that puts a crimp in the learning scale.
I agree with his observations both in my classroom and my school. Students are exposed to enormous amounts of technology, and expect it to be used in their daily instruction. They do not understand why, especially in mathematics, they must learn how to solve problems both by hand and using technology, usually a calculator. They want the calculator to do all of the work for them. But, as teachers we are expected to show them both ways. I make every effort to incorporate technology into my daily teaching. But there are limitations since you have to demonstrate how to use software before students can use it, which can take a lot of time. If every student had a computer with them for daily instruction, it would make incorporating them much easier. In addition, they could have all of their textbooks stored on their computer. I am hoping to learn some different ways to incorporate technology into my classroom.
I agree with everything Prensky said. And I will admit i am a digital immagrant. my problem is in the classroom, i am used to doing things in an "old school" fashion. its not because its what i'm used to, it deals more with the fact that the technology isn't always reliable. to me that is what always messes up my lesson plan. my inter-write tablet doesn't always work - for me it is just easier to put up a transparancy and have the kids write on that. these lessons sound like a good idea, except for the fact that i don't teach in a computer lab. perhaps that is what really needs to change.
Mark Prensky's observations have proven to be accurate in my classroom. When started teaching ten years ago I thought I would be modeling the teaching styles of those teachers who impacted me. That didn't last long. What worked for me wasn't and isn't working for the students I teach today. Luckily it didn't take me long to figure it out. To help me adapt I spend time with younger family members and students to try to understand what they like and how they learn so that I can plan lesson aroud them. It takes a great deal of time and energy but I noticed that my classroom isn't the one with major behaivor problems or class cuts. If students in my room are bored I try to find out why so that I may do better next time. As I talk with coworkers many in the older generation blame students and their parents for not taking ownership in the students learning but at the same time there style of teaching hasn't changed since the 80's. When do have to pacifiy students as educators but I think we should be meeting their needs which would bring a whole new meaning to differentiation instruction. My main concern with having teachers adapt to the learning styles of the Digital Natives is that there is not enough planning time to prepare and modify lessons to meet their needs and for them to learn content information.
started by Mrs. Warner on 26 Sep 10
2.The school has the technology available, but it is not as available for large classes of 30 or more.
3. I believe education is not just entertainment, how to get both knowledge for benchmarks on the time restraints placed upon us and make it more exciting is the problem. Now with 50% of your evaluation on student success what is important changes. They need the knowledge to pass, because there is no time built into the benchmark schedule to reteach during class. If there was a way to bridge the fun with terminology, facts it would be great. It is amazing how they know all about sports facts, lyrics to songs, etc. but can't apply it to class. I guess that is our job.
This is very accurate for my classroom and school. Many of the students (most) can text, game, instant message, etc. as they go about their daily routines. Students choose to google or use another search engine to locate information and solve problems. They can load, unload, use, and manipulate many programs, computers, phones, Ipods, games, etc. Students do have a hard tiem working with the Interwrite tablet, but when I give them the chance to practice, they voluteer faster and more frequently.
Do you have any concerns with his observations and conclusions about 21st century teachers, students, and learning?
There are many teachers, including myself, that need to catch up with the computer age. I am pretty computer savy, but still have no programming skills. In order to produce an engaging educational game, I need to learn how to program, animate, and run exciting and active games and software. Students do need to learn how to access information in many different formats. I do remind them that the computer might not always be the fastest, and they need to know where and how to access the information (whether it is with books or computers). Technology is very expensive and time consuming to keep working and keep up to date.
2. I think that our school is trying to stay up to date with technology however between the budget and how quickly technology changes it is hard to keep up. Not to mention the hours it takes to do professional development.
3. No, I think his observation is correct we as educators are trying to hold on to what we know and what we experienced when we learned the material. However, we need to prepare this new generation to move into this new virtual world. I think that we both can learn a lot from each other, the Digital Natives will help us through the technology and we will help them through the material being learned.
I find that the students will do the reading--but only if I give them a reading outline/guide which I create and I realize most just read for facts. That is okay. This generation is not interested in discussing all the topics--only those that relate to them or interest them. However the new 5E lesson plan format combined with access to a computer seems to work. If I give them a handout that I am going to model--they copy the information, but do not necessarily understand the information. However, when I give them the handout, give them 5 to 10 minutes to figure it out (Exploring) and then go over it, it seems to appeal to them better and they will learn through exploring and making and correcting mistakes.
Business also has several Virtual Business Software Programs that use a SIMMS type of program. However, these programs are difficult to use unless instruction is given by the teacher. Once again the best way is to let them have a go at the program without instruction and before they reach the furstration point, drop back and give them "pointers", what we digital dinasours call instruction.
Yes, this is accurate as far as my students are concerned in both the IB Program and the general French classes I teach. Students learn quickly if they are engaged and the classes are moving quickly. The students want to listen to music and read while taking note. In other words, they have their ipods in, look at text and still can tell you where they are in a reading. The IB students have laptops and they are great at doing many tasks at once--even if none of the tasks pertains to the topic discussed. They believe that they can multi-task but I am not convinced that they can do any of those tasks well or to any exent.
your school?
As far as the school is concerned, I think that Kenwood does a good job at making technology part of daily life. With SWIPE, edline and morning announcements through the computer,
students know where to find inforamtion yet there there is a still disconnect between those student that have access to technology and those that don't. Students will have cellphones and video games but they will not always have the internet at home. This makes it difficult to go fully digital for students and parents in a community such as Kenwood.
Do you have any concerns with his observations and conclusions about 21st century teachers, students, and learning?
My concerns for the 21st century and learning have to do with the aspect of fun, learning and expense. As noted in the reading, Prensky states that kids have grown up with Seseame Street where learning is fun and incidental. As learning continues and the child grows, learning, through school or life is not always fun. More than the learning, standardized tests and assessments are not fun. They fail to be fun and they often want specific answers that are may not be gained from creative digital learning. The main concern that I have with his observation on the digital native is that technology is expensive. The gap between students that have and students that have not is growing each year and the technology that schools have may only be a small percentage of what is available.
2. I find that the county holds back the experimentation of technology by block sites and downloading of software in order help teacher keep up new technologies. Thus if the teacher is not able to use it, the students will not get the chance to use it in the school.
3. Teacher evaluations are still given on how good the students do on benchmarks and tests with or without the use of computers. Until school system change and training given to teachers, the educational system will lag behind.