Prensky Blog Prompt 1

1. Discuss the apparent contradiction of the video “I Need My Teachers to Learn” and Prensky’s comments that “teachers do not need to learn to use it [technology] themselves.” How could you compare the ultimate goal of both approaches? Your opinion?

Initially I didn’t notice much of a contradiction between the two videos. I felt like the video “I Need My Teachers to Learn” was saying the same thing as Mr. Prensky – that teachers need to learn how to adapt their teaching methods to current trends, not that they need to learn to use technology. But I went back and reviewed the video by Mr. Honeycutt and felt that he was saying that the teachers need to learn to use the technology their students are using without being afraid, because it is holding the students back from developing many important skills. Mr. Honeycutt feels that the teachers need to know and understand the technology in order to teach students effectively in our day and time.

Mr. Prensky, however, does not find it necessary for educators to know how to use the technology. This is because he feels the students will be the users of the technology and the teachers are more like guides for the students to steer them in the right direction. If a teacher were to use the technology in their teaching, it would revert back to less of a student directed learning.

As for my opinion, I think there needs to be a balance. I don’t feel as though a teacher needs to be an expert on every single form of technology used in the world of education, but I do think it is helpful for a teacher to be familiar with the more common forms of technology used. If a teacher is completely in the dark about how these technology tools are used and what they are capable of, I feel like it would be very hard for them to be an effective partner or guide in the learning process.

2. Discuss one main point that Prensky poses in this week’s readings and provide links to and discussion about two or more articles, websites, videos, blogs, podcasts, etc. (from different authors) that contribute to this point.

One important point that Mr. Prensky (2010) made in the assigned readings this week was that “colleges and employers are also changing their expectations” (p. 27) as to what students should know and learn. This means that we, as K-12 educators have to change what and how we are teaching our students. If we don’t, we are not preparing them adequately for the future.

According to an article on educationworld.com, students are learning the important core content in school, but this is not sufficient. They need to know other skills, such as working on teams and in groups. This is so vital because a large majority of careers and employers require employees to work in this manner (Caron, 2011).

An article by Dostis (2013) further proves this point. She states that “fewer than two in five hiring managers who had interviewed recent graduates in the past two years found them prepared for a job in their field of study” (Dostis, 2013). A big cause of this is because the rate at which our world and workforce requirements are changing is occurring to fast for the schools to keep up.All of this information is worrisome. If educators are not able to adapt our methods, we are going to fail our students. If our students aren’t prepared to take on jobs, the future of our world could be in jeopardy.

3. Give one instructional example of each component of C-Rea-T-E in Partnering and justify each example. Your examples may come from the Prensky book or you make up examples in keeping with Prensky’s philosophy.

C “One student who learned that his grandmother has cancer was able to find online, by himself, using skills he had learned, not only the best hospital for her to go to, but the name of the doctor with the best success rate in dealing with the particular cancer she had” (Prensky, 2010, p. 20). Level 5 – student generated project, complex thinking like a content expert, planning.
R “Students made a video on genetically modified food that changed their parents’ shopping habits” (Prensky, 2010, p. 20) Level 4 – Learning emphasizes and impacts the classroom, school, or community.
Ea “Peer-to-peer learning” (Prensky, 2010, p. 26) Level 4 – students partner with the teacher to define the content, process, and/or product, students collaborate with other students.
Te “Student-made video about not videoing other students and posting it on YouTube” (Prensky, 2010, p. 23). Level 4 – technology is essential to project completion, promotes collaboration among students, helps solve a problem

 

 

 

Caron, S. W. (2011). Tomorrow’s Workforce: What Students Need. Education World. Retrieved from http://www.educationworld.com/a_admin/tomorrows-workforce-what-students-need.shtml

 

Dostis, M. (2013). Degree Alone Not Enough to Prepare Grads for Workforce. USA Today. Retrieved from http://www.usatoday.com/story/news/nation/2013/10/31/more-than-a-college-degree/3324303/

 

I Need My Teachers to Learn (Kevin Honeycutt). Retrieved from https://www.youtube.com/watch?v=vwOCY0nPDG0

 

Marc Prensky – Wartburg College Commission on Mission. Retrieved from https://www.youtube.com/watch?v=mCBztboW348&feature=related

 

Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks, CA:Corwin Press.

11 thoughts on “Prensky Blog Prompt 1

  1. Reply to Kyle Comley’s Blog Post

    It seems as though student directed learning has been around for quite a while, in one form or another. Unfortunately, with certain demands as teachers, it can be difficult to use these methods. I like that you brought up the idea of students teaching other students how to use technology. I have often used students to teach other students, by pairing them together based on abilities. I feel that sometimes peers are better able to explain difficult concepts to each other better than I am able to explain it to them. It’s too bad it’s not always possible to use these methods on a regular basis.

  2. Reply to Ronda Hoffman’s Blog Post

    I also didn’t see a contradiction between the Honeycutt & Prensky videos at first. I had to go back and watch them a few times before I was able to make a distinction between Prensky just wanting teachers to adapt their methods and Honeycutt having a desire for teachers to learn the technology. I hadn’t thought about the two videos being from different view points – one from the students’ view and the other from the teachers’ view.

  3. Jennifer,

    Since I am on a different path in this program, I will only be replying to one of your posts. However, I have read all of them, and you did an incredible job capturing the idea in each of your responses.

    I will be responding to question 2 in the Prensky post. I too feel there is some dissemination between the requirements in the workforce, and what student’s are expected to know leaving college. According to a study done at ACT.org (2015), students going into college and students preparing for the workforce out of high school meet equal benchmarks on entrance exams. The study shows students going straight into the workforce show little variance in salary and progression versus their counterparts that go into college. Therefore, students are prepared to start working right after high school, and can gain certifications for employment.

    This brings home your point that students are spending money, and years of college in preparation of something they may not be qualified for in the end.

    Reference:

    https://www.act.org/research/policymakers/pdf/ReadinessBrief.pdf

  4. Hello, Jennifer! I enjoyed your articles in question #2. I am following the Initial Certification route, so I only had to post one response and this is the question I chose to answer. I agree with you that teachers need to adjust how they are teaching students and that they need to be taught to be more prepared for the real world. Both of your articles speak to my beliefs that we are not teaching students the right skills, or at least not in the right way. Great job on this assignment in my opinion!

  5. I agree with you that there does need to be a balance between the teachers serving as a guide or coach and their knowing the technology. I feel that in this day, that the two go hand in hand.
    Your answer to the second prompt supports what you said to the first prompt. If the educators are not teaching the students technology, it is difficult for graduates to be prepared for the workforce. This is definitely a challenge.

  6. I agree that we as teachers need to change how and what we are teaching our students if we want them to be successful in the future. I think new teachers and most other teachers try and keep up with the times to help the students gain the skills they need for when they graduate. There are some teachers who have worked so long that they are set in their ways and will not adapt to the changing times, which is not beneficial for the students or the teacher. I think all teachers should be willing to make that change.

  7. I’ve seen the same comment where classmates didn’t see a lot of difference between Prensky’s concepts and the Honeycutt videos and has to look twice. I felt like the video was continuously showing us how teachers were hindering advanced learning by not being open to technology. Great answer on #2. It’s so true that in the end we are preparing students to be successful way beyond the classroom – In life. We’re really doing them no favors by hindering their access or use to the most up-to-date technology. Technology that even by the time they enter the workforce may be obsolete or revamped. That could only leave them even further behnd. Great job!

  8. I appreciated your balance concerning question 1. As you said, you cannot expect every teacher to be an expert on all technology, but they do need to be aware of current technology. I have found myself wondering this hypothetical question: What if a teacher is amazingly effective without technology? For example, one of my friends is a history teacher and she chooses to act-out and sing about the historical event. Students love it and retention is great. Should she keep doing what works? Or try to incorporate or encourage technology somewhere?

  9. I totally agree with you, in regards to our need for balance. “If a teacher is completely in the dark about how these technology tools are used and what they are capable of, I feel like it would be very hard for them to be an effective partner or guide in the learning process.” This was very well said.

    As educators, we need to stop shying away from new technologies and instead take on the role of a learner. When kids approach us with new ideas and new technologies our response should be “show me how” more than “no.” Let our students teach us new things! Everyone wins in that scenario.

  10. You make a great point about how teachers must change and adapt according to what employers and higher educational institutions are demanding. I also agree with you that there needs to be a balance between the Honeycutt and Prensky approaches to teacher use/knowledge of technology. Teachers must use technology and learn new skills in order to meet students’ needs.

  11. hi Jennifer,
    About the first question, I think my thoughts is very similar with yours. Teachers really need know something about the newest technology so they can understand kid’s thoughts better, so they can “adapt their teaching methods to current trends” better.

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