Have we fallen behind? I am constantly impressed with the level of ease my little brothers navigate the world. Effortlessly finding directions, a new restaurant, or taking a picture which shortly arrives to their best friend’s phone. How does it all work? I am in a state of constant denial or more specifically adversity. Just when I think I have grasped the latest and greatest-something new shows up that I don’t have the slightest idea how to use. With that said I think I fall to the Digital Immigrant column. Technology obligates us to a state of constant flux and with that comes a constant state of learning. Something I thought; until the iPhone, I did fairly well. Students cross campus with what look like mobile super computers and I still find relief in my ten key mobile that dials and receives calls with the best of them.
Am I adverse? Probably. I don’t think anything beats a good book and a stiff cup of coffee in an old ratty arm chair. Apparently, a device exists called the Kindle—a magical apparatus that stores books for you. Before knowing what that really meant, I was guilty of asking if you could turn the page. I was met with omnipresent sighs of repugnance. Apparently it doesn’t. It seems that I show my age on a daily basis, questions like that are typically met with adolescent laughs. How could I not know that? This generation is slick. In fact this generation is downright savvy. The tech world has coined that term for those in the know. My 16 year old brother processes information in such a different way than I do. He is a connoisseur of digital content. He uses technology for homework, school, as a dictionary; doesn’t have a clue what a thesaurus is, yet can tell you where the synonym button is on Microsoft Word-and how to use it! His school isn’t equipped with DVD players or VCR’s; if the teacher wants to show a class movie they head to the computer lab to watch it on YouTube. When the teacher wishes them to participate in the egg drop, you all remember, some of the students head to the lab to create their contraptions on CAD or AutoDesk. (Prensky, Digital Native, Digital Immigrants, 2001) I think we had construction paper, glue and toothpicks. Maybe PlayDoo if we were lucky.
So as educators where does this leave us? Are we to compete with elaborate 3D video games and interactive content of today? There is a strong push back from the older generation that this medium is destroying our children. If this is the case, then how might we hope to connect? It might be time to embrace technology and the language associated with it. It might be time to devise some clever strategies to trick my Robo-Kid’s into learning. Those that know me know that I don’t watch television. I don’t even own a television. I have probably been to the IT help desk more than anyone in the class. However, even I see the value of integrating technology into the classroom. The issue for me is content delivery. With so much information readily available, it’s intimidation for me to know how to delivery relevant content.
There are educational sites. However, I fear my kids will lose interest? They expect to be dazzled-average content doesn’t appeal to them. Even though I am in the “Native” medium, most of my students can probably smell an immigrant like a hound can smell his mate in heat. Marc Prensky suggests we need to meet them in their medium with their language. Let them use the savvy they have gained and take ownership of their learning. Not limit it. He discusses the merits of edutainment. Engage students to explore their own learning in an interactive medium-attempts have been made, some failing. Future teachers will become elaborate story tellers on a different playing field, on that uses XML and Flash, not three by five note cards and felt tipped markers. We are moving to an age or production. Educators are developing products or devices for learning. I won’t go as far as to say lesson plans will disappear, I do think they will become less significant though. Prensky suggests that although games will engage our students, old school teachers will be pleasantly surprised that it’s not the graphics that are engaging to them. It’s not the sounds or the elaborate controls, it’s the game play. (Prensky, Engage Me or Enrage Me, 2005) The interaction is genuine and immersive. As teachers work to create and use products that engage their students, they might be pleasantly surprised to know that Monopoly or Jeopardy offers the same level of investment.
As our students tune us out, and they will, it’s important remember a major point. Don’t turn the music up louder. Change the radio station. Children want to be invested. They are interested in learning. They want to be engaged. However, they simply aren’t listening because we aren’t playing the music they like. Prensky says that the route these youth will choose as Digital Natives is so heavily dependent on us, our choices, and our willingness to adapt. (Prensky, Do They Really Think Differently, 2001) We can’t make a lackadaisical stance and see if they hop on-board. Turn the radio dial-change the style-adapt-succeed.
Another article you guys might find interesting is posted here:
http://www.edutopia.org/fantastic-super-use-technology
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