This link has been bookmarked by 29 people . It was first bookmarked on 05 Aug 2006, by Lynn Marentette.
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10 Sep 08
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31 Aug 08
Martin CisnerosArticle- Educational Leadership - Schools are stuck in the 20th century. Students have rushed into the 21st. How can schools catch up and provide students with a relevant education?
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29 Aug 08
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Caroline Bucky-BeaverGreat article from January 2006 by Mark Presnky that speakd of the Digital Natives and how we need to adjust our teaching to meet their needs. The last paragraph particularly struck me.
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Schools are stuck in the 20th century. Students have rushed into the 21st. How can schools catch up and provide students with a relevant education?
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digital native
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native speakers of technology, fluent in the digital language of computers, video games, and the Internet.
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those of us who were not born into the digital world as digital immigrants.
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We have adopted many aspects of the technology, but just like those who learn another language later in life, we retain an “accent” because we still have one foot in the past
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As educators, we must take our cues from our students' 21st century innovations and behaviors, abandoning, in many cases, our own predigital instincts and comfort zones.
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Teachers must practice putting engagement before content when teaching.
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They need to laugh at their own digital immigrant accents, pay attention to how their students learn, and value and honor what their students know.
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They must remember that they are teaching in the 21st century. This means encouraging decision making among students, involving students in designing instruction, and getting input from students about how they would teach. Teachers needn't master all the new technologies. They should continue doing what they do best: leading discussion in the classroom. But they must find ways to incorporate into those discussions the information and knowledge that their students acquire outside class in their digital lives.
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More and more of our students lack the true prerequisites for learning—engagement and motivation—at least in terms of what we offer them in our schools. Our kids do know what engagement is: Outside school, they are fully engaged by their 21st century digital lives.
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If educators want to have relevance in this century, it is crucial that we find ways to engage students in school.
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Herding is students' involuntary assignment to specific classes or groups, not for their benefit but for ours. Nobody likes to be herded, and nobody learns best in that environment. As educators become “teacherds” rather than teachers, we all lose.
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There are two effective 21st century alternatives to herding. The first is one-to-one personalized instruction, continually adapted to each student as he or she learns
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How can we make our instruction more adaptive and, as a result, far more effective? Just ask the students; they'll know. Adaptivity, along with connectivity, is where digital technology will have its greatest impact on education.
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second alternative to herding is having all learning groups self-select. Kids love working with their friends, especially virtually. I'm not saying, of course, that students should join any group in this context, but that they should be able to choose their own learning partners rather than having teachers assign them.
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One of the most important tools for 21st century students is not the computer that we educators are trying so hard to integrate, but the cell phone that so many of our schools currently ban
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The voice capabilities of the cell phone can help users access language or vocabulary training or narrate a guided tour. Teachers could deliver interactive lessons over a cell phone and use short messaging service to quiz or tutor students.
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Our students, who are empowered in so many ways outside their schools today, have no meaningful voice at all in their own education. Their parents' voices, which up until now have been their proxies, are no longer any more closely aligned with students' real education needs than their teachers' voices are. In the 21st century, this lack of any voice on the part of the customer will soon be unacceptable.
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If we don't stop and listen to the kids we serve, value their opinions, and make major changes on the basis of the valid suggestions they offer, we will be left in the 21st century with school buildings to administer—but with students who are physically or mentally somewhere else.
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27 Apr 08
Helen Mongan-Rallis
<clipping> Educational Leadership
EL Cover
December 2005/January 2006
December 2005/January 2006 | Volume 63 | Number 4
Learning in the Digital Age Pages 8-13
Listen to the Natives
Schools are stuck in the 20th century. Students have rushe -
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04 Jan 08
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06 Dec 07
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08 Oct 07
Jennifer BarnettPrensky's article about involving students in curriculum planning
digitalnatives education interactive technology prensky learning multimedia games development curriculum
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30 May 07
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09 Aug 06
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05 Aug 06
Lynn MarentetteListen to the Natives article by Marc Prensky in the Dec 2005/January issue of Educational Leadership. A must-read for non-techy teachers and school administrators.
organizations Listen to the Natives digital immigrants Prensky interactive multimedia technology ASCD association for supervision and curriculum development publications
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06 Jun 06
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22 May 06
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11 May 06
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19 Mar 06
Lynn MarentetteListen to the Natives article by Marc Prensky in the Dec 2005/January issue of Educational Leadership. A must-read for non-techy teachers and school administrators.
organizations Listen to the Natives digital immigrants Prensky interactive multimedia technology ASCD association for supervision and curriculum development publications Delicious
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13 Feb 06
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