This link has been bookmarked by 103 people . It was first bookmarked on 29 May 2008, by Qien Kuen.
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22 Oct 09
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The students generally express a variety of feelings -- gratitude for the good teachers they have, and frustration with the greater number they find not so good.
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. "There is so much difference between how students think and how teachers think," offered a female student in Florida. A young man commented, "You think of technology as a tool. We think of it as a foundation -- it's at the basis of everything we do."
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I've heard some teachers claim that this is nothing new. Kids have always been bored in school.
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Today's kids hate being talked at. They hate when teaching is simply telling. They hate lectures and tune them out.
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20 Oct 09
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"continuous partial attention" (CPA), a term coined by Linda Stone, who researches trends and their consumer implications. Stone describes CPA as the need "to be a live node on the network," continually text messaging, checking the cell phone, and jumping on email. "It is an always-on, anywhere, anytime, anyplace behavior that involves an artificial sense of constant crisis," she writes. "We pay continuous partial attention in an effort not to miss anything."
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the kids find it valuable to share with their educators their opinions on how they want to learn.
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After hosting dozens of these conversations, I realize one thing: We just don't listen enough to our students.
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for any system to work successfully in these times,
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we must combine top-down directives with bottom-up input.
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06 Oct 09
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One of the strangest things in this age of young people's empowerment is how little input our students have into their own education and its future.
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have almost no choices at all about how they are educated -- they are, for the most part, just herded into classrooms and told what to do and when to do it
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when it comes to how we structure and organize our kids' education, we generally don't make the slightest attempt to listen to, or even care, what students think about how they are taught.
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've heard some teachers claim that this is nothing new. Kids have always been bored in school. But I think now it's different. Some of the boredom, of course, comes from the contrast with the more engaging learning opportunities kids have outside of school.
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01 Oct 09
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27 Sep 09
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23 Sep 09
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18 Aug 09
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11 Aug 09
Honor MoormanHow tech-obsessed iKids would improve our schools.
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28 Jun 09
Tom MarchMark Prensky's take and comments back from readers
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08 Jun 09
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21 May 09
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empowerment is how little input our students have into their own education and
its future. Kids who out of school control large sums of money and have huge
choices on how they spend it have almost no choices at all about how they are
educated -- they are, for the most part, just herded into classrooms and told
what to do and when to do it. Unlike in the corporate -
One of the strangest things in this age of young people's empowerment is how
little input our students have into their own education and its future. Kids who
out of school control large sums of money and have huge choices on how they
spend it have almost no choices at all about how they are educated
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23 Mar 09
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19 Mar 09
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- What experiences in school really engaged you?
- How do you use technology in school as opposed to outside of school?
- What are your pet peeves?
- What experiences in school really engaged you?
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One teacher queried, "Do computers cut you off from the world?" Not at all, said
an excited student: "We share with others and get help. Technology helps -- it
strengthens interactions so we can always stay in touch and play with other
people. I've never gone a day without talking to my friends online." - 2 more annotations...
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"I'm bored 99 percent of the time." (California)
"School is really, really boring." (Virginia)
"We are so bored." (Texas)
"Engage us more." (Texas)
"[My teachers] bore me so much I don't pay attention." (Detroit)
"Pointless. I'm engaged in two out of my seven classes." (Florida
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Students universally tell us they prefer dealing with questions rather than
answers, sharing their opinions, participating in group projects, working with
real-world issues and people, and having teachers who talk to them as equals
rather than as inferiors. Hopefully, this is useful information for teachers and
other educators -- and it is important that educators realize just how universal
these opinions are.
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13 Feb 09
Joe WoodAfter hosting dozens of these conversations, I realize one thing: We just don't listen enough to our students. The tradition in education has been not to ask the students what they think or want, but rather for adult educators to design the system and cur
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22 Jan 09
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One of the strangest things in this age of young people's empowerment is how
little input our students have into their own education and its future. Kids who
out of school control large sums of money and have huge choices on how they
spend it have almost no choices at all about how they are educated -- they are,
for the most part, just herded into classrooms and told what to do and when to
do it. Unlike in the corporate world, where businesses spend tens of millions
researching what their consumers really want, when it comes to how we structure
and organize our kids' education, we generally don't make the slightest attempt
to listen to, or even care, what students think about how they are taught. -
- What experiences in school really engaged you?
- How do you use technology in school as opposed to outside of school?
- What are your pet peeves?
- What experiences in school really engaged you?
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12 Jan 09
Adam BriceHow tech-obsessed iKids would improve our schools." /> <meta http-equiv="Content-Type" content="text/html; charset=utf-8
edutopia prensky digital_literacy twentyfirstcentury digital_citizenship
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08 Jan 09
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02 Jan 09
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t is a measure of the malaise of our educational system that these old folk -- smart and experienced as they may be -- think they can, by themselves and without the input of the people they're trying to teach, design the future of education.
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This is unacceptable and untenable. It's also dangerous. We treat our students the way we treated women before suffrage -- their opinions have no weight. But just as we now insist that wo
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26 Nov 08
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17 Nov 08
David Muir"A lot of teachers make a PowerPoint and they think they're so awesome," said a girl in Florida. "But it's just like writing on the blackboard."
prensky digital_literacy Learning twentyfirstcentury digital_citizenship education
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"A lot of teachers make a PowerPoint and they think they're so awesome," said a girl in Florida. "But it's just like writing on the blackboard."
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Others blame it on today's "continuous partial attention" (CPA), a term coined by Linda Stone, who researches trends and their consumer implications. Stone describes CPA as the need "to be a live node on the network," continually text messaging, checking the cell phone, and jumping on email. "It is an always-on, anywhere, anytime, anyplace behavior that involves an artificial sense of constant crisis," she writes. "We pay continuous partial attention in an effort not to miss anything."
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08 Nov 08
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22 Oct 08
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20 Oct 08
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06 Oct 08
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05 Oct 08
Ashley SiegelMarc Prensky focuses on the importance of listening and getting input from students on ways to improve schools. When he talks with them he hears about how bored they are in school, how they hate lectures, and they really don’t like being talked at. He also listens to the way that students view technology.
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03 Oct 08
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01 Oct 08
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29 Sep 08
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26 Sep 08
MaryFriend ShepardTakeaway
Synopsis
Students have little input into the structure and substance of their own
education. The traditional classroom lecture creates massive boredom, especially
when compared to the vibrancy of their media-saturated, tech-driven world. But
if we were to ask them, we'd learn they prefer questions rather than answers,
sharing their opinions, group projects, working with real-world issues, and
teachers who speak with them as equals rather than as inferiors.
To Do
Talk to your students. They're filled with great ideas on how to integrate
tech into the classroom.
Lead by listening. Skip the classroom lecture and initiate discussions
instead.
Ask students: What experiences in school really engaged you? How do you use
technology in school as opposed to outside of school? What are your pet peeves? -
23 Sep 08
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08 Sep 08
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07 Sep 08
Graham WegnerStudents have little input into the structure and substance of their own education. The traditional classroom lecture creates massive boredom, especially when compared to the vibrancy of their media-saturated, tech-driven world. But if we were to ask them
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28 Aug 08
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27 Aug 08
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25 Aug 08
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18 Aug 08
Peggy GeorgeOne of the strangest things in this age of young people's empowerment is how little input our students have into their own education and its future. Kids who out of school control large sums of money and have huge choices on how they spend it have almost no choices at all about how they are educated -- they are, for the most part, just herded into classrooms and told what to do and when to do it. When it comes to how we structure and organize our kids' education, we generally don't make the slightest attempt to listen to, or even care, what students think about how they are taught. The disconnect between what students want and what they're receiving is significant. Students have little input into the structure and substance of their own education. The traditional classroom lecture creates massive boredom, especially when compared to the vibrancy of their media-saturated, tech-driven world. But if we were to ask them, we'd learn they prefer questions rather than answers, sharing their opinions, group projects, working with real-world issues, and teachers who speak with them as equals rather than as inferiors.
edutopia Learning twentyfirstcentury prensky digital_literacy digital_citizenship digital_media education
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10 Aug 08
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09 Aug 08
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06 Aug 08
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Donna Murrayedutopia article
articles edutopia professionaldevelopment 21stcenturylearning deliciousimport
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29 Jul 08
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21 Jul 08
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20 Jul 08
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16 Jul 08
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14 Jul 08
Sarah SutterArticle in Edutopia by Marc Prensky from May of 08. Subtitle : How tech-obsessed iKids woudl improve our schools
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09 Jul 08
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01 Jul 08
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29 Jun 08
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25 Jun 08
Dave TrussOne of the strangest things in this age of young people's empowerment is how little input our students have into their own education and its future.
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One of the strangest things in this age of young people's empowerment is how little input our students have into their own education and its future.
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So, whenever and wherever I speak, I do my best to bring my own students to the meetings. I ask my hosts to select a panel of a half-dozen or so kids of different grade levels, genders, and abilities to talk with me and the audience.
- 2 more annotations...
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- What experiences in school really engaged you?
- How do you use technology in school as opposed to outside of school?
- What are your pet peeves?
-
- Talk to your students. They're filled with great ideas on how to integrate tech into the classroom.
- Lead by listening. Skip the classroom lecture and initiate discussions instead.
- Ask students: What experiences in school really engaged you? How do you use technology in school as opposed to outside of school? What are your pet peeves?
Synopsis
Students have little input into the structure and substance of their own education. The traditional classroom lecture creates massive boredom, especially when compared to the vibrancy of their media-saturated, tech-driven world. But if we were to ask them, we'd learn they prefer questions rather than answers, sharing their opinions, group projects, working with real-world issues, and teachers who speak with them as equals rather than as inferiors.
To Do
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23 Jun 08
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22 Jun 08
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21 Jun 08
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20 Jun 08
Gail Caseyno empowerment in education for students
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One of the strangest things in this age of young people's empowerment is how
little input our students have into their own education and its future. Kids who
out of school control large sums of money and have huge choices on how they
spend it have almost no choices at all about how they are educated
-
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Karen McMillanHow tech-obsessed iKids would improve our schools." /> <meta http-equiv="Content-Type" content="text/html; charset=utf-8
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A young man commented, "You think of technology as a tool. We think of it as a
foundation -- it's at the basis of everything we do."
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Vance StevensYoung Minds, Fast Times: The Twenty-First-Century Digital Learner How tech-obsessed iKids would improve our schools. by Marc Prensky
Prensky marcprensky pp107tesol multiliteracies webheads webheadsinaction writingmatrix
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cristina costaYoung Minds, Fast Times: The Twenty-First-Century Digital Learner
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19 Jun 08
Lee DavisHow tech-obsessed iKids would improve our schools. An article by Marc Prensky
education technology prensky learning edutopia 21stcenturyskills teaching edtech for:ewan.mcintosh for:moniqueconn for:paulfair for:podfather for:beicsconwy for:dave8allen for:ccharleson for:clarerob for:andybeh for:anton16 for:themingway for:thornyb for:
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18 Jun 08
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17 Jun 08
John EvansYoung Minds, Fast Times: The Twenty-First-Century Digital Learner
How tech-obsessed iKids would improve our schools.
by Marc Prenskyedutopia twentyfirstcentury Learning digital_media digital_literacy digital_citizenship article Prensky
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16 Jun 08
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13 Jun 08
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12 Jun 08
Frank in MexicoHow tech-obsessed iKids would improve our schools.
blogpost edutopia Learning twentyfirstcentury digital_literacy digital_citizenship digital_media ad4dcss
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11 Jun 08
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Jeremy BrownHow tech-obsessed iKids would improve our schools.
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Demetri OrlandoExcellent analysis and insight into kids thoughts on schooling, lecture-based teaching, presenting with students on panels.
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08 Jun 08
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04 Jun 08
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03 Jun 08
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02 Jun 08
Darrel BransonI give presentations to educators at every level, all around the world. All of the teachers are earnestly trying to adapt their educational system to the twenty-first century. During my talks, however, I typically look out at oceans of white hair. Never -- I can't even say rarely -- is a kid in sight or invited to the party.
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01 Jun 08
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30 May 08
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Anne BubnicHow tech-obsessed iKids would improve our schools. One of the strangest things in this age of young people's empowerment is how little input our students have into their own education and its future. Kids who out of school control large sums of money and have huge choices on how they spend it have almost no choices at all about how they are educated -- they are, for the most part, just herded into classrooms and told what to do and when to do it.
ad4dcss digital learning digital literacy digital citizenship digital media 21st century learning
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One of the strangest things in this age of young people's empowerment is how little input our students have into their own education and its future. Kids who out of school control large sums of money and have huge choices on how they spend it have almost no choices at all about how they are educated -- they are, for the most part, just herded into classrooms and told what to do and when to do it
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29 May 08
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