This byline is a distraction, I think. It's not so narrowly about technology - it's about listening to kids, meeting them where they are, understanding them, and engaging them in meaningful learning activity.
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11 Jul 17
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We think of it as a foundation -- it's at the basis of everything we do."
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We just don't listen enough to our students
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What experiences in school really engaged you?
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- How do you use technology in school as opposed to outside of school?
- What are your pet peeves?
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24 May 17
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is a speaker, writer, consultant, and game designer in the critical areas of education and learning. He is the author of Digital Game-Based Learning and Don't Bother Me, Mom, I'm Learning.
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31 Aug 15
mstocklmayer101 T1 reading (Prensky) How tech-obsessed iKids would improve our schools.
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29 Jun 15
Lauren Hansel (Brownfield)Includes questions to ask on a 'get-to-know-you' activity at the beginning of the year.
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16 Mar 15
lerouxwilsonWe must combine top-down directives with bottom-up input.
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11 Aug 14
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29 May 14
lilevieinterview about teaching kids
Learning technology digital native prensky education digital_citizenship twentyfirstcentury
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I predict, begin accepting and insisting that students have an equal voice in their own education. Or else our students will drop out (as they are doing), shoot at us (ditto), sue us, riot, or worse.
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25 May 14
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03 Feb 14
Korissa SeidelPrensky talks about the digital learner and uses current students to share their own opinions on how they feel about their current education and what needs to change.
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The 21st-Century Digital Le
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Maureen GreenbaumCheck out his site http://marcprensky.com/visionary/
and other stuff he has written
http://net.educause.edu/ir/library/pdf/erm0553.pdf-
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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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.
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We treat our students the way we treated women before suffrage -- their opinions have no weight. But just as we now insist that women have an equal voice in politics, work, and other domains, we will, I predict, begin accepting and insisting that students have an equal voice in their own education. Or else
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our students will drop out (as they are doing), shoot at us (ditto), sue us, riot, or worse.
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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." A student in Albany, New York, pleaded the case for using technology in the classroom: "If it's the way we want to learn, and the way we can learn, you should let us do it."
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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.
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26 Sep 13
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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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It 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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"If it's the way we want to learn, and the way we can learn, you should let us do it."
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I've heard teachers argue that some subjects and topics need to have lectures, but, in truth, this is only a justification for the failure of those teachers to change how they teach
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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 curriculum by themselves, using their "superior" knowledge and experience.
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we must combine top-down directives with bottom-up input.
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25 Sep 13
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07 Sep 13
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06 Sep 13
Alistar WickensGood article about asking students (high school?) about their learning preferences and learning with technology, but could (should) apply to any learners.
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01 Jul 13
Patty HuberEdutopia Article
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29 Apr 13
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03 Dec 12
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08 Aug 12
Kristi Starrusing student panels to engage students in conversations about education - what they want
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How tech-obsessed iKids would improve our schools.
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he future of education.
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Credit: David Julian
I 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.
It 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 t
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We treat our students the way we treated women before suffrage -- their opinions have no weight.
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12 Jun 12
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23 Jan 12
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21 Nov 11
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31 Oct 11
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We treat our students the way we treated women before suffrage -- their opinions have no weight
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educators to try, because they so rarely converse with their kids about how they want to learn.
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There is so much difference between how students think and how teachers think
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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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Their computers are their second teachers at home
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United States, Canada, Europe, Asia, Australia, or New Zealand -- students are mind-numbingly bored in class
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The disconnect between what students want and what they're receiving is significant
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Micki McAllisterarticle about getting students to engasge
prensky research technology education digital_literacy twentyfirstcentury
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Chris Gross-RhodeCitation:Prensky, M. (2008, June). The 21st-century digital learner. Retrieved from http://www.edutopia.org/ikid-digital-learner-technology-2008
Summary: Mark Prensky, author, speaker, consultant and game designer laments the fact that our kids are not e -
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jmanchester3For pareents
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Steve RansomHow tech-obsessed iKids would improve our schools.
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Add Sticky NoteHow tech-obsessed iKids would improve our schools.
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how little input our students have into their own education and its future.
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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. They are full of ideas but often skeptical that things are going to change much.
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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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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."
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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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"If you give us a goal to get to, we'll get there."
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03 Mar 10
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01 Mar 10
tseng913 Tseng"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." A student in Albany, New York, pleaded the case for using technology in the classroom: "If it's the way we wan
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31 Jan 10
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27 Jan 10
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17 Jan 10
Jessica LeveneMarc Prensky (2008) reports on his presentations at various technology/education conferences in which he redirects the attention from his speech to a student panel. At his conferences, Prensky asks students to share with educators what they like and dislike in the classroom about teachers’ assignments. Through open dialogue and question-answer sessions at conferences, Prensky summarizes the important revelations suggested by students. Students want to share information about themselves using digital media. As a published writer, game designer, and a speaker, Prensky’s article “The 21st Century Digital Learner: How Tech-Obsessed iKids Would Improve Schools” supports the use of digital media authoring in the classroom through digital storytelling in the classroom.
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12 Jan 10
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Marlee FlahertyAn interesting activity for the first day of school for a teacher.
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The 21st-Century Digital Learner
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They are full of ideas but often skeptical that things are going to change much.
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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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"continuous partial attention" (CPA)
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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,"
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ource of the problem is abundantly clear, and it's this: 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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"If you give us a goal to get to, we'll get there."
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, 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.
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prefer dealing with questions rather than answers
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"As a general rule, you don't hear from kids unless they've gotten into trouble."
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"If you don't talk to us, you have no idea what we're thinking."
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Gerry Kosater# What experiences in school really engaged you?
# How do you use technology in school as opposed to outside of school? -
29 Nov 09
William GaskinsI 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 -
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18 Nov 09
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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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14 Oct 09
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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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31 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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03 Jun 09
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29 Mar 09
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27 Mar 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
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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
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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?
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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."
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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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23 Feb 09
Public Stiky Notes
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