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Teaching Digital Natives: Partnering for Real Learning, by Marc R. Prensky
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Prensky presents a model for 21st-century teaching and learning, in which students become learners and creators of knowledge through technology while teachers guide and assess student learning.
- Sales Rank: #101248 in Books
- Brand: Corwin
- Published on: 2010-03-29
- Released on: 2010-06-03
- Original language: English
- Number of items: 1
- Dimensions: 10.00" h x .51" w x 7.00" l, 1.04 pounds
- Binding: Paperback
- 224 pages
- Digitally literate students specialize in content finding, analysis, and presentation via multiple
- Teachers specialize in guiding student learning, providing questions and context, designing instruction,
- Administrators support, organize, and facilitate the process schoolwide
- Technology becomes a tool that students use for learning essential skills and getting things doneWith
- Title - Teaching Digital Natives
Review
“Marc Prensky’s understanding of how school-age digital natives learn underpins his prescient ‘pedagogy of partnering.’ He looks to the learner as the first consideration in the educational equation. The insightful advice and gentle guidance Marc provides classroom teachers directly assist them in moving powerful digital tools into the right hands…their students’! Marc’s understanding that the pedagogy of partnering is built on a relationship of co-learning is fundamental to the 21st-century classroom. This book looks to the future with an urgent spirit of possibility and promise!” (David Engle, Superintendent 2009-11-17)
"In Teaching Digital Natives, Marc Prensky redefines the whole problem of digitally savvy kids being taught by un-digitally-savvy teachers. Rather than bemoaning, as nearly everyone else has, what teachers do not know, he celebrates what they do know and what they can do. He shows how teachers and students together can pool knowledge and engage in collective intelligence to make both teachers and students―and society―smarter in the act.This book is a must-read for anyone interested in school reform and 21st-century learning." (James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies, Chief Learning Scientist, Center for Games and Impact 2009-11-18)
“Core curriculum, 21st-century skills, rigor, and methodology are outlined in a way all educators can appreciate and implement. Teaching Digital Natives is a must for all educators who strive to meet the emerging demands of our profession.” (Jere Vyverberg, Superintendent 2009-11-18)
“Prensky takes the task of marshalling 21st-century technologies for classroom instruction to a practical level that teachers can both understand and apply immediately. The concept of partnering and allowing both teachers and students to capitalize on their strengths clarifies the issue for educators. The good news: teachers don’t have to be masters of technology to master the 21st-century classroom. Prensky has developed a new map for a new era of teaching and learning that educators will find a breeze to navigate, and well worth the trip!” (Jon Ben-Asher, Principal 2009-11-17)
“In Teaching Digital Natives, Prensky laments the fact that many educators today think students have short attention spans. He points out that although this may be true in the context of school, most students concentrate just fine on things that interest them. The book then explains to educators how to make school an interesting place for students with a partnering pedagogy.” (Lisa Nielsen, Educator, Speaker, Author 2009-11-17)
“Teaching Digital Natives is a must-read book for those of us who use technology, those who need more details about why we must use technology in our teaching, and for all teachers of teachers to use as a crucial text in their classes.” (Ted Nellen, Teacher 2009-11-18)
“Marc Prensky assimilates teaching, learning, and technology into a brilliant how-to for 21st-century teachers and students. This book will set the educational preparation world on its heels with a compelling argument for positive change.” (Lawrence L. Smith, Professor of Elementary Education 2009-11-09)
“This book is a must-read for any educator who wants to successfully work with the digital generation.” (Ian Jukes, Author of Teaching the Digital Generation 2009-11-18)
“A truly great and inspiring book. Teaching Digital Natives is required reading for educators who want to reach out and engage students in their classrooms.” (Randon Ruggles, Teacher 2009-11-18)
“Marc Prensky’s introduction of the partnering concept for teaching and learning is brilliant in its simplicity. The real power of Teaching Digital Natives is that the author has carefully defined and redefined the roles of teachers, learners, and parents with concrete examples and practical hints. I found myself anticipating each ‘practical tips’ box with excitement. Finally someone has written a book for teachers that goes beyond pedagogy and philosophy, giving teachers something they can use on Monday morning!” (Sandy Fivecoat, CEO 2009-11-17)
“Loved, loved, loved it!” (Amber Teamann, Title I Technology Facilitator 2009-11-18)
"This wonderful book should be mandatory reading for all teachers and administrators. I am changing my teaching style to be more proactive. I want to be a teacher who coaches and motivates students for a better future." (Angela Johnson, Spanish Teacher 2010-08-13)
"Does a very good job of delineating the world inhabited by the current generation of learners and the implications for teachers and those who run schools." (Greg Kearsley 2011-10-12)
"Marc Prensky has one of the best "pulses" on today’s students, and I believe in his new book he has provided us with some brilliant suggestions. I encourage all K-12 teachers to read the book, and I challenge all educators to use Marc’s suggestions in their teacher preparation programs. We will all do a better job if we attend to the content of this book. It is an outstanding contribution to education." (Lawrence L. Smith, PhD, Professor of Elementary Education 2012-07-23)
"I would definitely use this book with Masters-level and doctoral students in teacher education to provoke them to think about teaching and learning in more critical and innovative ways. Reading Prensky’s book would be a catalyst for giving partnering, coaching, guiding, questioning, and facilitating versus telling more time in their classrooms. I hear many teachers say they want to be coaches and guides in their classrooms, but they don’t know how to do this. In this book, Prensky lays out ways they can accomplish this goal."
Prensky’s book has the potential to impact both policy and practice in education, and it definitely provides a vision for the future regarding what 21st century teaching and learning should be like. Prensky offers a highly innovative, forward thinking, critical, and potentially transformative way of thinking about the connections between teaching and learning for 21st century students, our digital natives." (Dr. Barbara B. Levin, Department of Teacher Education and Higher Education 2012-07-23)
"I am using your book Teaching Digital Natives: Partnering for Real Learning with my class (Technology and Instruction) because it is, in my opinion, the first book that has it all! To that end, we are blogging together on each of the chapters. All the best and keep writing great things... you are an inspiration!" (Whittney Smith, Ed.D. Adjunct Professor of Technology and Learning, High School Principal 2012-07-23)
"I am using your book in the graduate course I am teaching. I am a middle school Assistant Principal on Long Island and completely embrace your theory on teaching as partnering. I know we are in an educational crisis, our kids are BORED, especially at the secondary level. The concept of Guided Questions reminds me of the training I had many years ago in Junior Great Books when I taught six grade to English language learners (guided inquiry questions). It's a strategy I completely embraced. I am hopeful to be part of the paradigm shift we so desperately need in our schools, which is why I am using your book." (Susan Wright, Graduate Couse Instructor, Elementary School Assistant Principal 2012-07-23)
"After reading Marc Prensky's books and watching my son learn more from playing his video game than the 3 books I have made him read this summer, I have decided to try my very hardest to make my classroom a 21st Century classroom and partner with my students in their education. I have a passion for teaching in particular math and science, and hope I can use my passion to uncover my student's passions and interests. I want to thank Marc Prensky for writing his books and giving me the inspiration to be a better teacher." (Emily, Teacher 2012-08-10)
About the Author
Marc Prensky is an internationally acclaimed speaker, writer, consultant, futurist, visionary, and inventor in the critical areas of education and learning. He is the author of several critically acclaimed books and over 60 articles on education and learning, including multiple articles in Educational Leadership, Educause, Edutopia, and Educational Technology.
Marc’s presentations around the world challenge and inspire audiences by opening up their minds to new ideas and approaches to education. One of his critically important perspectives is to look at education through the eyes of the students―during his talks, he interviews hundreds of students every year.
Marc’s professional focus has been on reinventing the learning process, combining the motivation of student passion, technology, games, and other highly engaging activities with the driest content of formal education. He is the founder of two companies: Games2train, an e-learning company whose clients include IBM, Bank of America, Microsoft, Pfizer, the U.S. Department of Defense, and Florida’s and Los Angeles’s Virtual Schools; and Spree Learning, an online educational games company.
Marc is one of the world’s leading experts on the connection between games and learning, and was called by Strategy+Business magazine “that rare visionary who implements.” He has designed and built over 50 software games in his career, including worldwide,multiuser games and simulations that run on all platforms, from the Internet to cell phones. MoneyU (www.moneyu.com), his latest project, is an innovative, engaging, and effective game for teaching financial literacy to high school and college students. Marc is also the creator of www.spreelearninggames.com and www.socialimpactgames.com.His products and ideas are innovative, provocative, and challenging, and they clearly show the way of the future.
The NewYork Times,The Wall Street Journal, Newsweek,TIME, Fortune, and The Economist have all recognized Marc’s work. He has appeared on FOX News, MSNBC, CNBC, PBS’s Computer Currents, the Canadian and Australian Broadcasting Corporations, and the BBC. Marc also writes a column for Educational Technology. He was named as one of training’s top “New Breed of Visionaries” by Training magazine and was cited as a “guiding star of the new parenting movement” by Parental Intelligence Newsletter.
Marc’s background includes master’s degrees from Yale, Middlebury, and Harvard Business School (with distinction). He has taught at all levels, from elementary to college. He is a concert musician and has acted on Broadway. He spent six years as a corporate strategist and product development director with the Boston Consulting Group and worked in human resources and technology on Wall Street.
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52 of 57 people found the following review helpful.
More questions raised than reasonably answered
By Phillip A. Towndrow
Set against a background of pervasive access to information, the proliferation of digital tools and media, and unprecedented uncertainty about what the future might hold, opinions, judgements and recommendations abound concerning the status and prospects for schools, teachers, learners and technology. In Teaching digital natives: Partnering for real learning, Marc Prensky--the self-styled futurist--adds what he claims to be a new and necessary approach to addressing the needs of 21st century learners: pedagogical partnering.
As defined by Prensky (p. 13), partnering lets students and teachers focus on those aspects of learning they can do best. This involves giving students central responsibility for: finding and following their passion, using whatever technology is available, researching and finding information, answering questions and sharing their thoughts and opinions, practicing--when properly motivated, and creating presentations in text and multimedia. For their part, teachers should: create and ask the right questions, give guidance, put material in context, explain one-on-one, create rigour and ensure quality. Fundamentally, partnering requires, either as initial or subsequent steps, the establishment of new relationships between teachers and students.
Prensky's central contention relating to partnering pedagogy, based on his key underlying assumption that students in classrooms are not what they used to be and are dissatisfied with an education that doesn't speak immediately to their world views (p. xv), is best represented in the original and in full:
... by asking interesting guiding questions and letting each student relate to them and answer them in his or her own way, individually and working with peers, and then by allowing each student to discuss and refine the work in his or her own way with the teacher's guidance, each student will be able to relate much of the curriculum to his or her own interests and passions. By doing so, students will be much more motivated to work and practice than they are by a telling-and-worksheet pedagogy. (pp. 162-3)
This statement is, I believe, a well-intentioned yet familiar characterisation of good teaching, in general terms.
I am confident mainstream teachers, school leaders, and parents and guardians will be interested in Prensky's frequent Partnering Tips and the contents of Chapter 7, especially, where over 130 digital tools are listed and described for partnering students to use. However, academics and educators with a keen sense of contemporary schooling issues will, I suspect, be disappointed by the author's rather simplistic and often repetitive treatment of pedagogy and classroom practice. There are three main points to note.
First and foremost, partnering pedagogy, as Prensky fully acknowledges (p. 15), is not new. It draws on and falls into the richer traditions and practices of: student-centred, problem-based and inquiry-based learning to mention just three. Prensky prefers the term partnering because he says it emphasizes the equality of teachers' and students' roles and how each side must cooperate and leverage on particular strengths to improve learning as a whole (p. 15). However, Judith Sandholtz, Cathy Ringstaff and David Dywer (1997) made and illustrated similar points a long time ago.
Second, for a book squarely focused on pedagogy (and purporting to deliver, according to the blurb on the back cover, "a new paradigm for teaching and learning in the 21st century"), Prensky does not define pedagogy, at all. From what can be gleaned from the bulleted lists, tips and potted descriptions populating the book, pedagogy is a set of skills and instructional practices to be learnt and implemented in the classroom. This characterisation of pedagogy in my view fails to account for the discourse and dynamism underpinning the acts of teaching and learning. Let me explain.
Following Robin Alexander (2004) teaching is a practical and observable act and this suggests that the connections and interrelationships between what teachers do, what they need to know, and what they need to explain and defend to others, and themselves, are crucial to understanding teaching and learning interactions. The notion of pedagogy as discourse implies conversation, discussion, debate, conjecture and rebuttal. If accepted, pedagogy, then, is dynamic and necessarily uncertain. Beyond classrooms, it is framed, understood and played out in a variety of locations including, staff meetings, corridors, seminars, workshops and conferences. Who is in and who is out of these spaces, determines what pedagogy is and what it is not.
Additionally, the vital connections between culture and pedagogy, although extensive and varied, are not mentioned (see Alexander, 2000, for a comprehensive empirical study).
Third, and more generally, the broad brushstrokes of Prensky's supporting argument for partnering pedagogy tend to paint an incomplete and potentially misleading picture in what is involved in designing and implementing new or different patterns of teaching and learning interactions. For example, in the short chapter on assessment, it is stated that one of the "best ways" to assess students is by giving them necessary and helpful (formative) feedback (p. 179). I agree. Slightly earlier, Prensky critiques current formative assessment practices in schools along as follows:
The trouble ... is that the feedback comes too late and is too far removed from the creation of the work and the decisions students made to be useful. So despite teachers' often herculean efforts to mark and return homework or tests, the feedback does little to actually help students improve. Because assessment is only truly formative if feedback is actually read, thought about and acted upon. (p. 176)
I think it is right to single out the inappropriateness and questionable usefulness of feedback when it is untimely. However, Prensky is unclear about how students might respond to the comments they receive on their work. As I understand it, feedback performs a formative function when it informs and drives changes in teaching and learning to better coordinate and close gaps between present levels of performance and desired learning outcomes. As such, acting on feedback relates as much to teachers as it does students (see Black & Wiliam, 1998a, 1998b and 2003, for more detail). Further, Prensky omits to mention how prior monitoring (for formative purposes) of students' work in progress occurs. Other notable areas in the argument that require fleshing out include: essential questioning and understanding (see Wiggins & McTighe, 2005), task design and implementation (see Towndrow, 2007), and literacy with new media (Jewitt, 2008; Kress, 2003; Kress & van Leeuwen).
In sum, despite previously published concerns about the validity of Prensky's digital natives/immigrants dichotomy and the "engage me or enrage me" polemic (e.g., Bennett, Maton, & Kervin, 2008), this book is likely to serve useful functions as an entry level text on Digital Age education and a prompt for "thinking more broadly about education in general" (p. 190). However, and for the present, there is little new scholarship in this book, which for me raises more questions than it can reasonably answer. Three items come immediately to mind concerning unfilled gaps in the field of partnering pedagogy. To show its sustainability, we need: (i) exemplars of complete units of work and individual lesson plans that have partnering at their core, (ii) descriptive and exploratory case studies of partnering from various cultural, social and economic contexts and (iii) explanations and illustrations of how whole schools (and later school districts) can be transformed--not merely tinkered with--through partnering.
References
Alexander, R. (2000). Culture and pedagogy: International comparisons in primary education. Oxford: Blackwell.
Bennett, S., Maton, K., & Kervin, L. (2008). The 'digital natives' debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-788.
Black, P. J., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principals, Policy & Practice, 5(1), 7-74.
Black, P. J., & Wiliam, D. (1998b). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
Black, P. J., & Wiliam, D. (2003). 'In praise of educational research':Formative assessment. British Journal of Educational Technology, 29(5), 623-637.
Alexander, R. (2004). Still no pedagogy? Principle, pragmatism and compliance in primary education. Cambridge Journal of Education, 34(1), 7-33.
Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32, 241-267.
Kress, G., & van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. London: Arnold.
Kress, G. (2003). Literacy in the new media age. London: Routledge.
Sandholtz, J. M., Ringstaff, C., & Dywer, D. C. (1997). Teaching with technology: Creating student-centred classrooms. Teachers College: New York.
Towndrow, P. A. (2007). Task design, implementation and assessment: Integrating information and communication technology in English language teaching and learning. Singapore: McGraw-Hill.
Wiggins, G. P., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
2 of 2 people found the following review helpful.
The schools you'll want for all children - including your own
By Diana Sharp
Motivation, respect (for teachers and students), links to personal interests and passions, plenty of opportunities for creativity: these are among the most lacking and sorely needed elements in too many of today's classrooms, and Marc Prensky brings them to the forefront. As a learning scientist and a mom, I've spent twenty years thinking about the promises and pitfalls of technology for learning, and this is one of the most hopeful books I've read about how technology might be the answer to shedding the factory model of education along with boring, shallow, depersonalized curricula. It can't happen without a radical shift in the perceived roles of teachers and the views of what it means to be a student -- but surely this shift as Prensky describes it is more within reach today than ever before, now that students can find so much information for themselves. Prensky has a remarkable ability to fuse decades of educational research into the kind of plain language we need for change to happen. No jargon, plenty of practical tips for getting started: this is now top on my list to recommend to teachers, principals, and parents.
1 of 1 people found the following review helpful.
Guiding Young Minds In Today's Fast Evolving Digital World
By rcberkley
If you are a parent, educator or frontline teacher, Marc Prensky's book Teaching Digital Natives is an extraordinary resource.
Within the book's well-laid-out pages, Prensky takes us from theory to practice, and along the way gives very clear instructions and actionable guidelines for bridging the digital divide that exists in today's schools.
The clear and concise treatment of topics such as "What do today's students want?"; "What is working?"; "How to be a learning partner rather than just a transmitter of information?"; and "Using technology in partnering," among others, will give you a quick and easy way to take this powerful information right into the classroom and put it to use.
It also provides a framework for parents to follow, so they can become better partners with their children's educators. Prensky provides ways for educators to avoid becoming stale and to continuously improve their abilities.
And lastly, the section entitled "The (Not Too Distant) Future of Education" gives a glimpse into the immediate future of education and hints on how to prepare for it.
If you are a frustrated teacher or educator seeking new and effective ways to open young minds in today's complex educational world, this book will provide you with many important and instantly actionable answers.
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