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Posts Tagged ‘Punya Mishra’

Railing against ‘digital natives’ (again)

April 2nd, 2014 4 comments

All plugged in…

On a discussion forum for my M.Ed, another teacher just asked me why I hate the term ‘digital natives’. Here is my response:

Where to begin?

  1. It was coined by Prensky at the turn of the century (2001)! While an interesting and helpful construct 13 years ago, it is now outdated. Why?
  2. It is binary. Really? Just ‘natives’ and ‘immigrants’? Those are my only options?
  3. I won’t go into the baggage behind the terms…
  4. It’s usually used in the same breath (or at least the same paragraph) as “21st century learning” (or, as we call it in the 21st century, um, learning) and/or the phrase “we’re preparing them for their future not our past.” I generally like the sentiment surrounding that second one but it has become part of the set of cliches thrown willy-nilly into conversation to show that the speaker is down with the #edtech movement.
  5. Did I mention it’s binary? Where’s the nuance? Where are the shades of grey? Yes, students in our schools have never lived a day in their lives without Google and all the joys that it brings. But many/most of those students have never actually been taught how to find the joy that Google brings.
  6. Mostly, I think the term “digital natives” is used as a cop-out by some teachers to not do anything. The number of times I’ve worked with teachers – both as a math teacher and as a tech coach – who just magically think students are able to make a good movie about the rise and fall of Mesopotamia because they are in middle school, or with teachers who complain about students using Wikipedia for research but who don’t take the time to actually teach students who to search effectively (or to do academic research), because they are “digital natives” astounds me.

“Kids these days” are really good at staying connected with each other through facebook, or reblogging content through tumblr, or watching cat videos on youtube, or finding the latest meme on 9gag. That doesn’t mean they understand how to repurpose those skills in an academic setting or how to use those skills ethically and responsibly. That is our job as teachers and parents. Yet, the term “digital native” is now used with flippancy (not by all, but by a lot in my experience) to absolve teachers and parents of their responsibilities to teach or parent.

Uncle Ben (or Voltaire, if you prefer) once said “With great power comes great responsibility.

Punya Mishra once said, “Go to Google for information; come to me for wisdom.

I think the term “digital natives” now undermines both of these thoughts…

What do you think? Too harsh?

Image Credit: Photo by me, licensed under Creative Commons

‘Messing Around’ More

February 19th, 2012 5 comments
This post is a result of my work in my COETAIL course and is cross-posted from my blog over there.

Over the weekend, a lot of my tweeps were at 21c Learning Hong Kong. If I were going, one of the main reasons I would have done so would have been to see Punya Mishra from MSU. He is a driving force behind TPACK. During Mishra’s keynote, Jabiz tweeted:

We get there through playful process! @ #21clhk
@intrepidteacher
Jabiz Raisdana

This immediately reminded me of Messing Around. In their whitepaper, authors boyd, Ito, et al. write the following:

When messing around, young people teachers begin to take an interest in and focus on the workings and content of the technology and media themselves, tinkering, exploring, and extending their understanding. [p. 20]

 

It is important to recognize, however, that this more exploratory mode of messing around is an important space of experimental forms of learning that open up new possibilities and engagements. [p. 23]

 

we see [messing around] as a necessary part of self-directed exploration in order to experiment with something that might eventually become a longer-term, abiding interest in creative production. One side effect of this exploration is that youth teachers also learn computer skills they might not have developed otherwise. [p. 25]

(Obviously, the strikethroughs are my edits!)

In my role as technology facilitator, I spend a lot of time with teachers, either in a one-on-one, small group, or workshop setting.  While there is an obvious willingness to learn something new, that desire to ‘mess around’ is usually missing from the teachers. There’s a huge list of legitimate reasons why this is the case: lack of time, too much marking, planning, other  meetings, to name a few. I get that. But as teachers, we must be willing to the behaviors that we want to see most in our students: curiosity, self-reliance, inquiry, stick-to-it-tiveness. To me, that is what ‘messing around’ is all about.

As teachers, we all have expertise. We know our content areas (Content Knowledge) and have been trained (or have learned on the job!) in teaching pedagogy (Pedagogical Knowledge). Historically, the best teachers have been the ones who lived inside the intersection of those two realms of knowledge.

With the increased pervasiveness, ubiquity and infusion of technology, there is a third realm that defines the best teachers: Technological Knowledge. The TPACK model of technology integration helps teachers think about the intersection of these the knowledge areas when developing and delivering meaningful learning experiences for students. I believe that it is only through ‘messing around’ and discovering new possibilities within the context of one’s own Content and Pedagogical Knowledge can teachers begin to truly harness the transformative power of technology in learning.

How much ‘messing around’ do you do? When do you find the time? What keeps you from doing it more?

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