They learn the way I did, and that's the way it is!

Marc Prensky's Article

Our cohort this week had a lively discussion based on this reading. More specifically, it wasn't the differences and challenges between teacher (Digital Immigrant for the most part) and Digital Native (i.e. student) but rather between those of us who are self-actualized Digital Immigrants and our démodé (it was the most eloquent term I could come up with) colleagues. After reading the article, I had to submit a reflection and using my blog as well as our cohort's discussion board to communicate it. It read:


The article by Prensky struck a chord with me. On the pedagogical level, throughout this entire program it has been determined through research studies that technology has a positive impact on strengthening literacy and most effective when it is supported by the leadership of the school, is implemented as part of the school wide vision and is integrated in all content areas of the curriculum. But through our discussions we have come to realize that at this stage of re-tooling education - and I point out that most of the articles we read are from the first half of the first decade of the 21st century - for many of us this is a pie-in-the-sky aspiration. For many of us who are self-actualized Digital Immigrants, by way of as Prensky (2001) points out "have become fascinated by and adopted many or most aspects of the new technology" (p.1), our struggles lie not so much in the classroom between teacher and student, but rather between the majority of Digital Immigrant (not self-actualized I would venture, but rather identified by others) instructors whose digital "accent" they deny, whose outdated language remains status quo, who disregard the Natives' skills of processing information, who are firm in their belief that learners now are the same as when they were students therefore no change in methodology is warranted, and as stated in the article "spend most of their time grousing". I would extend this behavior by these people as being directed more towards their forward-thinking colleagues rather than their pupils. As we enter the second decade of this century, how can those of us identified as pioneers, trailblazers and agitators of the set system come forward from the shadows of our classrooms and see our technologically-integrated endeavors as valid, achievement-producing instruction? On the personal level, I am not in a system-wide approach and have had to fend off my research-based instructional use and implementation of technology in the classroom to the point where my "free spirit" ways are attacked vehemently and it is I who have to mollify those offended by my practices? How can it be explained that the technology boat has come and gone to this population of educators who as Prensky states, "have to learn to communicate in the language and style of their students" (p.4)? Could the answer be that as older teachers are replaced with Digital Native teachers, it won't be an issue of whether or not technology will replace teachers, but rather teachers who teach with technology - Digital Immigrants and Digital Natives alike - will?

Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), 1-6.

21 Signs You’re a 21st Century Teacher

21 signs you're a 21st century teacher

Making a Difference - Darren Kuropatwa

The inspiration to dare to be 'messy', to hand over the reins of teaching and design of lessons to the students does not come easy for every educator. But I find a kindred spirit in Mr. Kuropatwa, and inspiration.

Library 3.0 aka Bibliobucks?

http://www.chron.com/disp/story.mpl/metropolitan/7316574.html

Last week our staff received an email from the librarians (goddesses, as they like to refer themselves to) to survey our opinion on whether or not we thought it would be a good idea to section off the library as a silent-zone during finals week.
I must admit, as I voiced my reaction aloud, I heard the bellow of a crotchety old man hit my ears.  Well, of course, it should be a silent-zone during finals weeks and every other week, goshnabbit!
Since the first clay tablets were housed in one place in Mesopotamia for their (rich) citizens to read 5000 years ago, libraries have been halcyon halls for reading, serene sanctuaries promoted by Franklin for the public where one can find solace between the pages of a book, expertly plucked from the shelves if you knew your Dewey decimal system (400s, 600s, 900s being my favorite stacks to peruse ad nauseum).
At the helm, the coveted position of librarian, feared and respected up there with nuns and police officers -at least if your of my generation.  Her vocal training expertly emitted the the sound ssshhh in a low, yet forboding manner, only needed once to get the point across.
But that was 1984 and after reading the article, and with the knowledge that 21st century learning is a social event accomplished, not in individual study carrels, but collaboratively and out in the open, the Lamar High model may not be so far-fetched.
So, here's to our goddesses who just may be part of the pioneers into the 21st century library.  Perhaps, sooner than later I'll be able to take my classes for research tasks to Prep's Saunders library and have a student barista prepare a cafe americano. Oh, and no shushing.

Inspiration Delivers (re-post)

http://principalposts.edublogs.org/2010/11/26/inspiration-delivers/

Lyn Hilt's endeavor to incorporate what Daniel Pink calls a "Fed-Ex Day" came not without its obstacles. They say doctors are the worst patients, likewise, educators can be the worst learners. The term 'buy in' always floats around when innovation or change looms in the air. This principal gave her educators the tools (videos) to buy in and then made them go for it. From my own group of colleagues, those who prefer to have a tidy, pre-packaged, let's-have-this-wrapped-up-by-lunchtime-so-we-can-go-home session, I can imagine the faces of loathing and near disgust when the day came to take on this task, a VERY open-ended one that can bring the most seasoned educator to a screeching standstill, heels dug in and all. Kudos to you, Lyn, I'm now following you on Twitter.

RSA - Drive: The surprising truth about what motivates us (D. Pink)

RSA Animate -- Drive: The surprising truth about what motivates us from Daniel Pink on Vimeo.