1.3 Reflection on Prensky

Prensky (2001, 2005) has made the observation that technology is heavily integrated in the lives of young people. He refers to these young people as ‘digital natives’ (2001). He states that there is a divide between what these digital natives experience at home and what happens in school. According to Prensky, educators should be looking at digital media as a way to inform new models of teaching and learning that will connect with these students.

 “…our Digital Immigrant instructors, who speak an outdated language (that of pre-digital age), are struggling to teach a population that speaks an entirely new language” (Prensky, 2001, p. 2).

This concept of ‘new language’ is crucial. One example of an organisation involved in teaching through the new language of digital media is the Digital Youth Network. In the video below, founder, Nichole Pinkard discusses the reasoning and methods behind this organisation. As Pinkard explains, digital literacy is a skill that will be fundamental in the future.

As demonstrated in the video, young learners are able to pick up new technologies fast. They seem highly engaged with the projects because the tools and environment are exciting to them. Students who excel in the program are rewarded with greater responsibilities, such as becoming a mentor. This aligns with Prensky’s claim that young learners will push through barriers of their preconceived limitations “…when the goals are worth it to them” (2005, p. 64).

The Digital Youth Network is only one example of how educators can use technology to engage this generation of digital natives. Prensky gives another example of video games as a learning tool. The point is, digital media has woven its way into the fabric of everyday life. It makes sense to incorporate it into a student’s educational life also.

I do understand why Prensky’s critics are wary of his bold and brash statements. Digital media can be an enabler of passive and escapist behaviour just as much (or sometimes, more so) than it is a quality educational tool. However, while they are out collecting empirical data, people like Pinkard and Prensky are building real world models that, so far, seem to be producing positive results.

What do you think? Are ICTs an engaging and crucial educational resource or a gimmicky distraction?

References

Pearson Education. (Producer). (2013, February 6). Big thinkers series [Video file]. Nichole Pinkard on digital literacy. Retrieved from http://www.edutopia.org/grade-level-6-8

Prensky, M. (2005). “Engage me or enrage me.” What today’s learners demand. Educause review, 60 – 64. Retrieved from http://net.educause.edu/ir/library/pdf/erm0553.pdf 

Prensky, M. (2001). Digital natives, digital immigrants. MCB university press, 9, 5. Retrieved from http://www.twitchspeed.com/site/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.htm

Selwyn, N. (2009). The digital native – myth and reality. Retrieved from https://comminfo.rutgers.edu/~tefko/Courses/Zadar/Readings/Selwyn%20dig%20natives,%20Aslib%20Proceedings%202009.pdf