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High School is “So Yesterday”: Quality Matters in Educating Teachers to Use Technology for Learning
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these lines. These suggestions will be discussed and participants’ experiences will be shared, as they are relevant to the focus of the session. The question will not be “Should we adapt?” but “can secondary education survive and fulfill its mission to all students if it doesn’t adapt?” Specific ways to adapt via teacher education will be shared.
B. Methods: A visual presentation consisting of digital screen shots of today’s
learners’ entertainment, homework and school experiences will be shown. Related research and its implications will be addressed briefly. Participants will share and discuss their experiences and perspectives and will be given online resources for learning about and developing teacher education for the hypertext minds of today’s middle and secondary students. The presentation itself- designed to bridge digital immigrant (teacher) and digital native (middle/secondary student) perspectives will be critiqued and revisions to the presentation will considered if it were to be aimed at an audience of digital natives. This activity will provide hands-on experience in adapting to today’s learners’ needs.
References
Cuban, L. (2007). So Much High-Tech Money Invested, So Little Use. How Come?
http://www.edtechnot.com/notarticle1201.html
.
Cuban, L. (1986). Teachers and Machines: The Use of Classroom Technology Since 1920.
Cuban, L. (1984). How Teachers taught 1890-1980).
Epstein, R. (2007, April 4) Let’s Abolish High School. Education Week, 26(31).
Gladwell, M. (2000). The Tipping Point: How Little Things Can Make a Big Difference. NY: Little, Brown and Company.
Prensky, M. (2005 September/October). Engage Me or Enrage Me. Educause. pp. 61-64.
Prensky, M. (2001a). Digital Natives, Digital Immigrants.
http://www.marcprensky.com/writing/Prensky%20-
%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf. Retrieved 5/15/07.
Prensky, M. (2001b). Do They Really Think Differently?
http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf
. Retrieved
5/15/07.
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| | Authors: Wollman, Julie. and Bonilla, Sara. |
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these lines. These suggestions will be discussed and participants’ experiences will
be shared, as they are relevant to the focus of the session. The question will not
be “Should we adapt?” but “can secondary education survive and fulfill its
mission to all students if it doesn’t adapt?” Specific ways to adapt via teacher
education will be shared.
B. Methods: A visual presentation consisting of digital screen shots of today’s
learners’ entertainment, homework and school experiences will be shown.
Related research and its implications will be addressed briefly. Participants will
share and discuss their experiences and perspectives and will be given online
resources for learning about and developing teacher education for the hypertext
minds of today’s middle and secondary students. The presentation itself-
designed to bridge digital immigrant (teacher) and digital native
(middle/secondary student) perspectives will be critiqued and revisions to the
presentation will considered if it were to be aimed at an audience of digital
natives. This activity will provide hands-on experience in adapting to today’s
learners’ needs.
References
Cuban, L. (2007). So Much High-Tech Money Invested, So Little Use. How Come?
Cuban, L. (1986). Teachers and Machines: The Use of Classroom Technology Since
1920.
Cuban, L. (1984). How Teachers taught 1890-1980).
Epstein, R. (2007, April 4) Let’s Abolish High School. Education Week, 26(31).
Gladwell, M. (2000). The Tipping Point: How Little Things Can Make a Big Difference.
NY: Little, Brown and Company.
Prensky, M. (2005 September/October). Engage Me or Enrage Me. Educause. pp. 61-64.
Prensky, M. (2001a). Digital Natives, Digital Immigrants.
%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf. Retrieved
5/15/07.
Prensky, M. (2001b). Do They Really Think Differently?
. Retrieved
5/15/07.
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