"Engage or Enrage"

1. What is your belief and understanding of the nature of today's learners? Is there substance to the "engage or enrage" argument?

Marc Prensky’s argument of “engage and enrage” is littered with fallacies. First and foremost is Prensky’s lack of academic support. Essentially he is only offering a generalisation, and one, that is solely built on his observations and experiences. Secondly, as an industry representative, (CEO of a game based learning company) Prensky maintains a conflict of interest. Whether his argument is philosophically or idealistically motivated, the fact remains that he has a vested interest and, on the face of it, disqualifies his argument as deceptive. Prensky’s qualification of authority is also questionable. The article states that Prensky is a teacher, author and CEO of an educational gaming company. Innocuous at a glance, Prensky does not satisfy the criteria for an ‘appeal to authority’ as he would not be considered “specialised” within the field of child phycology, behaviourism or other related profession.

Authors such as Margaryan, Littlejohn and Thrupp argue that the productiveness of learning is not dependant on digital literacies. Their research has shown that students conform to traditional pedagogies, and that “outside of the class students look to practical solutions to their course related issues and ICTs are often not the most practical solution” (Margaryan and Littlejohn, p, 3. 2008).  The type of ICT children engage in is determined by “social groups” (Thrupp, 2007, p.3). In other words, children link ICT to social situations and not, as Prensky would have us believe, to school or more succinctly to the curriculum.  And whether the most popular (according to Prensky) computer and video games allow the player to: explore, challenge, create, perform and lead, is abated by the fact that these “buzz words” were used as a marketing tool by the multi-corporates who produce them.

Schools are not the place for “game play” but rather for the creative and integrated balance of technology and traditional pedagogies to improve learning.

 

Learning Styles

ITC’s

1. What is your learning style? What sorts of learning experiences would suit you best with your learning style?

Strong linguistically and interpersonally I am suited to group dynamics though, just at home with quietly reading.   

2. In a traditional classroom of 25 students, how would you support the range of learning styles each lesson?

Flexibility of teaching and assessment is a primary feature of supportive learning styles.   As each student is at different stages and means of learning, this poses a difficult task for any teacher. Engagement of students includes the engagement of the teacher. Personally, through word games, quizzes, re-enactments or simply clapping through the beats of the times tables allow learning to be fun and accessible. I have included a link to Dr Fred Jones Ph.D. for tips and examples on how to engage students and facilitate their learning.  

3. With your current knowledge of ICT, how could your design and digital pedagogy support your learners better?

Alas, I wish I were more ICT literate than I am.  So, given my level of non-expertise and that I would be engaging secondary students, I would ask them to create a blog. Not very inspired I admit. Though, the journalisation process should link, relevantly of course, to other sites of interest.  A cross-pollenisation of media and personal materials, photos, newspaper articles, music and, say for history, an event, period or person, would create a montage of the theme/subject.  

4. What sorts of profiling questions would you be asking about your learners to ensure you cater for everyone's preferences?

I’m not sure you can cater to everyone’s preferences but ascertaining who has English as their second language, whether the class works better as a group or individually and the utilisation of the MI theory will assist in better understanding the class.  

An article called, The Inclusive Secondary School Teacher in Australia, listed is the key areas of inclusive attitudes:
* student rather than curriculum focused
* learns through collaboration
* inclusive teaching practices

5. How does ICT support differences in learning styles?

To a degree, ICT is individual paced learning.  Students can cater their learning to suit their specific learning style, a visual student can incorporate more graphs and text in whilst an aural learner can used CD’s to stimulate and support their learning style.  

Just giving it a whirl

Hey guys
I have always been an internet recluse and now I'm out....
Viva la revolution'