There has been a wonderful discussion going on in relation to the Prensky article “Engage Me or Enrage Me”. Now, I’ve spent a few days refiing my thought on this blog. The comments have been spectacular and I’ve grown to know a few of you even more (Thanks for dedicated entry Scott 
) Now, I’ve been preparing a rather lengthy discussion and then I read Dean Shareski’s tag article where he comments on posting length. So, with that in mind, off we go….
Scott, Dean and others see the article as being a wake-up call to take notice that we need to focus on the fact that students are not engaged.
What is different now (and why Prensky’s article is so salient) is that until recently kids didn’t have anything to compare teachers’ instruction against except other teachers. Now they have these high-powered learning environments called video games that are purposefully designed to keep kids’ brains in their own individualized zones of proximal development. The subject matter may be questionable, but the intentional cognitive engagement that is occurring is not. Scott McLeod
As I read through your post Scott, I realized that we are talking about the same thing it’s just that we see the article from two angles. I think we’re like this: looking at a dice that has landed six up. You see it as two horizontal lines and I’m seeing two vertical lines. We both see a six and we’re just trying to figure out if they’re horizontal or vertical. So, I’ll walk over to your side. What the hey, horizontal!
We both see that schools have to become more relevant to students and it is the teacher’s role to use differentiated instruction to reach all students (in Saskatchewan we call it the Adaptive Dimension). We both agree that we need to see the schools begin to adopt a greater focus on using data to make decisions and, I would think, that we would agree that we need to use Professional Learning Communities to enhance what is happening in the schools. I agree that we need to use more technology to engage the learners – no doubt about it. And, I could probably be convinced that, given the right conditions, gaming could be a relevant tool for teaching.
Like you, I’ve read, reread, pondered, reflected and rewritten a few times. Dean, I agree with your comment and we do need to root out the outdated and irrelevant work. I guess I write from where I view the profession of teaching. I see it as a dynamic, ever-changing, ever-evolving journey of learning. I am constantly looking for new ideas and challenging what I believe to make sure it holds up to the litmus test- are kids learning/understanding and with me. That is why I’ve embraced blogging, wikis, podcasts, videos, audios and other formats of presentations, however a student can demonstrate their understanding, I usually can work with them. This doesn’t mean I don’t do some worksheets, some written work, some reading, some …. it’s a mixed bag.
Now, in the school where I am adminstrator, we have learning teams. During our first set of meetings, I made it clear that it was OUR responsibility for the students learning and understanding. We don’t have any control of the parents, home life, emotional state of the student or various other things. Some we need to address but some, well, that’s out of our control so we can’t use it as an excuse. Boy do teachers work at trying to get the home life card back in – but it doesn’t work. So, we need to differentiate, adapt and challenge the students. MY job is to provide the resources to make it happen. I give the teachers support, I present them with options and I ask them questions. But, I expect that they will come out of isolation and we will work together to make this a “happenin’ place” where students don’t mind coming every day. We want a safe and welcoming place where we understand that there are 200 odd individuals all with different needs and expectations and we, as the teachers and support staff, have a duty to do our best to meet those needs.
I try to lead by example and, therefore, I’m offering pd for teachers to introduce them to blogs, wikis, podcasts, using video, etc. Having said all this, I’m still learning as an administrator so I haven’t figured out how to get all this together but we’re working at it and trying.
As a teacher it always infuriated me that some “person” from outside (if you are not presently teaching and have been out more than 5 years, you’re out of tocuh.) telling me that if I just do “this”, my students will learn and understand. Like NOT. I hate sitting and getting so I try not to do it myself – however I can sit here for 2 plus hours and …. and I can game for like 4 hours. I understand the engagement thing – but that is different and I can separate that in my mind – I don’t get a lightsaber to get rid of the evil one’s (some days I’d like to manipulate the force though – You will do your homework. Now go. You won’t call him a dummyface any more. You may pass. And to be able to lift the desk and rotate that one student – mmmmm) As a learning professional, I’m insulted by the article and that is why I object to it. I really don’t find Prensky to be a “futurist”. Personally, I see him as an opportunist. And I will stop with my comments there!!
Scott, I truly enjoy all the learning that I have done and the reflection that this has made me do about my practice as an administrator and as a teacher. Unfortunately, my position doesn’t allow me to get to see other schools so you are a better judge and I will defer to what you see. I know that I don’t want my kids to be bored – that’s when they tatoo each other with multi-coloured ink pens. I want them to be engaged and pushed to the limit of their abilities (these are my own kids, not all the students). So if that is what I want, then I figure most other parents want the same. I’ll have to post about my girls and I. Maybe you’ll see why I’m not normal!!
Sorry Dean but I’ve written a lot again 
I promise the next one will be short – er.
Thanks for the responses and the conversation.
Kelly
