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 Dean, I agree with your comment and we do need to root out the outdated and irrelevant work.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
5 responses so far ↓
I’m sorry Kelly but you lost me at:
I don’t see what’s insulting. Is it the fact that he’s asking teachers to address the lack of engagement? How we are to engage them?
I recognize that his “schtick” is the whole video games for learning and may over use the concept but I believe his point can’t be dismissed.
Everything you write seems to be agreeing with him until the second last paragraph. I just don’t grasp your objection.
I reread both the main article and your previous post. The only thing I can derive from your other post is the idea that Prensky is advocating for the curriculum to be designed by students and that they may not know best. Again, if that’s your argument I don’t see it in the article.
My simple take on the article is we need to be more relevant and engage students using the tools they are already using and need to be using. Maybe I missed something.
Dean,
I am insulted by the fact that a) his article suggests that he is a teacher. Unless I’m mistaken, he doesn’t teach anymore. He may have taught but now he has another profession. b) He has the answer. Teaching, as we all know, is a much more complicated than what he suggests. It’s too simplistic. “Just do this and the kids will be engaged” c) I, personally, believe he is not helping. I believe he is perpetuating the myth that there is a gap we don’t understand. I’ve not found his definitions useful in the least.
At present we have so many experts telling us how to change schools and make them better and that we are not doing a good job. You and others may find nothing wrong with what he says and that is fine. I’m not going tell you that you should be insulted or upset or anything else.
I may agree with the common held belief that we need to change how schools and teachers are functioning and that we need to adjust how we use technologies. I may agree with the idea that teachers need to explore the use of different teaching strategies and instructional methods, become more familiar with authentic assessment and look at a continuous assessment/feedback cycle to assist students in learning and understanding.
I DON”T agree with how Prensky’s article has the voice of a teacher speaking to teachers.
I DON’T agree with the superiority tone that comes through.
And I DON’T like the way “facts” are used to uphold his beliefs.
“And believe me, they’re enraged. But today, all kids do. And there it is so boring that the kids, used to this other life, just can’t stand it. What’s more, the games deliver on these promises. The fact is that even if you are the most engaging old-style teacher in the world, you are not going to capture most of our students’ attention the old way. All of these are not facts - they are his beliefs.
Would you accept this as a source if a student used it? I wouldn’t because it is an opinion paper using annecdotal comments from various tv interviews to substantiate his view.
As I try to teach students, use of words like “All, Most, None, Never, …” are to be avoided when writing unless you have the data to substantiate what you say.
I don’t believe ALL kids are ENRAGED. That’s not my experience. So, Dean, that is why I say I am insulted. You don’t have to agree. I accept that there may be few who do. But, I think, we are entitled to our opinions on this subject and I have my reasons, of which I have stated here, for my opinion.
I’m not asking anyone to change their view but I am, I guess, asking that I be given the same latitude to speak my dissent as Prensky seems to be given to state his.
Kelly
I personally think “enraged” is too strong of a word, but “engage me or enrage me” sure sounds catchy, and I bet it gets a lot of publicity in the mainstream media outlets, which in turn will sell more books.
Thanks Kelly that does clarify your position for me.
I would agree that his not being a teacher may reduce his credibility and perhaps the lack of research stated in this article could be questioned. As far as stating all kids are enraged, I think it is a strong term but in his defense, he places students in 3 groups at the beginning and only speaks to one group that he considers enraged.
I suppose I tend to overlook some of these points to simply focus on the general idea that we need to be more engaging. You’ve chosen to focus on some details which I think can be argued but I’m choosing to overlook them somewhat…..I think I’m satisfied with our positions.
Thanks again….this is why this process is so important, we are able to communication, criticize and learn from each other.
Regardless of the tone of the article, I have to say that I too am concerned about what we are doing or not doing in school reform to address the changing needs of students. Did you see the recent article in TIME about bringing our schools into the 21st Century? http://www.time.com/time/magazine/article/0,9171,1568480,00.html
We are still doing things the way we have done them for years and years, but the students we serve and the lives we are preparing them have gone through several generations of change…I face the challenge of being in a school where our students do fairly well and become good citizens so we are struggling through the “we are good why change” attitudes of some.
Yes, professional learning communities, professional learning opportunities, and adminsitrator modeling are all ways to go about bringing change, but none of those are totally successful with ever teacher in a building. Sometimes it feels like I am hitting my head against the wall.
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