Backup Education?

Mark Prensky’s Backup Education was an intriguing read for me. I often think that authors write such articles to get people thinking. By sometimes upsetting readers, readers revolt and this revolt then achieves the goal.

In the article Prensky describes a scenario in which teachers take opposition to his suggesting that we delete certain learning objectives in our IRP’s to make room for topics about the future. He states that the opposition comes forward in questions about technology breaking down. He states that this attitude is a problem because what teachers are saying is that we do not
“trust the world in which you kids are going to live”. He also states that teachers only want to teach the basics.

It is true that technology does break down and it is probably true that some teachers use this as an excuse. However, Mr. Prensky may be better able to understand the fear of some of these teachers if he had ever been put in the situation of experiencing a technological break down while having a group of students waiting for the lesson to begin. It is not an easy position to be in. Just like there are people who will try to ride a bike for the first time, fail and say that it is, there are teachers who feel the same about technology. Is this right? No, but it is a reality. My hope is to slowly change the attitude of these educators one small step at a time.

Prensky uses the notion of telling time using a sundial and then progressing to using a watch. I agree that this change did take place, however it didn’t happen instantly and therefore the teaching methods also did not change instantly. Teachers need to teach things that help students to survive in today’s society as well as the future one.

The article asks the question “What will serve our kids better in 20 years- memorized multiplication tables or fundamental knowledge of programming concepts?” This is a valid question, however we need to think about the time between now and 2030. What do students need today? They still need to know how to read and write. Teachers are not only preparing students for the future, but to be able to function in the present. For example, while talking about communication basics, the author predicts that eventually all books will be recorded and everyone will have a text scanner in their cell phone to read any printed text aloud. I can be wrong, and that may be because still today I am not a person who constantly uses a cell phone, but will kindergarten students be carrying cell phones? My children are in grades 2 and 4 and I still have yet to buy them a calculator, never mind a cell phone. How will these students be able to read if they are not taught this basic concept?

It is stated that by the time today’s elementary students begin working, many of today’s breakdown scenarios will not be occurring. This may be true, however does Mr. Prensky know that cell phone capability only arrived in my town 5 years ago? Today, I have students who do not have cell phone or high speed internet available at their homes. The stores in my town do not have the machines that read the chips on either the credit cards or debit cards. Therefore, the teachers at my school still need to teach to the technology that these students will be dealing with. Am I opposed to bringing new technology into the classroom? Of course not, for if I was, I would not currently be taking this class.

I do agree that the student’s world is diverging at light speed from my own. I have not avoided teaching my students about blogs etc to “protect” them, but simply because I have not always had the time, the technology or the expertise to do so. Has this stopped my students from learning how to send text messages or set up FaceBook accounts? Of course not, the students have been able to figure this out on their own. One must not underestimate the ability of students to master technology if it is in their best interest.