EDUCATION THROUGH TECHNOLOGY, THE FUTURE OF LEARNING IS NOW

Essay: Education through technology, the future of learning is now

Sherene Bandoo
ID: CH20077760
Lecturer: Mrs. Williams-Young

Abstract
This essay is based on an article by Marc Prensky entitle Our brains extended. The researcher
analyzed his work which strongly depicted his belief in keeping up with the evolving technology
in schools. He spoke of three new subjects he believes should be entered into the curriculum and
even spoke of schools needing a new advanced technology based curriculum. The researcher
seeks in this paper to break down the ideas Prensky had and the implications of putting these
ideas into effect.

SHERENE BANDOO

EDUCATION THROUGH TECHNOLOGY, THE FUTURE OF LEARNING IS NOW

2

As a powerful learning tool, technology enhances our capabilities in all domains. Not only can
it help in surprising ways with things we still require from the past, such as test preparation, but
it's also a sine qua non for many new capabilities, such as database usage. (Prensky, 2013)
New Subjects
The author proposes that todays existing, world-wide curriculum based on
offering roughly the same math, language arts, science and social studies to all is not what is
required for the future, and is hurting rather than helping the worlds students. Math, language
arts, science and social studies, he argues, are really proxies for a small number of identifiable
underlying skills which can be taught in other, more useful ways, and furthermore, he says, there
are many other skills students need that we do not offer at all particularly in the areas of
action, relationships and accomplishment.
Prensky proposes a very different curricular organization, based at the top level, around
the four key areas of Effective Thinking, Effective Action, Effective Relationships and Effective
Accomplishment. He suggests that the amount of math, language arts, science and social studies
we still offer, beyond a very small core, be different for each student depending on interest and
need, but that the underlying skills be the same for all. Prenskys organization goes beyond

SHERENE BANDOO

EDUCATION THROUGH TECHNOLOGY, THE FUTURE OF LEARNING IS NOW

3

what is currently offered by the proponents of so-called 21st century skills. Further, Prensky
proposes that all education not be based on made-up examples designed to be relevant to all
students (or on problems designed to cover standards) but on actual accomplishments of
students in the real world.
Effective Thinking: Prenksys first subject is Effective Thinking. This he explained
would start as early as the elementary stage of the students lives were they would use simple
mathematical and logical thinking enhanced with the introduction of technology as the thinking
extender. These young kids would learn how to use technological tools such as spreadsheets to
do projects. Prensky speaks about the curriculum being set to only teach students about Math,
English, and Science etc. He believes however, by adding other components we would have a
better and more developed education system.
The components that would be in the effective thinking portion of the
curriculum: Critical Thinking, Mathematical Thinking, Scientific Thinking, Creative Thinking,
Problem-Solving, Inquiry Skills, Argument Skills, Design Thinking, Systems Thinking,
Judgment, Aesthetics, Habits of mind, Self-knowledge of ones own passions and strengths.
Teachers would teach these skills, with both reading and technology as deep foundations.
Instead of today's focus on pre-established subject matter, with thinking skills presented
randomly, haphazardly, and inconsistently, the student and teacher focus would always be on
thinking in its various forms and on being an effective thinker, using examples from math,
science, social studies, and language arts.
Effective Action: Effective Action would begin by fostering Steven Covey's seven
(now eight) habits of highly effective peopleBe proactive, Begin with the end in mind, Put first

SHERENE BANDOO

EDUCATION THROUGH TECHNOLOGY, THE FUTURE OF LEARNING IS NOW

4

things first, and so onfrom the earliest grades. It would include increasingly complex
challenges in persistence, entrepreneurship, and project management and focus on creative ways
to break down barriers and get things done. Students at all grade levels would learn how to start
and manage real-life projectsfor example, designing a playground, seeking funding, and
getting it built; designing and implementing a better way to feed the local homeless population;
or designing and implementing a day-care systemwhatever the school's community needs.
Students would start companies, both for-profit (designing websites or devising
social media strategies for local businesses) and not-for-profit (meeting a social need), and they
would learn the difference between the two. The emphasis would be on continual improvement
and on how to do each task more effectively next time. Again, students would use as "mind
extenders" all the latest technological tools: simulations, CAD/CAM, and other software, as well
as the best writing on project management.
The Effective Action curriculum would focus on getting students to be proactive,
to initiate positive actions and programs to improve their communities, their country, and the
world. Over the course of their K12 time, students might explore and undertake such actions as
mobilizing citizens for lobbying; building local Internet infrastructure; designing new schools
and school additions; and, in places that need it, improving public health and the water supply.
Instead of being occasional side projects in subject-oriented classes, learning how to do these
types of projectsand actually doing themwould be the main focus of this portion of students'
work.
Effective Relationships: Effective Relationships would foster students' high-level
communication skills: one-on-one, in teams, in peer groups, in communities, and in work groups.

SHERENE BANDOO

EDUCATION THROUGH TECHNOLOGY, THE FUTURE OF LEARNING IS NOW

5

It would focus on relationships in both the real and virtual worlds and teach students to negotiate
a modern world in which both real and virtual are equally important. This subject would also
include ethics, citizenship, and politics. Over the course of their K12 experience, students
would learn how to maximize their own communication strengths and mitigate their weaknesses.
They would learn how to best fit their own personality with all the communication possibilities
offered in today's and tomorrow's world. Students would learn how to succeed in both the faceto-face world of visual prejudgments and the online world of easy deception.
As a large part of Effective Relationships, students would read and analyze great works
of literature that focus on human relations and relationships, study languages and translation, and
explore material from the social studies. The focus of this subject would not be on producing
people who know more, but on producing people who relate better in a wide variety of
situations.
Implications
In todays day and age we see where the older teaching tools are steadily being replaced
by newer more effective, more exciting gears such as the move from the chalk board to the more
flexible white board and now from the note book on to the education enhancing tablet. Tablets
are a new and exciting means in which teachers can better impart knowledge onto their students
in a fresh and fun way which will keep the children attention over a longer period of time.
One implication that policy makers has in their quest to equip students in this technology
(digital natives) era with the required skills for the future is to find ways of adapting and
modifying the curriculum and teaching practice to meet learners emerging needs in the emerging
digital media context, rather than just to integrate new technology and media into the existing

SHERENE BANDOO

EDUCATION THROUGH TECHNOLOGY, THE FUTURE OF LEARNING IS NOW

6

curriculum in order to ensure relevance or boost standards, (Hague & Williamson, 2009).
Therefore, it is important that policy makers create curriculum that will cater to the digital
natives.

policy maker has to ensure that they integrate Medias into the curriculum so that students can be
catered for and learn required skills for the future. This will enable these digital natives to be
well educated and prepared to face changes that may occur as the years pass on by. This change
in curriculum that Prensky speaks so passionate about will have negative implication on policy
makers/curriculum writers. Firstly, this will be extremely time consuming. Anew curriculum
would have to go through a very important process to be written, review corrected and approved
by specific bodies. Secondly, it will be an expensive procedure costing the government and
schools lots of money to put into this process if is to be successful. Finally, the reaction of
students and their parents would have to be taken into consideration. Parents would have to be
informed and their opinions are relevant since it will affect them and their kids. Teachers can
integrate technology in their day-to-day teaching learning activities way easier than having to
deal with an entirely new curriculum. For different subject areas, different grade levels and
various types of students a teacher can decide what will be the most suited way of incorporating
technology in a effective and efficient way.
Technology Integration
Technology in todays society is of vital importances as it aids in helping students to
become technological advance and allow them to be more productive in whatever aspect of work
they engage in. It is therefore important for teachers to integrate technology in the classroom as

SHERENE BANDOO

EDUCATION THROUGH TECHNOLOGY, THE FUTURE OF LEARNING IS NOW

7

it helps students not to be bored and the content can be presented in an attractive manner to
capture students attention, (Jones & Barlett Learning). Teachers can integrate technology in the
classroom by using computer games to teach the digital natives, allowing students to complete
task using the computer and emailing it instead of printing and writing in books and present
presentation online so that students can assess and do follow up questions and discussion forum
using technology, (Helsper, Ellen, Johanna and Eynon, Rebecca, 2010).
Teachers can use computer games to improve the learning experiences for digital natives,
(Prensky, 2001). The teachers can do this by having access to software that enable students to
play games which involve the content that the teacher wants to pass on to students. There is a
variety of software which contains games and other activities that can pass on content to
students, teachers can even create software for themselves. Effective Thinking subject states that
the regular subject such as math, science, social studies etc can be enhanced with the
incorporation of technology. Therefore, a teacher teaching social studies can teach students using
computer games to boost class participation and students interest in the topic. A topic such as
Consumer Affair could be taught by implementing a game which allows students to use an
avatar and shop in various stores for different items consumers purchase daily. The game will
allow then a certain amount of money so they would have to think about which items are priority
by making a list of what is most important to least important and follow their list to ensure they
get the needed items before their cash runs out. This activity will aim at keeping the students
attention of a longer period of time while teaching them important concepts in the content such
as needs/wants, goods/services and giving them the hands on experience of being a consumer
themselves with money spending as they see fit. At the end of the game the teacher can assess

SHERENE BANDOO

EDUCATION THROUGH TECHNOLOGY, THE FUTURE OF LEARNING IS NOW

8

the students work by going on to the game herself and analyzing what each student listed as
priority as a consumer and how well they spent their money.
Secondly, the teacher can allow students to complete task using the computer and
emailing it instead of printing and writing in books. This will help digital natives to engage in
the class activity as they would be practical using the computer. Instead of submitting a hard
copy of the work, the students can create a website where their work can be submitted online for
the teacher the view and mark. Also on this website blogs can be used as a forum in which
discussions can be facilitated and issues can be addressed and resolved. This new and creative
way of work submission and assessment can be implemented as early as the high school level
where students for example in an information technology class can build their website to
facilitate this new technology. At the Church Teachers College, this is currently being used
where students have discussion forums on Schoology, a website which entails different courses
that students do and lecturer post discussions so that students can discuss and engage in the
learning process. Their course outlines and notes are also sent to the website so that students
can access and teacher teaches student using the course outline, allowing students to click on
links so receive information that will be discussed in class. The social studies teacher can
therefore create her course in Schoology and post the curriculum guideline, attendance, grades
etc. For the topic consumer Affairs videos could be posted depicting who a consumer is, items
consumers purchase, where they go to get these items, who are the producers of these gods
among other things. The videos will substitute notes as the students would be more interested in
watching and listening to the information as opposed to reading it. Now after viewing the video
the students will be asked to make notes about what they have learnt and post it in the comment

SHERENE BANDOO

EDUCATION THROUGH TECHNOLOGY, THE FUTURE OF LEARNING IS NOW

9

section below the video. All students should also comment on the notes of their peers,
commending them, adding information they might have missed etc. In Prenksy second subjecteffective action- he talks about students learning to take on real life challenges by managing a
project for example. The students task in this scenario can be to educate consumers on their
rights and responsibilities of consumers as a part of the topic they are doing and as a way of
helping others to receive this information as well. The teacher can allow the student for example
to create posters about consumers rights and responsibilities and display their posters in their
communities as an effort to educate the members of their communities while earning credits for
their class.
Thirdly, tablets can be used through the aid of the internet or inbuilt software to enhance
the learning of subjects through visual and audio aids. For example, in the same social studies
class when making the posters about consumer rights and responsibilities the students can use
tablets to access the internet and get poster ideas and samples online. They can even copy
pictures and catch phrases and paste then on their posters. The third new subject Prensky spoke
about is effective relationship which encourages working in peer groups o build better
relationships which will even help when there are in a work environment in the future to work
with others to achieve a common goal. Therefore, the teacher can place the students in groups to
work n the posters for their communities together. This activity will facilitate the students
creativity, enhance participation and even make the students feel good as they will know their
work will be published to educate others.

SHERENE BANDOO

EDUCATION THROUGH TECHNOLOGY, THE FUTURE OF LEARNING IS NOW

10

References

Donnell, J. O. (2014). Definition of Digital Natives. Retrieved February 13, 2014, from
About.com: http://tweenparenting.about.comod/tweenculture/g/DigitalNative.htm
Eynon, E. J. (2010, June 3). Digital Natives: where is the evidence? Retrieved February 12,
2014, from http://cyber.law.harvard.edu/communia2010/sites/communia2010/images/
Helsper_Enyon_Digital_Natives.pdf
Prensky, M. (2001, October). Digital Natives, Digital Immigrants. Retrieved February 12,
2014, from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,
%20Digital%20Immigrants%20-%20Part1.pdf
Teaching Today Students. (2014). Retrieved February 09, 2014, from Jones and Bartlett
Learning: http://samples.jbpub.com/9780763776121/76121_CH02_Page.pdf
Williamson, C. H. (2009, August). Digital participation, digital literacy and school subjects.
Retrieved February 15, 2014, from
http://archive.futurelab.org.uk/resources/documents/lit_reviews/DigitalParticipation.pdf

SHERENE BANDOO