Chapter 1 Summary Reflection

CHAPTER 1--PARTNERING: A PEDAGOGY FOR THE NEW EDUCATIONAL LANDSCAPE

                In chapter one, Marc Prensky emphasizes, that to better prepare students for our constantly changing and ever-advancing technological world, we as teachers need to move away from direct instruction and lend our classrooms more to a partnering environment. In this partnering environment, he suggests that we put students in the role of “conceptualizer/writer/star/director/crew” of their own learning “play” and that we, as the teachers, assume more of the role of “producer”, making sure that everything comes together for a quality final product—giving advice and guidance where needed but remaining in the background. He recognizes and points out that this idea of partnering is not a new concept because we have all been exposed to it in learning theories such as “student-centered learning”, “inquiry-based learning”, etc. He further emphasizes that digital technology allows for greater success in partnering because it customizes and individualizes the learning process for each student. Prensky establishes that to be successful in partnering, as with any endeavor, it is key that each person know their roles and the expectations of those roles. Examples of students’ roles in partnering are that they are the “researcher”, “technology user/expert”, “thinker and sense maker”, “self-teacher” and “world changer”. Examples of the teachers’ roles in partnering are “coach and guide”, goal setter and questioner”, “learning designer”, “context and rigor provider” and “quality assurer”. Also pointed out was that teachers have to be willing to relinquish control of the “normal, row by row, regimented” classroom and accept the new, bustling, thriving learning environment. With this kind of environment, the author notes that the students and teacher are not the only partners. He includes administrators and parents as part of the necessary partnership.

                I really like the concept of partnering. I guess it just leads to several questions for me though. At what point do you begin partnering? Obviously, there are things such as reading and writing and basic math in which students require some direct instruction. So is this just something you start to slowly incorporate into a regular classroom as the students age or do you specifically define a grade level at which it begins. This leads to another question—if students learn in this way, they will be learning at different levels, some faster and some slower—would they even need grade levels anymore? What about the schools who have very limited technology and resources—do you partner up to the extent that you are able? What if you try this and can only accomplish so much because of limitations—what does this do to the students? Do their rockets get stuck before hitting the atmosphere? I totally get the concept and can see how it could be fabulous—I just struggle with the logistics of it.