Marc Prensky's research while affiliated with Harlem United New York and other places
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Publications (44)
Actualmente se habla con frecuencia de una nueva necesidad de aprendizaje permanente, distinguiéndolo del modelo precedente basado en primero aprender y luego trabajar. Argumentamos que, si bien el aprendizaje permanente puede desarrollarse, no es un objetivo útil. Una meta mucho mejor es el logro de por vida, ya que, fuera de la academia, los huma...
Entrevista a Marc Prensky
Marc Prensky Interview
An expert perspective on 21st century educationWhat can you learn on a cell phone? Almost anything! How does that concept fit with our traditional system of education? It doesn't. Best-selling author and futurist Marc Prensky's book of essays challenges educators to “reboot” and make the changes necessary to prepare students for 21st century career...
One and a half billion people, all over the world, are walking around with powerful computers in their pockets and purses. The fact is they often do not realize it, because they call them something else. But today's high-end cell phones have the computing power of a mid-1990s personal computer (PC)—while consuming only one one-hundredth of the...
Purpose
The purpose of this paper is to highlight current changes in the way people communicate, and the role of You Tube in leading these changes
Design/methodology/approach
The approach takes the form of the author's observations and reflections.
Findings
With close to 100 million examples online, and growing exponentially, You Tube, and short...
In the companion article, Spirit of the Game: Empowering Students as Designers in Schools?, author Cher Ping Lim puts forth strong arguments supporting the creation and use of curricular, educational games in our schools and education. His essay ends with the question ‘Can students build such games?’ This paper responses to this question and provid...
Compared with students' technology-infused lives outside of school, the traditional classroom is a somber place. For most of history, kids grew up in the dark intellectually. Right up until the mid-20th century, when television became widespread, the world outside their own neighborhoods was largely unknown to them. Few traveled. Some heard tales o...
Simulations teach timing and balance, something not possible through tradi- tional classrooms, film, or books. They enable new types of educational expe- rience that can be rigorously, effectively, and consistently deployed, increasing the power of any ...
Three-dimensional (3D) online social environments have emerged as viable alternatives to traditional methods of creating spaces for teachers and learners to teach to and to learn from one another. Robust environments with a bias toward peer-based, network-driven learning allow learners in formal environments to make meaning in ways more similar to...
Nearly all early learning happens during play, and new technology has added video games to the list of ways children learn interaction and new concepts. Although video games are everywhere - on Web sites, in stores, streamed to the desktop, on television - they are absent from the classroom. Computer-based simulations, a form of computer games, hav...
Purpose - The objective of the paper is to investigate computer processor cycles as an untapped resource in the field of education. Design/methodology/approach - Looks at how computer processor cycles could be potentially used in education. Findings - Finds that test and demographic data could be analyzed more deeply while the computer is supposedl...
Argues that to get educational software that is state-of-the-art along all dimensions, works together, and is free to users, one must involve the “world mind” and open source software. Proposes a model whereby colleges and universities each take charge of certain areas of learning, searching for the best developments, and writing new tools, which a...
This article has no abstract
The author suggests we know a lot less about learning than we normally admit – in fact there is no generally accepted definition of what it is. He suggests that this is a big problem with designing so-called e-Learning, most of which is really just "e-Teaching." There is a need, the author argues, for much more differentiation of learning, especial...
The author suggests we know a lot less about learning than we normally admit - in fact there is no generally accepted definition of what it is. He suggests that this is a big problem with designing so-called e-Learning, most of which is really just "e-Teaching." There is a need, the author argues, for much more differentiation of learning, especial...
This article has no abstract
Many academics prefer to think of education as “work” rather than “fun”. As a result, motivation in higher education rarely comes from the process itself. The author predicts this will change as the generation raised on the engagement of games no longer accepts the historical but unnecessary separation of fun and learning. The author offers the gam...
Part 2 of Prensky’s paper exploring the differences between “digital natives” and “digital immigrants”. In this second part the author presents evidence to support these differences from neurology, social psychology and from studies done on children using games for learning.
Part one of this paper highlights how students today think and process information fundamentally differently from their predecessors, as a result of being surrounded by new technology. The author compares these “digital natives” with the older generation who are learning and adopting new technology naming them “digital immigrants”.
Bankers Trust has developed a series of exciting computer games which enable employees to learn rapidly and about corporate best practice and knowledge. The games particularly appeal to the younger generation of managers and reflects their experience and experimentation based learning style. © 1997 John Wiley & Sons, Ltd. and Cornwallis Emmanuel Lt...
The statistics on today's youngsters' involvement with digital technology are staggering - over 10,000 hours playing videogames, over 200,000 emails and instant messages sent and received; over 10,000 hours talking on digital cell phones; over 20,000 hours watching TV (a high percentage fast speed MTV), over 500,000 commercials seen—all before they...
Bavelier has grabbed national attention for suggesting that playing "action" video and computer games has positive effects – enhancing student's visual selective attention. But that finding is just one small part of a more important message that all parents and educators need to hear: video games are not the enemy, but the best opportunity we have...
Me resulta sorprendente cómo con todo el alboroto y el debate hoy en día acerca del declive de la educación en los Estados Unidos ignoramos su causa más fundamental. Nuestros estudiantes han cambiado radicalmente. Los estudiantes de hoy ya no son el tipo de personas que nuestro sistema educativo fue diseñado para formar. Los estudiantes de hoy no h...
If we are smart, the mobile phones and games that our students are so comfortable with will soon become their learning tools. I don't know the exact numbers, but if Scottish students are anything like the rest of the world, a great many of them are walking around with powerful computers in their hands and pockets. Yes, I'm talking about their mobil...
To be published in an upcoming SRIC-BI report. [2233 words] "It feels to me like we're moving toward a point where game development is becoming a very collaborative process between the game developers and the players." – Will Wright, creator, Sim City and The Sims Although "traditional" authoring tools make it easier and faster to create online tra...
Citations
... Öğretmenlerin teknolojiyle ilgili yeterlikleri ve okullarda teknolojiye erişimleri gelişmiş olsa da sürekli gelişen bir alan olması nedeniyle daha etkili teknoloji entegrasyonunun gerçekleşmesi ve devamlılığı için öğretmenlerin algı ve tutumları kilit rol oynamaktadır (Ertmer, 2005). Nitekim günümüz öğrencileri artık eyleme geçmeden önce öğretmenlerin kılavuzuna pek ihtiyaç duymamakta bu nedenle öğretmenlerin çoğunlukla öğrencilerin problemlerle yüzleşmelerini sağlayacak çözümler üretmeleri daha önemli hale gelmiştir (Prensky ve Kuzu Demir, 2017). Bu durum öğretmenlerin teknolojiyi daha etkili kullanması gerektiğini ortaya koymaktadır. ...
![[object Object]](https://i1.rgstatic.net/ii/profile.image/277106358538243-1443078712418_Q64/Elif-Kuzu-Demir.jpg)
... A computer simulation can be defined as a representation of reality in a digital environment, where the user manipulates data in order to learn principles, procedures, concepts and values (Barton and Maharg, 2007;Gibson et al., 2006). In order to support learning in a socio-economic system, the taxonomy of computer simulations (Maier and Grobler, 2000) classifies the current research as a modelling-oriented simulation and, more specifically, as a feedback-oriented continuous simulation (see Figure 1). ...
![[object Object]](https://i1.rgstatic.net/ii/profile.image/273170984861697-1442140446633_Q64/David-Gibson-25.jpg)
... Hazırlıksız yakalandık: Covid-19 salgını sebebiyle online eğitim kararı verilmesine rağmen uzaktan eğitimi uygulamaya hazır olmayan ve bu sürecin zorluklarıyla karşılaşan öğretmenlerin uzaktan eğitime daha az istekli oldukları görülmüştür (Hilli, 2020). Oysa ki öğretmenler ve hatta öğrenciler, öğrenmeyi ve öğretmeyi, dijital çağın yeni verilerine göre "akıllıca" işlemeli ve uyarlamalıdır (Prensky M. , 2012). Bu isteklilik gerçekleştirilemediğinde ve taraflar için verimli ve uygun bir eğitim ve iletişim ortamı sağlanamayacağı öngörülmektedir. ...
... An e-learning system combines ICT with educational scenarios, creating learning environments and enabling their access from anywhere, at any time through the Internet [10]. Such flexibility allows students to access resources and use these platforms [11]. However, even with a desired e-learning structure, students must also be inspired to spend more time and energy in the learning process, because of the increasing active role they must assume. ...
... In this organisational model, students that demonstrate capacity with an ever increasing level of 'education' continue on to further study, while others 'drop-out' and begin work181 . The mindset is that all teachers can teach, but not all learners can learn: a contrast to current research understandings182 . ...
... In addition, the lack of access to technology among low-income students can indeed hinder their ability to fully benefit from the advantages that modern technology offers in education. This can create disparities in learning outcomes and further perpetuate socioeconomic inequities (Prensky, 2010). ...
... Additionally, Dinscore defined it as designing learning activities that can gradually introduce concepts, and guide users towards an end goal. Games are a highly social and interactive experience (Prensky, 2001). A crucial part of the learning process also involves enjoyment and fun. ...
... Modding has been suggested as a simple solution to overcome the barriers of low game quality and high production cost of digital games (Prensky, 2003). Modding refers to the act of creating a game mod(dule): a custom modification of games. ...
... Marc Prensky (2004) At the turn of the 21st century, Marc Prensky posited that the digital divide 1 cannot go overlooked because it is "the root of a great many educational problems" (Prensky 2001b, p. 1). Ironically, this imbalanced ecology in teaching and learning observed in Prensky's seminal propositions, almost two decades later, still rings true. ...
... Currently, education is being criticized from different sectors, due to the relevance of its way of operating, its structure and paradigms (Carnie, 2017;Prensky, 2008;Seyedmonir, 2013). From basic educational level to higher education, the continuity of a homogenizing and industrial-type system is being questioned (Huber, 2013;Punset, 2011;Robinson, 2017), which operates on the basis of complying with standards to which all students must aim (Liss, 2013), and that has little contribution to the development of students' individual talents and skills required by the rapidly changing context of the 21st century (Romero et al., 2015). ...
