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Teaching Digital Natives

Teaching Digital Natives
Partnering for Real Learning

Foreword by Stephen Heppell

May 2010 | 224 pages | Corwin
Students today are growing up in a digital world. These "digital natives" learn in new and different ways, so educators need new approaches to make learning both real and relevant for today's students.

Marc Prensky, who first coined the terms "digital natives" and "digital immigrants," presents an intuitive yet highly innovative and field-tested partnership model that promotes 21st-century student learning through technology. Partnership pedagogy is a framework in which:

- Digitally literate students specialize in content finding, analysis, and presentation via multiple media

- Teachers specialize in guiding student learning, providing questions and context, designing instruction, and assessing quality

- Administrators support, organize, and facilitate the process schoolwide

- Technology becomes a tool that students use for learning essential skills and "getting things done"

With numerous strategies, how-to's, partnering tips, and examples, Teaching Digital Natives is a visionary yet practical book for preparing students to live and work in today's globalized and digitalized world.

About the Author
Introduction: Our Changing World: Technology and Global Society
What Today’s Students Want

Partnering and Twenty-first Century Technology

REAL, Not Just Relevant

Motivation Through Passion

Teaching for the Future

The Road to a Pedagogy of Partnering

1. Partnering: a Pedagogy for the New Educational Landscape
Moving Ahead

How Partnering Works

Establishing Roles and Mutual Respect

Getting Motivated to Partner With Your Students

2. Moving to the Partnership Pedagogy
Seeing Your Students Differently

Setting Up Your Classroom to Facilitate Partnering

Choosing Your Partnering “Level”: Basic, Directed, Advanced

Technology and Partnering: Nouns vs. Verbs

Partnering and The Required Curriculum

Taking Your First (or Next) Steps into Partnering

3. Think ”People and Passions” rather than “Classes and Content”
Learn your students’ interests and passions

Living Out the Partnering Roles

More Ideas

4. Always be REAL (not Just Relevant)
A New Perspective

Making Our Subjects REAL

More Ways to Make Things REAL

Always Think “Future”

5. Planning: Content to Questions, Questions to Skills
Using Guiding Questions

Focus on the appropriate verbs

6. Using Technology in Partnering
Technology is the Enabler

Technology and Equity: To Each His or Her Own

Let the Students Use All Technology

Using the Appropriate Nouns (Tools) for the Guiding Questions and Verbs

7. Understanding the “Nouns,” or Tools
8. Let Your Students Create
A real, World Audience

Aim High / Raise the bar

9. Continuous Improvement Through Practice and Sharing
Improving Through Iteration

Improving Through Practice

Improving Through Sharing

More Ways to Help Yourself Improve

10. Assessment in the Partnership Pedagogy
Useful Assessment: Beyond Summative and Formative

Assessing Students’ Progress

Assessing Teachers’ Progress

Assessing Administrators’ Progress

Assessing Parents’ Progress

Assessing Schools’ Progress

Assessing Our Nation’s Progress, and the World’s

Conclusion: The (Not Too Distant) Future of Education
What Should A New Curriculum Be?: Essential Twenty-first Century Skills

Using the Partnership Pedagogy With New Curricula

Creating Schools With Partnering In Mind

Toward a Twenty-first Century Education for All


“Loved, loved, loved it!”

Amber Teamann, Title I Technology Facilitator
Garland Independent School District, TX

"This wonderful book should be mandatory reading for all teachers and administrators. I am changing my teaching style to be more proactive. I want to be a teacher who coaches and motivates students for a better future."

Angela Johnson, Spanish Teacher
Mount Vernon Presbyterian School, Atlanta, GA

"Does a very good job of delineating the world inhabited by the current generation of learners and the implications for teachers and those who run schools."

Greg Kearsley
Educational Technology magazine, January-February 2011

"Marc Prensky has one of the best "pulses" on today’s students, and I believe in his new book he has provided us with some brilliant suggestions. I encourage all K-12 teachers to read the book, and I challenge all educators to use Marc’s suggestions in their teacher preparation programs. We will all do a better job if we attend to the content of this book. It is an outstanding contribution to education."

Lawrence L. Smith, PhD, Professor of Elementary Education
Ball State University, Muncie, IL

"I would definitely use this book with Masters-level and doctoral students in teacher education to provoke them to think about teaching and learning in more critical and innovative ways. Reading Prensky’s book would be a catalyst for giving partnering, coaching, guiding, questioning, and facilitating versus telling more time in their classrooms. I hear many teachers say they want to be coaches and guides in their classrooms, but they don’t know how to do this. In this book, Prensky lays out ways they can accomplish this goal."
Prensky’s book has the potential to impact both policy and practice in education, and it definitely provides a vision for the future regarding what 21st century teaching and learning should be like. Prensky offers a highly innovative, forward thinking, critical, and potentially transformative way of thinking about the connections between teaching and learning for 21st century students, our digital natives."

Dr. Barbara B. Levin, Department of Teacher Education and Higher Education
University of North Carolina, Greensboro, NC

"I am using your book Teaching Digital Natives: Partnering for Real Learning with my class (Technology and Instruction) because it is, in my opinion, the first book that has it all! To that end, we are blogging together on each of the chapters. All the best and keep writing great things... you are an inspiration!"

Whittney Smith, Ed.D. Adjunct Professor of Technology and Learning, High School Principal
Adelphi University, Long Island, NY

"I am using your book in the graduate course I am teaching. I am a middle school Assistant Principal on Long Island and completely embrace your theory on teaching as partnering. I know we are in an educational crisis, our kids are BORED, especially at the secondary level. The concept of Guided Questions reminds me of the training I had many years ago in Junior Great Books when I taught six grade to English language learners (guided inquiry questions). It's a strategy I completely embraced. I am hopeful to be part of the paradigm shift we so desperately need in our schools, which is why I am using your book."

Susan Wright, Graduate Couse Instructor, Elementary School Assistant Principal
Adelphia University, Long Island, NY

"After reading Marc Prensky's books and watching my son learn more from playing his video game than the 3 books I have made him read this summer, I have decided to try my very hardest to make my classroom a 21st Century classroom and partner with my students in their education. I have a passion for teaching in particular math and science, and hope I can use my passion to uncover my student's passions and interests. I want to thank Marc Prensky for writing his books and giving me the inspiration to be a better teacher."

Emily, Teacher
South Dakota

Excellent text, but was not appropriate for the course.

Mrs Bethney Wilson
Communication Dept, University of Kentucky
September 16, 2013

Prensky offers some interesting and inspiring ideas for the future educator. This won't be my primary text but one that will be relied on quite heavily.

Dr Paul Beaudoin
Humanities Dept, Fitchburg State College
February 26, 2013

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ISBN: 9781412975414