|About ten stitched photos from the Prairie in Utah|
I’ve had one of those weeks that I try not to put myself through anymore. It was six audiences, seven airports, two airlines, two hotel chains and way too much fast food. My entire August use to be like that, but I’m through. These were invitations I simply couldn’t say no to.
Doing fewer gigs, I’m personalizing my presentations a little more, but all three of these centered around student engagement and digital natives. Of course, typing these two terms makes the hair stand up on the back of my neck, because they are overused catch phrases that have become so much a part of edu-speak that I simply can’t be confident that you take the same meaning in the reading, that I intend in the typing. So, as a personal exercise, I want to write my definitions, for each, right here.
Student Engagement: Learning that results from mental muscle, where the learner solves a problem or accomplishes a goal by planning and applying self-inventory, inquiry, exploration, experimentation, discovery, intellectual alchemy and inventiveness; gaining knowledge and skills that are personally and immediately valuable to the learner (increasing self-value); and in some elemental way surprises the teacher.
Digital Natives: The generations who have always known and have included as an element of their culture digital information and communication technologies, resulting in a uniquely intuitive but historically limiting perspective on literacy (using information to accomplish goals).
There! That was fun.
But the main thing that got me writing this morning was a comment from one of the Texas teachers I presented to earlier in the week. She said that the challenges of becoming the kind of teacher who engages today’s children in the learning they need to accomplish today seem overwhelming. But, she continued,
“As a parent, it is exactly the kind of teacher that my teenage children need right now.”