Mike Wesch - What Baby George Taught Me About Learning

What Mike Wesch believes about learning.

What happens to that child in us?  We start off ready to tackle the adventures in life.  Even when faced with challenges along the way, we picked ourselves up and pressed on.  How does our outlook on learning and life change?

Just watching George attempt to climb the step brought a sense of joy over me.  George tried, he fell, he laughed and he tried again.  No one was over his shoulder telling him to stop trying, he will never be able to do it.  Instead, George felt connected and courageous.  It is the messages that we hear, the stifling of who we want to be, and being told this is how it should be that slowly conforms us.

Interestingly, as an anthropologist,  Mike Wesch studied many strange things all over the world and the strangest place he has ever seen, is what is happening in the classroom.  Learning has been misdefined for us by school itself.  From the feedback he received from his students, he discovered is there is a disconnect, students do not read the required assignments, they pay for books they do not open, and for classes they do not go to.  The main objective for students is, what do I need to do to get through this?  Is that what learning is?  Getting through something?  

From watching his son George, he decided he wants to bring the excitement into learning, real learning.  Real learning in not about memorizing facts, real learning about the questions you take out of this class, the classes that inspire you that take you all of this world and drive you.  Questions force you to take chances you never thought you might do.  Even when presented with the opportunity for excitement...the questions still remained:  How many points is this worth?  How long does the paper need to be?  How can we change this thought process that has been instilled in us?

After digging a little deeper, he decided to start interviewing his students.  He discovered, the students questions have been ignored in the classroom.  The questions are Who am I?  What am I going to do? Am I going to make it?  These are the big questions that students are asking.  Students all have stories that need to be considered. Causing him to question, if he has been taking chances or is he just comfortable.   This emphasizes the value of connection with our students. Discovering them, what is their story.  

Are we going through life with our heads down, just attempting to get by?   The animated story was inspirational, how one discovered what his education taught him to do is build a life worth living, not to make a living.  He began to see the hero in everyone. As an educator, I want to instill in my students the love of learning.  Recognize that each student has the capacity to do great things.  I need to make sure that I can help them discover that within themselves.  Give every student a chance to shine!

Learning is spending the time to build and nurture our students.  Learning is teaching to students' strengths.  Believing in them and help them to believe in themselves!  

Prensky vs. Boyd

Prensky vs. Boyd

What do you make of the (divergent) positions of Boyd and Prensky?  What do you hear each of them say about who youth are?  Where do you stand on the "digital native" terminology?

 I found the labels "digital native" and "digital immigrant" an interesting way to categorize students who are born in the age of digital media and previous generations of students. Upon, listening to and viewing the slides, I immediately identified with the "digital immigrant".  I can perform daily activities such as sending emails, surfing online, and the smart board without stressing.  However, at times, I feel overwhelmed with keeping up with the variety of technology.  I am eager to improve my skills to keep up with the changing times. 

Prensky's idea that technology has made a big change for the new generations and our students are no longer the people our educational system was designed to teach is true.  There is no question that these new technologies are a defining feature in the lives of younger generations in which young people communicate, socialize, create and learn.  Although, today's generation of students represent the first generations to grow up with this new technology, it does not automatically mean that they understand new technologies.  

I agree with Boyd's view.  Just because the youth of today can make their own media online, it does not mean that they have the knowledge or perspective to critically examine what they consume.  According to Boyd, many of today's teens are indeed deeply engaged with social media and are active participants in networked publics, but this does not mean that they inherently have the knowledge or skills to make the most of their online experiences. Rather than assuming that youth have innate technical skills, parents and educators must work to support those who come from different background and have different experiences. Boyd's points are valid, she is concerned with the skills, critical understanding and the use of technology.  Understanding not only how to log on, but how to interpret, evaluate, and participate in various systems and streams of information.  By ignoring the broad spectrum of digital literacy across the youth population, this both ignores and reinforces inequalities between the advantaged and disadvantaged students. I am in agreement with Boyd, becoming literate in a networked age requires hard work, regardless of age.

About Me

Hi, I'm Christina

My name is Christina D'Ambra.  I am married to a wonderful and supporting man...Matt for 22 years.  I have four wonderful children.  Madison is 19, Caitlyn is 14, Michael is 12, and Chase is 10.  My four children keep me extremely busy, I enjoy cheering them on at all their sporting events.  

I received my BA in Elementary Education for Rhode Island College.  I am currently pursuing a graduate degree in Teaching English as a Second Language.  I am a teacher at Broad Street Elementary School in Providence.