In the Youtube video “a few ideas” from Michael Wesch’s students, I saw my own thoughts and ideas in many of the students’ revelations. Although growing up without video games, most television (PBS and Jeopardy if at all), I find myself inundated with media constantly; it almost feels like I am drowning. Just the other day, I was daydreaming about taking a walk outside, but then performed my civic duty and sat down at my laptop to do my homework. Longingly, I’ve glanced at my bookshelf, only to realize it’s collecting dust while I fritter away typing. When I’m not teaching student, I’m online trying to complete work for my classes and keep up with all of my other responsibilities.
Last week, I was assisting some AVID students with biology and was not surprised to find that they had not cracked open their biology book after six weeks in the course. Imagine their surprise when I informed them that their biology teacher had an implicit expectation that they read the textbook to prepare for the exam. Imagine MY surprise at their response. One student asked honestly, “But don’t teachers know we’re doing this [puts phone in front of face and mimes texting] all day long?”
This revelation stopped me in my tracks. It made me not only sad but also exasperated. How could students think that being in front of a screen is more important than studying for an exam?
Well, after watching this video, it’s no wonder that they think it is.
For starters, being online allows you to communicate, to actually have a voice, instead of simply regurgitating information for a letter grade. And which is more appealing--a biology book that your teacher had when she was in school (yes--they use the same book I did)--or seeing and responding to new information? Although the information in the biology book is important, it’s clear that the information needs to be presented in a new way--a way that involves students. Otherwise, like the biology book, teachers and their lessons will be cast aside for flashier media. The internal curiosity of our students need to be harnessed and that won’t be achieved through scantrons and mundane “unrelated facts” (Wesch, 2011) with no apparent connection and relevance to the real world.
My honest AVID student’s answer is the same as the student’s statement in Wesch’s video: “This [being glued to a screen) is what we do with our lives” (Wesch, 2011). And this needs to change.
Last week, I was assisting some AVID students with biology and was not surprised to find that they had not cracked open their biology book after six weeks in the course. Imagine their surprise when I informed them that their biology teacher had an implicit expectation that they read the textbook to prepare for the exam. Imagine MY surprise at their response. One student asked honestly, “But don’t teachers know we’re doing this [puts phone in front of face and mimes texting] all day long?”
This revelation stopped me in my tracks. It made me not only sad but also exasperated. How could students think that being in front of a screen is more important than studying for an exam?
Well, after watching this video, it’s no wonder that they think it is.
For starters, being online allows you to communicate, to actually have a voice, instead of simply regurgitating information for a letter grade. And which is more appealing--a biology book that your teacher had when she was in school (yes--they use the same book I did)--or seeing and responding to new information? Although the information in the biology book is important, it’s clear that the information needs to be presented in a new way--a way that involves students. Otherwise, like the biology book, teachers and their lessons will be cast aside for flashier media. The internal curiosity of our students need to be harnessed and that won’t be achieved through scantrons and mundane “unrelated facts” (Wesch, 2011) with no apparent connection and relevance to the real world.
My honest AVID student’s answer is the same as the student’s statement in Wesch’s video: “This [being glued to a screen) is what we do with our lives” (Wesch, 2011). And this needs to change.
This is why, as a teacher, I need to try my best to refrain from direct lecture and instead have my students experience discovery and let them have a voice in what they learn. And technology is part of that discovery. But, I also want them to be able to glance at their bookcase, read a book, and learn for themselves.
Let’s stop preparing students for the real world. Let’s start letting them be a part of the real world.
Let’s stop preparing students for the real world. Let’s start letting them be a part of the real world.
References
Wesch, M. [Michael Wesch]. (2011, June 18). “a few ideas…” (Visions of Students Today). [Video file].
Retrieved from https://www.youtube.com/watch?
v=jrXpitAlva0&index=17&list=PLbRLdW37G3oMquOaC-HeUIt6CWk-FzaGp.
Retrieved from https://www.youtube.com/watch?
v=jrXpitAlva0&index=17&list=PLbRLdW37G3oMquOaC-HeUIt6CWk-FzaGp.