Teachers should not even try to learn to use new technologies as they will always be behind the curve – and look stupid in the eyes of their pupils.

This surprising advice is the outcome of a study by Marc Prensky, a consultant and learning-game designer whose clients include IBM, Bank of America and the US Department of Defense.

One pupil interviewed for the study was brutal with the truth. “Don’t even try to keep up with technology – you can’t. You’ll only look stupid,” she said.

The argument that pupils are “digital natives”, at ease in an electronic world that technologically illiterate adults struggle to comprehend, is familiar.

A 15-year-old girl said: “Teachers are from the olden days, when you actually had to memorise phone numbers.”

But Mr Prensky rejects the idea of sending teachers to regular crammer courses on how to, for example, use interactive whiteboards, make podcasts or post on websites. Instead, teachers must let their pupils take the lead in using technology, which could be hard for many to accept because it means relinquishing their “I’m the only one in the room who knows” status.

The good news is that while teachers may not have the technological edge, they do have a better understanding of the learning objectives, or why technology is useful in the wider world.

Mr Prensky says: “YouTube videos, hot today, will be replaced by something even better tomorrow. Our kids are already moving beyond MySpace. Flash, the
programming language of the moment, will be a flash in the pan.”

Even those teachers who want to keep up with technology – and many do not – will not be able to do so. One Liverpool 14-year-old said: “You really have to slow down when you talk to teachers.”

But teachers can evaluate students’ use of new technologies and can teach about where those technologies fit into life and learning.

Wikipedia, the collaborative online encyclopedia, may be an inconsistent information source and a consistent refuge for plagiarists, but teachers can harness the medium by encouraging classes to contribute, writing about their local communities and traditions.

Many schools ban mobile phone cameras, in case someone takes photos in the girls’ changing rooms. But they can be useful in collecting and sharing evidence for science classes or illustrating word images in literature.

Podcasting? Teachers should not be creating podcasts for their pupils, but allowing pupils to podcast, then evaluating their work.

As one 15-year-old said: “Just ask us. We’re happy to help.” 

Resources:

* 'How to teach with technology' by Marc Prensky, in 'Emerging Technologies for Learning', Volume 2 (Becta) 

* If you are working on a project you think is relevant to TES readers, please email adi.bloom@tes.co.uk

May 3, 2007