2. Marc Prensky marc@games2train.com www.marcprensky.com TIE April 25, 2006 Sioux Falls SD © 2006 Marc Prensky

4. © 2005 Marc Prensky Education Credentials Master of Arts in Teaching (Yale) MBA (Harvard) Taught High School Math (5 yrs) Ran a Street Academy Taught Elementary School French Taught College Music Still Tutor Math

5. © 2006 Marc Prensky Sky Takemura-Sora Prensky b. April 26, 2005

6. in a game environmentSerious training © 2003 Marc Prensky© 2005 Marc Prensky

7. Business Recent Projects Chemistry Game (MeCHeM) FL, LA Virtual Schools Courses Algebra Game (The Algebots) Physics Game (Space Junk) Cell Phone Game (Elemental) Reading Teacher Game Higher Ed Insurance Game Pharmaceutical Game Cell Phone Game Military Stability Operations: Winning the Peace The Battle of the Brains K-12 Financial Literacy Dinner Party with History

8. © 2005 Marc Prensky Recent Projects Chemistry Game (MeCHeM) FL, LA Virtual Schools Courses Physics Game (Space Junk) Periodic Table Cell Phone Game (EleMental) Algebra Game (The Algebots) Reading Teacher Game K-12

9. © 2003 Marc Prensky © 2005 Marc Prensky

10. My New Book: © 2006 Marc Prensky

12. Helping Our Students Learn and Succeed © 2005 Marc Prensky

13. in a 21 st century world… © 2005 Marc Prensky

14. …BEFORE the end of the 21 st century! © 2005 Marc Prensky

15. What if we don’t?

16. © 2005 Marc Prensky

17. Five Keys to Helping Kids Learn © 2005 Marc Prensky

18. © 2006 Marc Prensky Understanding

19. © 2006 Marc Prensky Generating

20. © 2006 Marc Prensky Dealing with

21. © 2006 Marc Prensky our ^

22. © 2006 Marc Prensky Achieving Mutual

23. I’ll be going at (slides will be available) © 2006 Marc Prensky

24. 1.The world is changing Why educators are having problems: © 2003 Marc Prensky © 2005 Marc Prensky

26. What percent of the world’s population is under 25? © 2005 Marc Prensky Question 1

27. © 2005 Marc Prensky A 20 percent B 30 percent C 40 percent D 50 percent Percentage Under Age 25?

28. % Under 25? 50% © 2005 Marc Prensky

29. What percentage of our teachers are under 25? © 2005 Marc Prensky Question 2

30. What percentage of people in this room are under 25? © 2005 Marc Prensky Question 3

31. © 2006 Marc Prensky Understanding Theme #1

32. 1.The world is changing 2. Students are changing Why educators are having problems: © 2003 Marc Prensky © 2005 Marc Prensky

33. Today’s younger learners are NOT the ones our systems (and teachers) were designed and trained to teach! © 2003 Marc Prensky © 2005 Marc Prensky

34. Today’s Students are different

35. 5-10,000 hours Video Games 250,000 emails and IMs 10,000 hours on cell phones 20,000 hours TV (incl. MTV) 500,000 commercials < 5,000 hours book reading © 2005 Marc Prensky Why?

36. 2 billion ring tones per year 2 billion songs per month 6 billion text messages per day © 2005 Marc Prensky

37. “Brains like ours alter profoundly to fit the technologies and practices that surround them.” - Andy Clark Director, Cognitive Sciences Program. Indiana University © 2005 Marc Prensky

38. Conventional Speed Step-by-Step Linear Processing Text First Work-Oriented Stand-Alone © 2005 Marc Prensky

39. “Students are not just using technology differently today, but are approaching their life and their daily activities differently because of the technology.” --Net Day “Speak-up Day” Summary © 2005 Marc Prensky

40. The e-Life Communicating IM, chat Sharing Blogs, MySpace Buying & Selling ebay, papers Exchanging P2P Creating sites, avatars, mods Meeting 3D chat rooms, dating Collecting mp3, video, sensor data Searching Info, connections, people Analyzing SETI, drug molecules Reporting Moblogs, photos Programming Open systems, mods search Socializing Learning social behavior, influence Growing Up Exploring, transgressing Coordinating Projects, workgroups, MMORPGs Evaluating Reputation systems– Epinions, Amazon, Slashdot Gaming Solo, 1-on-1, small & large groups Learning About stuff that interests them Evolving Peripheral, emergent behaviors © 2005 Marc Prensky REFERENCE

41. The e-Life Communicating IM, chat Sharing Blogs, MySpace Buying & Selling ebay, papers Exchanging P2P Creating sites, avatars, mods Meeting 3D chat rooms, dating Collecting mp3, video, sensor data Searching Info, connections, people Analyzing SETI, drug molecules Reporting Moblogs, photos Programming Open systems, mods search Socializing Learning social behavior, influence Growing Up Exploring, transgressing Coordinating Projects, workgroups, MMORPGs Evaluating Reputation systems– Epinions, Amazon, Slashdot Gaming Solo, 1-on-1, small & large groups Learning About stuff that interests them Evolving Peripheral, emergent behaviors © 2005 Marc Prensky

42. “ [ Technologies are] re-writing the rules of adolescence.” -- a mother © 2005 Marc Prensky

43. © 2006 Marc Prensky

44. Printing out our e-mails Needing a printed copy for editing Not Going to the Internet First for info Using Email rather than IM Thinking “Real Life” happens only off-line Thinking learning means WORK We have a “Digital Immigrant Accent” © 2005 Marc Prensky

45. © 2006 Marc Prensky Generating Theme #2

46. Engagement (= motivation, passion) © 2005 Marc Prensky

47. “Without motivation there is no learning” – James Paul Gee © 2005 Marc Prensky

48. “If a learner is motivated, there’s no stopping him” – Will Wright © 2005 Marc Prensky

49. “Learning comes from passion, not discipline” – Nicholas Negroponte

50. 1.The world is changing 2. Students are changing 3. Engagement is changing Why educators are having problems: © 2003 Marc Prensky © 2005 Marc Prensky

51. “Learning Takes Work” © 2005 Marc Prensky Agree?Disagree?

52. Yes, Learning takes Effort, but © 2005 Marc Prensky

53. Effort for learning can FEEL LIKE WORK Effort for learning can FEEL LIKE PLAY OR © 2005 Marc Prensky

54. Learning feels like play when you have ENGAGEMENT = Motivation, passion © 2005 Marc Prensky

55. Today’s kids UNDERSTAND ENGAGEMENT © 2005 Marc Prensky

56. When I was a kid IT WAS BORING © 2005 Marc Prensky

57. Where did you go? “OUT” What did you do? “NOTHING” Where did you go? “OUT” What did you do? “NOTHING” In my youth, this book was famous: © 2005 Marc Prensky

58. Today’s kids GO ONLINE © 2005 Marc Prensky

59. “I could have nothing to do and I can always find something on the Internet.” – A High School Student © 2005 Marc Prensky

60. “On the Internet you can play games, you can check your mail, you can talk to your friends, you can buy things, and you can look up things that you really like.” – A High School Student © 2005 Marc Prensky Yahoo Born to be Wired Conference

61. The e-Life Communicating email, IM, chat Sharing Blogs, webcams Buying & Selling ebay, papers Exchanging music, movies, humor Creating sites, avatars, mods Meeting 3D chat rooms, dating Collecting mp3, video, sensor data Searching Info, connections, people Analyzing SETI, drug molecules Reporting Moblogs, photos Programming Open systems, mods search Socializing Learning social behavior, influence Growing Up Exploring, transgressing Coordinating Projects, workgroups, MMORPGs Evaluating Reputation systems– Epinions, Amazon, Slashdot Gaming Solo, 1-on-1, small & large groups Learning About stuff that interests them Evolving Peripheral, emergent behaviors © 2005 Marc Prensky REFERENCE

62. Today’s kids KNOW WHAT ENGAGEMENT FEELS LIKE © 2005 Marc Prensky

63. They want to Feel engaged all the time © 2005 Marc Prensky

64. Especially When they are learning! © 2006 Marc Prensky

65. But much of our education is SO BORING…

66. © 2006 Marc Prensky …that it feels like we’re putting depressants in their food!

67. © 2006 Marc Prensky even WITH technology!

68. “Whenever I go to school I have to ‘power down’” – a high school student © 2003 Marc Prensky© 2005 Marc Prensky

69. “You do have to slow down when you’re talking to teachers.” – a Liverpool student © 2003 Marc Prensky© 2005 Marc Prensky

70. For today’s students to learn, ENGAGEMENT Is MORE IMPORTANT than Content © 2006 Marc Prensky

71. Why?

72. Will Change! © 2006 Marc Prensky Content

73. ENGAGEMENT WILL! © 2006 Marc Prensky Content won’t help students continue to learn throughout their lives, but

74. © 2006 Marc Prensky Outside of formal learning…

75. © 2006 Marc Prensky Today’s Students are Empowered

76. “They want to put their own mark on the site.” – Deborah Schwartz, MOMA © 2006 Marc Prensky

77. “What people put into the Internet is much more important to them than what they take out of it.” – Tim Berners-Lee © 2006 Marc Prensky

78. Today’s Students have Tools

79. What’s different about the new technology is that it is programmable. – Alan Kay © 2006 Marc Prensky

80. Today’s Students Embrace Complexity

81. “[They are] living in dataspace, begging to handle more simultaneous data streams than their parents ever imagined.” -- Beck and Wade: Got Game © 2006 Marc Prensky

82. Today’s Students are Hands-On

83. “Players are producing as much as they are consuming – perhaps more.” – JC Herz © 2006 Marc Prensky

84. Today’s Students want things to be Fun

85. “Fun is the act of mastering a problem mentally.” -- Rafe Kotter: A Theory of Fun © 2006 Marc Prensky

86. Today’s students are NOT “ADD” but rather “EOE” © 2006 Marc Prensky

87. “ENGAGE ME or ENRAGE ME” © 2006 Marc Prensky

89. Theme #3 Understanding and Dealing With

90. “Email is for old people” – A student © 2006 Marc Prensky

91. Email IM iPod vPod mp3 wma GameBoy DS, PSP Tool switching is already close to instantaneous

92. © 2006 Marc Prensky CHANGE TIME Our Lives We are here © 2006 Marc Prensky Discontinuity: Digital Technology

93. © 2006 Marc Prensky CHANGE TIME Our Students’ Lives © 2006 Marc Prensky

94. © 2005 Marc Prensky The change that is THREATENING to teachers… …is EMPOWERING to students!

95. My New Book: © 2006 Marc Prensky

97. IT power is doubling every year

98. © 2006 Marc Prensky Sky Takemura-Sora Prensky b. April 26, 2005

99. © 2006 Marc Prensky In 2036, How much more powerful will IT be than it is today? Question 4

100. © 2005 Marc Prensky A one million times B ten million times C one hundred million times D one billion times How many times more powerful will IT be?

101. © 2006 Marc Prensky Sky will be working with technology that is 1 billion times more powerful than today!

102. © 2006 Marc Prensky 2 30 = 1,073,741,824

103. © 2006 Marc Prensky What Does That Mean ?????????

104. “Nothing ever wears out” – A teacher © 2006 Marc Prensky

105. Solving problems with the tools we have Pre - 21 st Century Inventing new tools to solve problems 21 st Century+

106. © 2006 Marc Prensky When will all this change END!??

107. © 2006 Marc Prensky IT WON’T !!!

108. © 2006 Marc Prensky There’s no Destination! (Only the fast train)

109. © 2006 Marc Prensky No One In education gets this yet

110. © 2006 Marc Prensky Except, of course…

111. © 2006 Marc Prensky

112. …their technology changes monthly! e.g. PHONES: text, cameras, videos, motion sensors, diodes

113. © 2006 Marc Prensky From now on, Tools Will COME FAST… Blogs Wikis Wikipedia Podcasting Polling Devices Speed Enhancers Cell Phones Games …and GO FAST Clickers

114. © 2006 Marc Prensky In fact, too fast to master!

115. © 2006 Marc Prensky Today’s teachers need to know

116. © 2006 Marc Prensky How to Teach Tools We Can’t Fully Master!

117. © 2006 Marc Prensky It’s important that teachers DON’T WASTE TIME Learning to Use New Tools,

118. © 2006 Marc Prensky Because…

119. © 2006 Marc Prensky The kids can do that! (and they want to)

120. “Don’t try to keep up with the technology -- you can’t” – A 14 year old girl © 2006 Marc Prensky

121. Teachers Need to:

122. © 2006 Marc Prensky Learn ABOUT New Technologies

123. © 2006 Marc Prensky SO THEY CAN HELP KIDS EVALUATE THEM

124. © 2006 Marc Prensky AND SO THEY CAN TEACH ABOUT THEM

125. Email Search IM Blogs Wikis Wikipedia Podcasting Polling Devices © 2006 Marc Prensky Recent New Tools P2P Games Networking Augmented Reality Texting Cameras GPS Speed Enhancers

126. Search vs. Research Fair Use vs. Plagiarism EvaluateTeach Phone-based cameras Pictures vs. Words Appropriate vs. In- appropriate Truth vs. Manipulation Oral vs. Written Communication Design a Wikipedia Entry for… Take and Photoshop To best Illustrate… Make a Podcast About… Podcasts Wikipedia © 2006 Marc Prensky IM Informal vs. Formal Language Design a Class using only IM Assign Communication Journalism Use of MM Creativity Communication Journalism Use of MM Creativity Usefulness Breadth Depth Originality Communication Originality Artistry Technique How Teachers Should Use New Tools

127. © 2006 Marc Prensky Theme #4 our ^

128. © 2006 Marc Prensky Many Teachers are doing Great Things!

129. © 2006 Marc Prensky and yet…

130. © 2006 Marc Prensky from being used by only One Teacher, In One Classroom So Much GOES TO WASTE

131. © 2006 Marc Prensky If we could just capture, access and re-use work already done, we would be HALFWAY THERE

132. How? © 2006 Marc Prensky

133. Use the most powerful technology tool in the world © 2006 Marc Prensky

134. Google! © 2006 Marc Prensky

135. Put it on the Web !!!

136. Do all teachers have an easy way to put on the Web an HTML page, a Video, a Wiki and a Blog? If not, make it happen now! © 2006 Marc Prensky

137. Theme #5 Create Mutual

138. © 2006 Marc Prensky

139. “Your sales pitch reminds us of silicon snake oil. Sorting data without context fuels ignorance.” – an “educator” © 2003 Marc Prensky© 2006 Marc Prensky

140. DISRESPECTS Me New Ideas Students

141. “Disrespecting each other is the root of our problem” – Marc Prensky © 2006 Marc Prensky

142. Educators DISRESPECT kids

143. “Your games are a waste of your time money and brain cells.” – A parent © 2006 Marc Prensky

144. Parents DISRESPECT Educators

145. “The cookies on my daughter’s computer know more about her interests than her teachers do.” – Henry Kelly, President, FAS © 2006 Marc Prensky

146. And in turn…

147. © 2006 Marc Prensky Kids DISRESPECT Educators

148. © 2006 Marc Prensky If technology is the new literacy

149. © 2006 Marc Prensky Most teachers are ILLITERATE

150. © 2006 Marc Prensky

151. They Have To Know Teachers Respect Them! © 2006 Marc Prensky To Get students to Listen…

152. © 2006 Marc Prensky So…

153. © 2006 Marc Prensky How Do We Get RESPECT For each other?

154. © 2006 Marc Prensky We Are All Learners We Are All Teachers 1. Foster this Message:.

155. © 2005 Marc Prensky 2. Act Respectfully

156. © 2005 Marc Prensky (especially about games)

157. If you only listened to the Press… © 2005 Marc Prensky

158. …you might think Computer and Video games… © 2005 Marc Prensky

159. … were the worst things in the world for kids. © 2005 Marc Prensky

160. But the TRUTH Is that © 2005 Marc Prensky

161. Games produce LEARNING WITH ENGAGEMENT © 2005 Marc Prensky

162. “I love getting level-ups – knowing I’m getting better. I started at level one and now I’m on 40. Now I can do more things. I can keep going and it’s really fun.” – Tyler, Age 10 © 2005 Marc Prensky

163. Kids play games NOT because they are games, but because they’re the most engaging intellectual thing they have © 2005 Marc Prensky

164. Learning is the real reason they play! (Shhh!) © 2005 Marc Prensky

165. is a big part of the learning process © 2005 Marc Prensky and the Game System Official sites IM/chat Mags games Fan sites Blogs Reviews

166. © 2005 Marc Prensky “Complex” 8-100 hours NOT TRIVIAL Today’s Games: Complexity Matters “Mini” 5 min-2hours TRIVIAL Or, at best, One-Noted Complex Games take the same amount of time as a course (30- 100 hours)

167. Dark Age of Camelot

168. To cooperate, collaborate & work in teams, i.e. to work effectively with others To make effective decisions under stress To take prudent risks in pursuit of objectives To make ethical and moral decisions To employ scientific deduction To quickly master & apply new skills and information To think laterally and strategically To persist and solve difficult problems To understand and deal with foreign environments and cultures To manage business and people © 2006 Marc Prensky What Kids Learn from Games complex

170. “Gamers have amassed thousands of hours of rapidly analyzing new situations, interacting with characters they don’t really know, and solving problems quickly and independently.” -- Beck and Wade, Got Game © 2005 Marc Prensky

171. © 2003 Marc Prensky© 2005 Marc Prensky Don’t be Afraid to Fail – Take risks to get rewards Winning Matters Work in Teams Take Responsibility Add Value Gamer Attitudes Beck and Wade: Got Game Be a Hero Immerse Yourself in Data Make the Tough Calls Take different perspectives Make Things Better

172. Who plays a game that relates to what we are discussing? Can you think of an example of this in your games? How would we design a game about this? © 2006 Marc Prensky Respecting Games:

173. Search vs. Research Fair Use vs. Plagiarism EvaluateTeach Phone-based cameras Pictures vs. Words Appropriate vs. In- appropriate Truth vs. Manipulation Oral vs. Written Communication Design a Wikipedia Entry for… Take and Photoshop To best Illustrate… Make a Podcast About… Podcasts Wikipedia © 2006 Marc Prensky IM Informal vs. Formal Language Design a Class using only IM Assign Communication Journalism Use of MM Creativity Communication Journalism Use of MM Creativity Usefulness Breadth Depth Originality Communication Originality Artistry Technique Respecting Tools

174. © 2005 Marc Prensky Use Complex Games’ Design Principles to create engaging instruction Respecting Games:

175. Seven Key Things To Take From Complex Game Design: 1.Focus on keeping players engaged every second 2.Limit Frills & Eye Candy, Go For Gameplay, i.e 3.Create goals important to the player (Be a Hero) 4.Add continuous, important decisions w/feedback 5.Employ “Leveling up” (to encourage practice) 6.Adapt continually to each individual on-the-fly 7.Forget theory -- try and iterate! © 2005 Marc Prensky

176. Engagement Curriculum Design Game Design Decisions Frequent and important Gameplay Content Relatively Rare Presentation Mode Focus © 2005 Marc Prensky ENGAGEMENT

177. “Whenever you add an instructional designer, they suck the fun out” – A Game Designer © 2005 Marc Prensky Respecting Kids

178. “DON’T suck the fun out” – The Kids © 2005 Marc Prensky Respecting Kids

179. Final Example © 2005 Marc Prensky

180. … in their pocket! Almost EVERY student already has a powerful computer… © 2005 Marc Prensky

181. We should be USING them! © 2005 Marc Prensky

182. Mobile Phones Are Powerful Computers Inexpensive Always in their pocket Optimized for Communication Full of Useful Add-ons e.g. Cameras, GPS, internet Easy to download to Attachable to External input/output © 2005 Marc Prensky Missing? Imagination!

183. Skills. Languages. Poetry. Literature. Public Speaking. Writing. Storytelling. History. We Can Use Mobile Phones for Learning: © 2003 Marc Prensky © 2005 Marc Prensky Surveys. Polls. Match-ups. Testing. Communication. Memory aids. Blogging. …and even assessment

184. Bottom Line: What Can I Do? © 2006 Marc Prensky

185. (Just Kidding) © 2006 Marc Prensky

186. Make a REAL effort to © 2006 Marc Prensky

187. Understand

188. The e-Life Communicating email, IM, chat Sharing Blogs, webcams Buying & Selling ebay, papers Exchanging music, movies, humor Creating sites, avatars, mods Meeting 3D chat rooms, dating Collecting mp3, video, sensor data Searching Info, connections, people Analyzing SETI, drug molecules Reporting Moblogs, photos Programming Open systems, mods search Socializing Learning social behavior, influence Growing Up Exploring, transgressing Coordinating Projects, workgroups, MMORPGs Evaluating Reputation systems– Epinions, Amazon, Slashdot Gaming Solo, 1-on-1, small & large groups Learning About stuff that interests them Evolving Peripheral, emergent behaviors © 2005 Marc Prensky

189. Make a REAL effort to © 2006 Marc Prensky

190. Generate

191. ENGAGEMENT Is MORE IMPORTANT than Content © 2006 Marc Prensky

192. Make a REAL effort to © 2006 Marc Prensky

193. Deal with

194. Email Search IM Blogs Wikis Wikipedia Podcasting Polling Devices © 2006 Marc Prensky Use The New Tools… P2P Games Networking Augmented Reality Texting Cameras GPS Speed Enhancers

195. Search vs. Research Fair Use vs. Plagiarism EvaluateTeach Phone-based cameras Pictures vs. Words Appropriate vs. In- appropriate Truth vs. Manipulation Oral vs. Written Communication Design a Wikipedia Entry for… Take and Photoshop To best Illustrate… Make a Podcast About… Podcasts Wikipedia © 2006 Marc Prensky IM Informal vs. Formal Language Design a Class using only IM Assign Communication Journalism Use of MM Creativity Communication Journalism Use of MM Creativity Usefulness Breadth Depth Originality Communication Originality Artistry Technique …In the RIGHT way

196. © 2006 Marc Prensky

197. Put it on the Web!

198. © 2006 Marc Prensky Achieving Mutual

199. © 2006 Marc Prensky We Are All Learners We Are All Teachers Foster the Message:

200. © 2006 Marc Prensky How do I do all that in this era of

201. © 2006 Marc Prensky Standards and Assessments ?

202. YOU DON’T!! © 2006 Marc Prensky

203. You let the kids do it! © 2006 Marc Prensky

204. The Prensky Challenge We will give students a fabulous future curriculum (nanotech, genetics, protomics, robotics, bioethics, etc.) in the second half of the year IFF The kids complete the entire year’s standard curriculum in the first half, AND Everybody passes the standard tests (i.e. the faster students bring the slower ones along.)

205. © 2006 Marc Prensky And finally…

206. © 2006 Marc Prensky Make sure that every day

207. “Hard Question” © 2006 Marc Prensky You ask yourself the

208. “Would my students be here If they didn’t have to be?” © 2006 Marc Prensky

209. I.e. Are My Students Engaged?... © 2006 Marc Prensky

210. Or are they Enraged? © 2006 Marc Prensky

212. WE CAN ENGAGE OUR STUDENTS… © 2006 Marc Prensky

213. and HELP THEM LEARN! © 2006 Marc Prensky

214. No one says it’s EASY, © 2006 Marc Prensky

215. But that’s why they’ll Thank Us When we succeed © 2006 Marc Prensky

216. and We’ll Be Happier too! © 2006 Marc Prensky

217. They’re our students © 2006 Marc Prensky

218. We owe them the best! © 2006 Marc Prensky

219. so… © 2006 Marc Prensky

221. T h a n k Y o u !

222. email: marc@games2train.com web sites: www.marcprensky.com www.socialimpactgames.com www.gamesparentsteachers.com www.games2train.com © 2003 Marc Prensky © 2006 Marc Prensky ··