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If there is one common theme between Prensky's video (2004), Zhao's video (2014) and the text Real-World Learning Framework (2015), it is that at all levels, ou

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Prensky says that we need to listen to our students, making them investors in what and how they learn.  We cannot ignore the potential influences they have in the world...already.

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Ownership and Investment are two important elements of the vision for future education.  Curriculum should be heavier on the product based side of learning.  Prensky does not say to completely toss out all of our old curriculum, but rather re-evaluate what is needed to equip modern students to become those successful producers.  Teach those skills/fundamentals as needed, but teach them as tools to a greater end--not as the final destination of instruction.

I love his term "Futur-cate" because it suggests a fluidity that our instruction and curriculum are always in forward motion.  I don't know if it was intended or not, but "Past-ucating" sounds very similar to the word "pasture" to me, which is what schools can sometimes be guilty of--sending kids out to pasture like grazing cattle, killing time on the same old familiar.

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For Prensky, the methodology of teaching should be focused on meeting the needs of individuals by directing curriculum that is specific for what different learners are interested in and talented with.

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Prensky identifies two things that technology can NOT provide us, and those are:
>  EMPATHY
&
>  PASSION

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Prensky lists the following as some of the ways that technology extends the brain to build wisdom in the modern technology era:

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Today, WISDOM comes from the human/technology symbiosis.  There are things the human brain are not good at, and our technology can fill those gaps for us, making us more complete.

"Our technology is an extension of our mental activity."

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One of the things Prensky discussed was that our students today are digital natives, and as such have a different reference point from which they view the world and technology.
"Today's young minds grow up in a different context," he says.  As such, he believes that we must rethink our perspective on young people, technology, and education.  The entire structure of school--from curriculum to class structure to instructional practices--must be re-thought and restructured in order to meet the new typr of students we have been given.

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Today's young minds grow up in a different context than did previous generations.  Technology is now as foundational as reading.  According to Prensky, our educational model must change in order to meet the new needs of our students.  We must understand the depth and complexity that their existence has been interwoven with technology.  It is not a separate, outside thing, but rather an integrated extension of themselves.  We must recognize this in our design of classroom environment and culture, but at the same time provide guidance where needed in utilizing technology effectively and responsibly.