W10 - How might Wenger's notions on practice communities relate to Prensky's on education?

With regard to Wenger's Communities of Practice and Prensky's views on education, both theorists see the benefits of technology. However Prensky is more radical, choosing the view that everything can be taught online and we need "digital native methodologies" for all subjects, whereas Wenger sees online activity as an extension of face-to-face contact. Both theorists agree that technology can enhance learning and the resources that people have to learn from.

As people are more connected digitally nowadays, they can educate each other - this unit is a prime example. Co-operation can be included into education as people learn from each other, bringing new ideas and different viewpoints to the table. The line between e-connection and plagiarism is a hard one to define. Plagiarism is the uncredited copying of ideas. As long the ideas used are credited to a group - or a specific person, then the usage is fair, in the same way as using a book-quote in an essay.

The terms "technologically challenged" and "socially rejected" are perhaps polar opposites. The socially rejected often turn to technology as means of comfort, however if you fall under both categories you will become unstuck. Under both Prensky and Wenger's theories, to not use technology puts you at a disadvantage as it enhances learning. If you are rejected in real-life, the online world removes barriers, and you can join an online CofP where you will most likely find your niche. If you are individually assessed, the social aspect of education is still important but not entirely necessary, while technology is paramount and almost unavoidable.

I would say there is no CofP within my family. We are a nuclear family of just my mum, dad and myself and we have very different interests. My mum uses the home computer on a rare occasion, I use my laptop and everything is kept separate - my hard drive goes nowhere near either of them!