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Scott Perloff

Dylan Ryder | Ed Tech - 0 views

dylanmryder.wordpress.com

shared by Scott Perloff on 19 Mar 15 - No Cached
  • Scott Perloff on 19 Mar 15
     
    Dylan's blog with many great ideas for introducing and teaching programming to young children.
Scott Perloff

Social Media in Education: Resource Roundup | Edutopia - 0 views

www.edutopia.org/cial-media-education-resources

social media education edutopia

shared by Scott Perloff on 10 Nov 14 - No Cached
  • Scott Perloff on 10 Nov 14
     
    This collection of blogs, articles, and videos from Edutopia aims to help teachers deploy social media tools in the classroom to engage students in 21st-century learning.
elisabeth abarbanel

ipads@yis - 1 views

blogs.yis.ac.jp/ipads

ipads

shared by elisabeth abarbanel on 23 Jan 14 - No Cached
  • elisabeth abarbanel on 23 Jan 14
     
    description of why go 2:1, ipads and laptops
  • Bob Kahn on 23 Jan 14
     
    I hope we go with laptops in the MS and then maybe kids get ipads in the US and can have access to both. My personal bias is that laptops are more useful for creating and ipads are more about consuming.
Bob Kahn

Programming Power? Does Learning to Code Empower Kids? | DMLcentral - 0 views

dmlcentral.net/...oes-learning-code-empower-kids

shared by Bob Kahn on 16 Nov 13 - No Cached
  • it’s clear that even professional coding is a complex and precarious activity.
  • incessant updating of skills and fluency in different programming languages, coding packages, operating systems, and so on—such an impossible learning requirement that many programming experts barely know what they are doing.
  • “ignorant expertise,”
  • ...10 more annotations...
  • Even more alarmingly, the technical complexity of programming means that many programmers are so absorbed in solving technical problems that they overlook the human and social consequences of what they are producing
  • software development has high failure rates to show it.
  • how dominant capitalist algorithmic ideology works.
  • how political and economic ambitions around learning to code rest on glossy representations that bear little resemblance with the reality of instability, dysfunction and failure in the software landscape, or with the ideologies underpinning its practices.
  • about the democratizing potential of programming and arguments advocating learning to code that are based on ideas about learning to produce and not just consume technologies.
  • it’s important to be a little cautious of the claims around “democratisation,” “co-production,” “presumption,” and so on, that accompany these kinds of arguments.
  • He argues that the software algorithms running in social media are a new source of social power, or “algorithmic power,” that is increasingly altering the actual functioning of culture in everyday settings.
  • commercial sponsorship of learning to code initiatives and activities by many of today’s most powerful social media and computing companies is evidence of this entanglement of media engagement and corporate power in an increasingly algorithmic culture.
  • be studied and researched carefully in order to get past the hype.
  • Looking at learning to code in terms of power serves as a reminder that while programming may be an empowering activity, it is also shaped by wider issues of power in educational technology, the political and economic power that shapes programming, and the algorithmic power shaping cultural participation with digital media.
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