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Tim Cooper

Computational Thinking: I do not think it means what you think it means - Medium - 32 views

    This is an excellent deconstruction of the pop term "computational thinking" and a reconstruction of Papert's real meaning (which is so much more powerful!).
Roland Gesthuizen

A Critique of Technocentrism in Thinking About the School of the Future - 33 views

    "So we are entering this computer future; but what will it be like? What sort of a world will it be? There is no shortage of experts, futurists, and prophets who are ready to tell us, but they don't agree. The Utopians promise us a new millennium, a wonderful world in which the computer will solve all our problems. The computer critics warn us of the dehumanizing effect of too much exposure to machinery, and of disruption of employment in the workplace and the economy. Who is right? Well, both are wrong -- because they are asking the wrong question"
Chris Betcher

Seymour Papert: Project-Based Learning | Edutopia - 115 views

    An expert on children and computing, Dr. Seymour Papert is a mathematician and one of the early pioneers of Artificial Intelligence. He is a distinguished professor at the Massachusetts Institute of Technology and author of major books on children and learning. Here he describes learning environments in which children collaborate around meaningful projects and powerful ideas.
Steve Ransom

June 13, 2011 : The Daily Papert - 23 views

    "While it's true that most people in math class don't learn much math, most kids in French class don't learn much French. But, we don't say that they are not "French-ly minded." We don't say that they don't have a head for French because we know that if they grew-up in France, they would learn French perfectly well. And I think that my image of learning mathematics is that if we all learned mathematics in "Mathland," we would all learn mathematics perfectly well. "
BalancEd Tech

February 22, 2011 : The Daily Papert - 50 views

  • incremental change, if you’ve looked at any system, has a particular way of breeding immune reactions and resistance to further change. If you bring in a little bit of change people adapt to it and then it gets professionalized.
BalancEd Tech

February 20, 2011 : The Daily Papert - 25 views

  • it takes personal chutzpah to face down members of the Education Establishment when they sneer (or worse, smile) at the idea of technology significantly influencing the content of education.
BalancEd Tech

February 15, 2011 : The Daily Papert - 22 views

  • past, well what else would you do with the computer except put it in there? But why is there no discussion about whether school could be very different, and how different it could be?
  • ion about w
  • But why is there no discussion about whether school could be very different, and how different it could be?
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  • And so it is oxymoronic — not to mention just plain moronic — to think that the role of the computer should be to get in there and improve a system which exists as a result of the technological limitations of a previous epoch.”
Steve Ransom

Technology In Education - C-SPAN Video Library - 23 views

    Great video showing how much has changed and how much we continue to struggle with the same ideas. In October 1995, the House Committee Economic and Educational Opportunities and House Science Committees held a nearly three-hour hearing to examine "technological advances in education."
Joe Virant

Does Easy Do It? Children, Games, and Learning - 29 views

  • The kind of product I shall pick on here has the form of a game: the player gets into situations that require an appropriate action in order to get on to the next situation along the road to the final goal. So far, this sounds like "tainment." The "edu" part comes from the fact that the actions are schoolish exercises such as those little addition or multiplication sums that schools are so fond of boring kids with. It is clear enough why people do this. Many who want to control children (for example, the less imaginative members of the teaching profession or parents obsessed with kids' grades) become green with envy when they see the energy children pour into computer games. So they say to themselves, "The kids like to play games, we want them to learn multiplication tables, so everyone will be happy if we make games that teach multiplication." The result is shown in a rash of ads that go like this: "Our Software Is So Much Fun That The Kids Don't Even Know That They Are Learning" or "Our Games Make Math Easy."
  • What is worst about school curriculum is the fragmentation of knowledge into little pieces. This is supposed to make learning easy, but often ends up depriving knowledge of personal meaning and making it boring. Ask a few kids: the reason most don't like school is not that the work is too hard, but that it is utterly boring.
  • game designers have a better take on the nature of learning than curriculum designers. They have to. Their livelihoods depend on millions of people being prepared to undertake the serious amount of learning needed to master a complex game. If their public failed to learn, they would go out of business. In the case of curriculum designers, the situation is reversed: their business is boosted whenever students fail to learn and schools clamor for a new curriculum!
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  • watching kids work at mastering games confirms what I know from my own experience: learning is essentially hard; it happens best when one is deeply engaged in hard and challenging activities.
  • The preoccupation in America with "Making It Easy" is self-defeating and cause for serious worry about the deterioration of the learning environment.
  • I have found that when they get the support and have access to suitable software systems, children's enthusiasm for playing games easily gives rise to an enthusiasm for making them, and this in turn leads to more sophisticated thinking about all aspects of games, including those aspects that we are discussing here. Of course, the games they can make generally lack the polish and the complexity of those made by professional designers. But the idea that children should draw, write stories and play music is not contradicted by the fact that their work is not of professional quality. I would predict that within a decade, making a computer game will be as much a part of children's culture as any of these art forms.
    Dr. Seymour Papert describes ways in which gaming enhances learning. June, 1998.
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