“So, too, the mega-change in education that will undoubtedly come in the next few decades will not be a “reform” in the sense of a deliberate attempt to impose a new designed structure. My confidence in making this statement is based on two factors: (1) forces are at work that put the old structure in […]
“I noticed that a lot of the discussion of computers was dominated by questions like, just to take one example, when they do Logo kids get confused about whether “turn” in Logo means turning this way or turning that way. Yes, they do – but that’s a consequence of it being an incidental, of spending
“Once upon a time information was handled orally, writing extended what could be done orally and printing went further. The computer is another step in the same series. But there is much more. The deep contribution of the computer to education comes from its being a constructional material as well as an informational medium. Children
March 4, 2014 – We’re back! Read More »
“Skeptics of the possibility of change in schools often recall that it is now a hundred years since the American philosopher and educator John Dewey wrote his persuasive books criticizing the way schools teach and proposing the new methods that became known as progressive education. Nobody has refuted Dewey or proved him wrong-in fact nobody
“…for example, Larry Cuban, the hypercritic, the king of the criticism of computers – recently, and again, in an interview with the New York Times says, ~”Well, we didn’t ask for the kids to have these computers! But you’re fundamentally mistaken if you think it will change education.”~ Why? Well, he goes on to say
May 9, 2012 (Rare Discoveries Week) Read More »
“I do not suppose that all children were ever given full access to the ideas of any society. But at least in times of slower change, an equilibrium could be maintained between what society needed its members to know and the learning opportunities it offered (deliberately or mostly not) to its children. Since there is
“If I think in terms of my three books on this subject, when Mindstorms was written there were barely any computers in schools. Throughout the 1980s many schools got in the act, acquiring computers. The most important phenomenon I understood at that time was the power of school, as an institution, to assimilate anything new
“I end by mentioning two less specific “firsts” with which “Teaching Children Thinking” should be credited. At that time the concept of computers in education was synonymous with CAI (computer assisted instruction). I believe that “Teaching Children Thinking” was the first published paper to suggest that the child could be in charge of the machine
“Although printed in 1970, “Teaching Children Thinking” was conceived in 1968 and bears the signs of the heady atmosphere of that time. Across the society change was in the air, deeply rooted assumptions were being challenged. On a smaller and less active but not less radical scale challenges to taken-for-granted ideas about children, about education
“Ten years before T.H.E. Journal was launched [1972], Logo was designed as a programming language that could be accessible to children. The spirit of the enterprise was like the way the Wright brothers approached aviation: I thought of giving children the power to program computers as a tiny first step in a complex process whose