“Q: But there are statistics to show that in most cases technology in schools doesn’t work. A: The statisticians ask a silly question and get a silly answer. Of course “technology doesn’t work.” Technology doesn’t do anything. People do. Statistics that lump together technology implementations across the board — averaging the good with the bad […]
September 22, 2012 Read More »
“School as we set it up is tailor-made for certain personality types. I like to think of certain scales of oppositions: like obsessional-compulsives and hysterics. This is a little over-simplified. but will help us talk quickly. Our hyperactive child is toward the extreme end of the hysteric scale. The hysteric likes generalities, likes dramatic effects,
September 21, 2011 Read More »
Video of Seymour Papert on “Idea Aversion” from 2009 interview One of theses clips should play on your device!
September 20, 2011 Read More »
“If you’ve seen kids with computers, you know that there’s no better catalyst to share ideas. It’s a much more socializing experience than either school, which isolates kids, or television, which doesn’t encourage any socialization. The computer encourages kids to have conversations with one another.” Papert, S. (1997) in “Computing’s Idealist A chat with Seymour
September 14, 2011 Read More »
There won’t be schools in the future…. I think the computer will blow up the school. That is, the school defined as something where there are classes, teachers running exams, people structured in groups by age, following a curriculum-all of that. The whole system is based on a set of structural concepts that are incompatible
September 13, 2011 Read More »
“I think it’s better to put 100 computers in one percent of the schools than one computer in 100 percent of the schools.” Seymour Papert in Sullivan, N. (1984 ) “Seymour Papert, the Inventor of Logo has a Lot of Interesting Ideas” [interview]. Family PC Magazine. February 1984. Volume 2. Number 2. pp 70.
September 12, 2011 Read More »
“So, I think the first impact of paper on education is that we’ve created a form of school and of learning that means that people with certain kinds of personalities, certain structures, neurological structures, take to it well and succeed, and some of them take to it less well and don’t succeed, and some of
“I’d like to make a very clear distinction between how you think as a revolutionary, not someone who wishes to force change, but someone who looks far enough ahead and sees that there is going to be change. There is going to be fundamental change. And the big question that I would like to raise
“And I really am worried about the fact that we are undermining mathematical rigor, in fact we are undermining all rigor, by emphasizing the engagement side of what this computer can contribute to education, and we have to do something about this or it’s going to kick back at us.” Papert, S. (2004) Keynote address
“Isn’t it time for us to grow up? And as we grow up, we should stop seeing ourselves as specialists of computers in education, because that casts us in the role of a kind of service profession. Accepting the role allows that other people are the ones to decide the big goals of education, what