“Another way in which computers can be either integrated into or isolated from the learning process has to do less with the computer as an instrument than with computing as a set of ideas. The issue appears very clearly when one contrasts what has come to be called “computer literacy” with the sense of the […]
“Despite many examples of such excellent work, the isolation of the computer presence must be seen as a kind of immune response of school to a foreign body; whether or not the participants were aware that this is what they were doing, it is clear that the logic of the process was to bring the
“Einstein used the words “so simple only a genius could have thought of it” to describe the theory advanced by pioneering Swiss philosopher and psychologist Jean Piaget that children don’t think like grown-ups. Of course, it does not take a theory or a genius to find children’s utterances cutely surprising or exasperatingly illogical. It took
“Passionate love affairs of the young are seldom understood by their elders, and although parents cannot always be specific about their concerns, an unusually wide generation gap feeds fears that children are off in dangerous places. Worrying about bad company in cyberspace has captured first place from worrying about children becoming isolated nerds.” Papert, S.
Technology in Schools: Local fix or Global Transformation? Remarks by Seymour Papert for a House of Representatives Panel on Technology and Education on October 12, 1995. 1. Recommendations. 1.1. The understanding in the Education Establishment of the consequences for education of digital technology is deplorably limited. The policy of Federal agencies is a grab bag
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“The eighth big idea is we are entering a digital world where knowing about digital technology is as important as reading and writing. So learning about computers is essential for our students’ futures BUT the most important purpose is using them NOW to learn about everything else.” Papert, S. (1999) “The Eight Big Ideas Behind
“The seventh big idea is do unto ourselves what we do unto our students. We are learning all the time. We have a lot of experience of other similar projects but each one is different. We do not have a pre-conceived idea of exactly how this will work out. We enjoy what we are doing
“The sixth big idea is the biggest of all: you can’t get it right without getting it wrong. Nothing important works the first time. The only way to get it right is to look carefully at what happened when it went wrong. To succeed you need the freedom to goof on the way.” Papert, S.
“The fifth big idea is taking time – the proper time for the job. Many students at school get used to being told every five minutes or every hour: do this, then do that, now do the next thing. If someone isn’t telling them what to do they get bored. Life is not like that.
“The fourth big idea is learning to learn. Many students get the idea that “the only way to learn is by being taught.” This is what makes them fail in school and in life. Nobody can teach you everything you need to know. You have to take charge of your own learning.” Papert, S. (1999)