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These files are maintained strictly for historical reference, research, and recordkeeping purposes,
and the content has not been altered or updated since archiving.
Content on this site may not meet current digital accessibility standards.
If you require an alternative, accessible format of any information found on this site,
please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
hey, Eugene - this sounds whacko - but when i wrote to you earlier this
morning, i thought i was replying to xmca - now double checking, i replied
only to you - and so _your_ reply came back only to me - though to judge
by what you wrote ( ... and everybody) your intention was to write to xmca
as well.
something's wrong here on my end with my email system that i still have to
work out. so - just to let you know.
phillip
> -----Original Message-----
> From: White, Phillip [mailto:Phillip.White@cudenver.edu]
> Sent: Sunday, November 09, 2003 12:55 PM
> To: ematusov@UDel.Edu
> Subject: RE: Dialectical materialism / Nature
>
> Eugene wrote:
>
> I want to comment only on one point out of many that Andy made:
>
> I observe many of those kids learning
> computers for the first time. In my non-systematic observations, I did not
> find that it is true that "young people know how to use screens almost
from
> whatever background they come from ... because they have to."
>
>
> to throw in my two-cents worth about what i think, Eugene - i have made
similar
> observations - having working in elementary schools for the last three
decades, many
> students come to school without a clue about how a omputer works - just
getting the
> relationship between the cursor's movement on the screen and the movements
of the mouse
> in their hand can be for some a difficulty of some duration. of course,
maybe this notion of
> "young people" is defined by those who have completed elementary school,
say. but for
> young people entering elementary schools it's not true - and even as a
young person moves
> through the grades, those students whom come from homes with computers and
internet
> access have a depth of understanding of ways to negotiate / a sense of
identity and agency
> with computers / that students without such capital at home don't have.
>
> and of course, there are always exceptions.
>
> phillip
>
> phillip white
> university of colorado at denver
> school of education
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