Re: [xmca] schools-without-computers-by-choice-and-conviction-that-they-dont-help-kids

[Huw Lloyd <huw.softdesigns@gmail.com>]

On 26 October 2011 22:25, Linda Polin <linda.polin@pepperdine.edu> wrote:

> why does the discussion of constructivism jump us to programming (Papert,
> aside for the moment).
>

I think we value the material revealed by these jumps.  Someone had a
thought and shared it.

Programming is part of a domain of articulated intentionality, of
penetrating reality.  The issue with simplified environments is the minimal
penetration.  One is limited to a scope that was designed for.  The spirit
of programming goes beyond this to a deeper appreciation of processes.



> there are some terrific possibilities in significantly more playful spaces,
> e.g., Minecraft and Arduinos:
>
> Minecraft goes from a sort of virtual Lego buiding experience
> http://www.youtube.com/watch?v=bWJqCWetH-c&feature=relmfu
>
> ... to logic gates and advanced construction of working machines.
> http://www.youtube.com/watch?v=lB684ym3QY4
>
> Arduinos involves very simple programming as well, but it is a more
> tangible interface, literally:
> http://www.youtube.com/watch?v=3xCY2K9kQz4
>
>
Embedded systems for kids.  :)   Lego mindstorms is worth a look too.

Huw


>
> Lindax
>
> ps
> anyone going to Minecon in Vegas?
>
> On Oct 26, 2011, at 12:47 PM, Huw Lloyd wrote:
>
> >>
> >> I would be very interested to hear about various people's encounters
> with
> >> Scratch. Its a terrifically interesting enterprise that xmca o philes
> >> should
> >> a variety of equally interesting
> >> opinions about.
> >>
> >> mike
> >>
> >>
> > Scratch uses smalltalk.  I found this page interesting:
> >
> > http://wiki.scratch.mit.edu/wiki/Squeak_Tutorial
> >
> > I've had a quick look at Scratch.  It looks like a GUI language for
> > animating 'sprites'.  Looks fun.
> >
> > I'm familiar with Alan Kay's Squeakland.  I think the entry time (entry
> > level) is more significant with Squeakland -- the interface is more
> > abstract.  Though this also gives much more depth of expression and
> > creation.
> >
> > The Squeakland depth seems like a good intermediary between Scratch and
> > vanilla smalltalk.  I suspect kids would struggle to get beyond the
> > immediate limits of Scratch.  Is there a meta-scratch too for adding
> their
> > own functions?  Though perhaps the idea is that when they know what a
> > function they expand into other programming languages?
> >
> > Huw
> >
> >
> >
> >> On Wed, Oct 26, 2011 at 4:37 AM, Bill Kerr <billkerr@gmail.com> wrote:
> >>
> >>> The constructionist use of computers in schools as developed by Seymour
> >>> Papert and allies is still a fruitful one. The modern incarnation of
> the
> >>> software is scratch from MIT http://scratch.mit.edu/ but it remains
> true
> >>> that to understand its educational philosophy fully you need to read
> some
> >>> books. One idea is "hard play". Another is "low entry, high ceiling".
> >> This
> >>> was modified a little in scratch to "low floor, wide walls".
> >>>
> >>> Moreover, the one laptop per child (OLPC) as developed by Negroponte
> and
> >>> allies remains a worthwhile experiment to kick start learning for third
> >>> world children.
> >>>
> >>> Peter, all the link shows is that mediocre use of computers leads to
> >>> mediocre results.
> >>>
> >>> On Wed, Oct 26, 2011 at 8:24 PM, Peter Smagorinsky <smago@uga.edu>
> >> wrote:
> >>>
> >>>>
> >>>>
> >>>
> >>
> http://blogs.ajc.com/get-schooled-blog/2011/10/26/schools-without-computers-by-choice-and-conviction-that-they-dont-help-kids/?cxntfid=blogs_get_schooled_blog
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