squeakfest2013 oct28 final for ss
TRANSCRIPT
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Playing to learn, learning to think
Cathleen GalasSqueakfest 2013
Rosario, ArgentinaOctober 2013
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The way it was(19th-20th century)
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John DeweyAmerican philosopher, psychologist, educational reformer
1859-1952
The teacher is not in the school to impose certain ideas ……. Thus the teacher becomes a partner in the learning process, guiding students to independently discover meaning within the subject area. (Dewey, 1897)
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The way it still is?(20th century education)
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The way it could be?
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What is the message?
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Should computer science
be part
of formal schooling?
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CS will be part of the EBacc http://www.education.gov.uk/get-into-teaching/subjects-age-groups/computer-
science
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April 3, 2012
Computer Science Transitions From Elective to Requirement
…..so some colleges are updating mandatory general education
courses.http://www.usnews.com/education/best-colleges/articles/2012/04/03/computer-science-transitions-from-elective-to-requirement-computer-science-
transitions-from-elective-to-requirement
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AustraliaLearnable.com donates $10M of training to
teach Aussie kids to code
Melbourne, Monday 19 August 2013: Australian students are today being given $10 million of technical training free from Learnable.com, a
global online learning company founded in Melbourne, which believes that every student should have the opportunity to learn to code.
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Former US PresidentBill Clinton
At a time when people are saying "I want a good job - I got out of college and I couldnt find one," every single year in America there is a standing
demand for 120,000 people who are training in computer science.
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US President Barack Obama"I think it makes sense, I really do," was his response to the idea posed in a live Google+ Hangout earlier today. "I want to make sure that (young people) know how to produce stuff using computers and not just consume stuff.”C/NET, February 14, 2013 http://news.cnet.com/8301-17938_105-57569503-1/obama-endorses-required-high-school-coding-classes/
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Mark Zuckerberg
There just aren't enough people who are trained and
have these skills today.
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Ashton Kutcher
If we want to spur job growth in the US we have to educate ourselves in the disciplines where jobs are available and where economic growth is feasible.
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Is this the
WRONG Message?
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Instead…
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Bill Gates Learning to write programs stretches your mind, and helps you think better, creates a way of thinking about things that I think is helpful in all domains.
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The skill of coding is no different from the skill of reading and writing ….. we live in a coding illiterate world where the skill of programming computers belongs to a priesthood.John Pavley, The Huffington Post http://www.huffingtonpost.com/john-pavley/learning-to-code_b_3337098.html
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Steve JobsI think everybody in this country should learn how to program a computer because it teaches you how to think.
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Mark GuzdialElliot Soloway
Computer Science is more important than Calculus:
The challenge of living up to our potential
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Calculus vs. Computer Science?Calculus
Generally considered part of a liberal education program
Study of rates
Rates are important to many fields
Computer Science Generally considered an “extra”
course or skill
Study of process Specification Execution Compositions limitations
Process is important to EVERYBODY
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What revolutions made us ask this
question?Who started those
revolutions?
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COMPUTER TECHNOLOGIES FOR EDUCATION
ARTIFICIAL INTELLIGENCE
(AI)
CHILD DEVELOPMENT
Three Revolutions of the Twentieth Century
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Child Development When you teach a
child something you take away forever
his chance of discovering it for
himself.”
-Jean Piagetwww.LifeLearningMagazine.com
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Piaget’s “Child”
A young scientist whose purpose is to find stasis in an ever changing world.Like a Robinson Crusoe: curious, inner-driven, independent, solitary conquest.Edith Ackerman, “Piaget’s Constructivism, Papert’s Constructionism: What’s the Difference?”
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Piaget to Papert
Jean Piaget Constructivism Seyjmour Papert Constructionism
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Seymour Papertby growing up with a few very powerful theorems one comes to appreciate how certain ideas can be used as tools to think with over a lifetime. One learns to enjoy and to respect the power of powerful ideas. …the most powerful idea of all is the idea of powerful ideas..
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Papert’s Child
Diving into unknown situations is a crucial part of
learning
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Piaget Stepping
back
Papert Diving in
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Diving in
Stepping back
Detachment and reflection
reengagement
Piaget and Papert“A cognitive dance”
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Lev Vygotsky1896-1934, Russian
Social Constructivist Theory
(1) Children construct knowledge
(2) Learning can lead development
(3) Development cannot be separated from its social context
(4) Language plays a central role in mental development.
(ZPD) Zone of Proximal Development
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COMPUTER TECHNOLOGIES FOR EDUCATION
ARTIFICIAL INTELLIGENCE
(AI)
CHILD DEVELOPMENT
Three Revolutions of the Twentieth Century
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Artificial Intelligence
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Perceptrons and Society of the Mind
Minsky and Papert together
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COMPUTER TECHNOLOGIES FOR EDUCATION
ARTIFICIAL INTELLIGENCE
(AI)
CHILD DEVELOPMENT
Three Revolutions of the Twentieth Century
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Computer Technologies for Education
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Papert1982 1994
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Powerful Papert (contd.)
” …….a property of ideas and a challenge to the School culture. On the positive side, the insight
also leads to a new vision of what technology can offer education.
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COMPUTER TECHNOLOGIES FOR EDUCATION
ARTIFICIAL INTELLIGENCE
(AI)
CHILD DEVELOPMENT
Three Revolutions of the Twentieth Century
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WHOIs at the center of these three
revolutions?
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WHOIs at the center of these three
revolutions?
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Programming
is
applied logic
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Programming to Learn
LOGOEtoys
Squeak
ScratchBYOBSNAP
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Programming to Learn
LOGOEtoys
Squeak
ScratchBYOBSNAP
"At Learning Labs, we've spent hours and hours discussing how we can help students follow their interests and passions, and also help students learn powerful ideas and develop as systematic thinkers.” – Mitchell Resnick
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The way it could be?Teachers who give …..radically different
theory of knowledge. (p. 63)
What would happen if children who can't do math grew up in Mathland, a place that is to math what France is to French? (p. 64)
...they [the children] become producers instead of consumers of educational software. (p. 107)
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Why CodeCritical thinking skills
Learn to break down and solve complex problems
Programming Jobs
Programming ubiquitous—basic literacy
Programming is a language like any other (will it become the world’s language?)
The semantic web
Programming is Fun! (PAPERT-”HARD FUN!”)
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“Programming is debugging. So being wrong is not so much something to
be avoided at all costs, but should be seen as a clue to the right way of
doing it. That's why it was actually an environment rather than just an
instructional program. “
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Hewlett Foundation 2010
“In one survey after another, business leaders complain that the majority of U.S. job applicants are ill-equipped to solve complex problems, work in teams, or communicate effectively.”
“Hewlett envisions a new generation of schools and community colleges…harness the deeper learning skills of critical thinking, problem solving, effective communication, collaboration, and learning to learn to help students develop a strong foundation in traditional academic subjects.”
http://www.hewlett.org/2010-annual-report
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New Culture of Learning: Cultivating the Imagination for a World of Constant Change
by Douglas Thomas and John Seely Brown, 2011
exploring play, innovation, and cultivation of the imagination as cornerstones of learning
create a vision of learning for the future that is achievable, scalable, and grows along with the technology that fosters it and the people who engage with it.
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EDUCATIONTECHNOLOGYLEARNING TO
EMBRACE CHANGE
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Culture of Learning
Teaching Based ApproachLearning Based Approach
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“We are preparing students for jobs that do not exist yet, that will use technologies that have not been invented yet, in order to solve problems that are not even problems yet.”
“Shift Happens”
www.shifthappens.wikispaces.com
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EMBRACE CHANGE
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EMBRACE CHANGE
CHANGE MOTIVATES AND CHALLENGES
CHANGE FORCES US TO LEARN DIFFERENTLY
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How did kids learn about Harry Potter?
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Learning through play and imagination
PIAGET- young children learn through play
Need for play is perceived as less as they grow older and world is more stable
HOWEVER…
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Learning through play and imagination
PIAGET- young children learn through play
Need for play is perceived as less as they grow older and world is more stable
HOWEVER…
Today’s world is ever-changing, expanding
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Learning through play and imagination
PIAGET- young children learn through play
Need for play is perceived as less as they grow older and world is more stable
HOWEVER…
Today’s world is ever-changing, expanding
PLAY IS A STRATEGY FOR EMBRACING CHANGE, rather than growing out of it.
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There is a generic set of skills and dispositions that are characteristic of
good learners. If learners can be taught a language for these, they can
get better at “learning to learn” across different contexts.
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21C SkillsCritical thinking
Problem solving
Communication
Collaboration
Creativity
innovation
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Learning to Learn: 7 Dimensions of Learning Power
www.vitalhub.net/index.php?id=8
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Learning to Learn: 7 Dimensions of Learning Power
www.vitalhub.net/index.php?id=8
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New ways of learningThe old ways are UNABLE TO KEEP UP
with the changing world
New media makes peer – to – peer learning easier and more natural
Peer to peer is amplified: the new media purports a COLLECTIVE nature of participation
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COMMUNITY—You learn in order to belong
COLLECTIVE– You belong in order to learn
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The collective
Produces INQUIRY
Meaningful Learning
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How do we teach and learn programming?
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Mathematics was a study in which we took order and analyzed it to
understand it.
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With the computer revolution…
Mathematics ceased to be only ANALYTIC
And became SYNTHETIC
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Now…
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We can take the understandings we have
and BUILD THINGS
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Mathematics was a study in which we took order and analyzed it to understand it.
With the computer revolution…
Mathematics ceased to be only ANALYTIC
And became SYNTHETIC
Now…
We can take the understandings we have
And BUILD THINGS
(points often made by Dan Ingalls!)
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Teach programming
IN CONTEXT
Learn powerful ideas learning by creating
Powerful mathematics turns into play
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INQUIRY- BASED LEARNING
http://farm4.staticflickr.com/3377/3272923191_d6bdde2255_m.jpg
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Learning as Inquiry
http://farm4.staticflickr.com/3608/3423867025_06ec0511fd_m.jpg
Inquiry-based learning is a constructivist approach, in which students have ownership of their learning.
Inquiry and Design based example:
exploration and questioning
investigation into a worthy question, issue, problem or idea.
asking questions, gathering and analyzing information, generating solutions, making decisions, justifying conclusions and taking action
www.galileo.org/inquiry-what.html
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Questions
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HowKnowledge is constructed
through the active engagement of a learner
within an active community of practice
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What does it LOOK like?Constructed
Active
Reflective
Collaborative
Inquiry based
Evolving
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If you can use technology to make things you can make a lot more interesting things.
And you can learn a lot more by making them.
(Papert, 1999)
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“Making the invisible a little more visible.”
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Constructivism is the idea that knowledge is something you build in
your head.
Constructionism reminds us that the best way to do that is to build
something tangible—outside of your head—that is personally meaningful.
(Papert, 1990)
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To understand technology ….
there’s no better way to do that then to build things. …..
as a programmer you learn to think about problems both objectively and by taking into account all outcomes.
There are only positive outcomes that can come from learning a new skill, and programming is the skill of our future.
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Constructionism is not a spectator sport
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Expand competencies
Challenge youth to participate as
PRODUCERS
As well as CONSUMERS of technology(Peppler & Kafai 2007)
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Topics in Squeak•Cartesian coordinate geometry is employed to move the sprites around the screen, and Squeak could be used to enhance math lessons on the topic.
•Basic grammar could be taught using the sprites to represent nouns, and the commands to represent verbs, etc..
•Constructivist lessons in literature might include learners creating animations describing how they believe characters would behave if something different were to occur in a story they are reading.
•Simulations could be developed to test hypotheses or demonstrate understanding of scientific principles. (after hands on verification)
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Three challenges in participatory competencies that need to be addressed in preparing youth for
full digital culture participation (Jenkins et. al. 2006)
Participation
Transparency
Ethics
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Teaching and learningPiaget Papert
“dwelling in” and “stepping back” are equally important in getting such a cognitive dance going. How could people learn from their experience as long as they are totally immersed in it. ….. translate the experience into a …… model gains a life of its own, and description or a model can be addressed as if it were “not me.” From then on, a new cycle can begin, because as soon as the dialogue gets started (between me and my artifact), the stage is set for new and deeper connectedness and understanding.
Edith Ackerman
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INQUIRY/Learning by DesignPrior knowledge (activate)
Background information
Define outcomes
Model design, provide frameworks
Establish general topic
Student teams, cooperative groups
Establish and communicate framework for inquiry
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Number 1 science lesson:
The World is not really what it seems.
See with new eyes
The San Francisco Exploratorium
(Oppenheimer-get out of your head)
500 exhibits
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Learning DispositionsWays of learning to learnStrengths and weaknessesBuilding stronger dispositions
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Learning to Learn: 7 Dimensions of “Learning Power”
Changing & Learning
Meaning Making
Critical Curiosity
Creativity
Learning Relationships
Strategic Awareness
Resilience
Being Stuck & Static
Data Accumulation
Passivity
Being Rule Bound
Isolation & Dependence
Being Robotic
Fragility & Dependence
Expert interviews + factor analysis from literature meta-review: identified seven dimensions of effective “learning power”, since validated empirically with learners at many stages, ages and cultures (Deakin Crick, Broadfoot and Claxton, 2004)
www.vitalhub.net/index.php?id=8
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Learning Power: ELLI
100
Learning relationships
Strategic Awareness
Changing and learning
ResilienceCreativity
Meaning Making
Critical Curiosity
ELLI: Effective Lifelong Learning Inventory (Ruth Deakin Crick, U. Bristol)A web questionnaire generates a spider diagram summarising the learner’s self-perception: the basis for a mentored discussion and interventions
Professional development in schools, colleges and business: ViTaL: http://www.vitalhub.net/vp_research-elli.htm
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Gender Issues
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One The question is how we react to this great prejudice against
women.
The rule of law and social activism certainly are crucial. But no matter how strong the social structure, there is always that cheek-slapped moment when you are alone with the anti-woman prejudice: the joke, the leer, the disregard, the invisibility, the inescapable fact that the moment you walk through the door you are seen as lesser, no matter what your credentials.
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Women represent 12% of all computer science graduates.
In 1984, they represented 37% of all computer science graduates.
http://www.girlswhocode.com/
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Recoding Gender
how gender has shaped the culture of computing,
she offers a valuable historical perspective on
today’s concerns over women’s
underrepresentation in the field.
Recoding GenderWomen’s Changing Participation in ComputingBy Janet Abbate
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East Palo Alto girls create app to clean up graffiti, trash
EPA CHICA SQUAD
http://appinventor.mit.edu/explore/stories/east-palo-alto-girls-create-app-clean-graffiti-trash.html
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http://girlsinict.org/sites/default/files/resources/docs/exec.sum-e.pdf
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How to be a woman programmer by Ellen Ullman
The New York Times, May 18, 2013
The first requirement for programming is a passion for the work, a deep need to probe the mysterious space between human thoughts and what a machine can understand; between human desires and how machines might satisfy them.
The second requirement is a high tolerance for failure. Programming is the art of algorithm design and the craft of debugging errant code. In the words of the great John Backus, inventor of the Fortran programming language: “You need the willingness to fail all the time. You have to generate many ideas and then you have to work very hard only to discover that they don’t work. And you keep doing that over and over until you find one that does work.”
http://www.nytimes.com/2013/05/19/opinion/sunday/how-to-be-a-woman-programmer.html?pagewanted=all&_r=1&
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It wasn't just about solving a problem. It was about experiencing sophisticated patterns that develop in mathematics, using a scheme that children can relate to (shapes). In the "car" example on the computer, the point was that the same phenomenon can be experienced by using "paint" and a little programming, but using concepts of velocity & acceleration, 1st- & 2nd-order diff eq.'s.”
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Every part of Etoys Squeak is
DECONSTRUCTIBLE
Every part can be taken apart
Ask questions—
do you think this part of the environment could be just like the objects you are manipulating?
the halos, the folders—even if you can’t get it back together, doesn’t matter
I can take it apart!
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Squeak Etoysdirect pedagogical uses of the Squeak environment
community of users that form a support network for the tool
Squeakland showcase (a collective)
Squeak is open-source, all the source code for the projects is available for use to help understand develop one's own programs.
uploaded projects include tutorials explaining how to accomplish various tasks in the programming language.
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References Hagood, M.C., Stevens, L. P. & Reinking, D. (2002) What do THEY Have to Teach
US? Talkin’ ‘Cross Generations! In D. E. Alvermann (Ed.) Adolescents and Literacies in a Digital World. New York: Peter Lang Publishing.
Jenkins, H., Clinton, K., Purushotm, R., Robison, A., & Weigel, M. (2006) “confronting the challenges of participation culture: Media eduation for the 21st century.” White paper. Chicago, IL: The John D. and Catherine T. MacArthur Foundation.
Peppler, K.A. & Kafai, Y.B. “What video game making can teach us about learning and literacy: Alternative pathways into participatory culture,” in Akira Bab (Ed.), Situated Play: Proceedings of the Third International Conference of the Digital Games Research Association. (DiGRA) (Tokyo, Japan, September 2007) The University of Tokyo, pp. 369-376.
Salen, K., & Zimmerman, E. Rules of Play: Game design Fundamentals. The MIT Press, Cambridge, MA, 2004. MIT
John Hagel III, John Seely Brown: Lang Davison, The Power of Pull: How Small Moves, Smartly Made, Can Set Big Things In Motion, Basic Books 2010.
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Ackerman, E. , “Piaget’s Constructivism, Papert’s Constructionism: What’s the difference?”, IDC, 2013, NYC.
Fry, Spencer, Should You Learn to Program?, accessed October 21, 2013, http://blog.teamtreehouse.com/should-you-learn-to-program, May 25, 2013.
How to be a woman programmer by Ellen Ullman The New York Times, May 18, 2013, accessed October 21, 2013, http://www.nytimes.com/2013/05/19/opinion/sunday/how-to-be-a-woman-programmer.html?pagewanted=all&_r=1&.
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Kafai, Y., and Resnick, M., eds. (1996) Constructionism in Practice: Designing, Thinking, and Learning in a Digital World. Mahwah, NJ: Lawrence Erlbaum.
Papert, Seymour. (1990) “A Critique of Technocentrism in Thinking About the School of the Future,” MIT Epistemology and Learning Memo No. 2. Cambridge, Massachusetts: Massachusetts Institute of Technology Media Laboratory.
Papert, Seymour (1981) Mindstorms: Computers, Children and Powerful Ideas. NY: Basic Books.
Papert, Seymour (1993) The Children's Machine: Rethinking School in the Age of the Computer. New York:Basic Books.
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Stager, Gary. (2001) "Computationally-Rich Constructionism and At-Risk Learners." In Computers in Education 2001: Australian Topics – Selected Papers from the Seventh World Conference on Computers in Education. McDougall, Murnane & Chambers editors. Volume 8. Sydney: Australian Computer Society.
Stager, Gary. (2002) “Papertian Constructionism and At-Risk Learners” In the Proceedings of the 2002 National Educational Computing Conference. Eugene, OR: ISTE
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Seymour Papert Tribute at IDC 2013
High resolution video of the entire session: http://vimeo.com/69471812
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Contact InformationCathleen Galas
Cathleengalas.com
LinkedIn: Cathleen Galas