Laptops and Learning

Can laptop computers put the “C” (for constructionism) in Learning?
Published in the October 1998 issue of Curriculum Administrator

© 1998 – Gary S. Stager

“…Only inertia and prejudice, not economics or lack of good educational ideas stand in the way of providing every child in the world with the kinds of experience of which we have tried to give you some glimpses. If every child were to be given access to a computer, computers would be cheap enough for every child to be given access to a computer.” - Seymour Papert and Cynthia Solomon (1971)

The laptop is flexible, portable, personal and powerful
Students and teachers may use the computer whenever and wherever they need to. The laptop is a personal laboratory for intellectual exploration and creative expression. Learning extends beyond the walls and hours of the school.

The laptop helps to professionalize teachers
Teachers equipped with professional tools view themselves more professionally. Computers are much more likely to be integrated into classroom practice when every student has one.

Provocative models of learning will emerge
Teachers need to be reacquainted with the art of learning before they are able to create rich supportive learning environments for their students. The computer allows different ways of thinking, knowing and expressing ones own ideas to emerge. The continuous collection of learning stories serves as a catalyst for rethinking the nature of teaching and learning.

Gets schools out of the computer business
Laptops are a cost-effective alternative to building computer labs, buying special furniture and installing costly wiring. Students keep laptops for an average of three years, a turnover rate rarely achieved by schools. Built-in modems provide students with net access outside of school. The school can focus resources on projection devices, high-quality peripherals and professional development.

Since my work with the world’s first two “laptop schools” in 1990, I’ve helped dozens of similar schools (public and private) around the world make sense of teaching and learning in environments with ubiquitous computing. My own experience and research by others has observed the following outcomes for students and teachers.

Learner Outcomes

• Students take enormous pride in their work.
• Individual and group creativity flourishes.
• Multiple intelligences and ways of knowing are in ample evidence.
• Connections between subject areas become routine.
• Learning is more social.
• Work is more authentic, personal & often transcends the assignment.
• Social interactions tend to me more work-related.
• Students become more naturally collaborative and less competitive.
• Students develop complex cooperative learning strategies.
• Kids gain benefit from learning alongside of teachers.
• Learning does not end when the bell rings or even when the assignment is due.

Teacher Outcomes

• The school’s commitment to laptops convinces teachers that computers are not a fad. Every teacher is responsible for use.
• Teachers reacquaint themselves with the joy and challenge of learning something new.
• Teachers experience new ways of thinking, learning and expressing one’s knowledge.
• Teachers become more collaborative with colleagues and students.
• Authentic opportunities to learn with/from students emerge.
• Sense of professionalism and self-esteem are elevated.
• Thoughtful discussions about the nature of learning and the purpose of school become routine and sometimes passionate.
• Teachers have ability to collaborate with teachers around the world.
• New scheduling, curriculum and assessment structures emerge.

 

“I believe that every American child ought to be living in the 21st century… This is why I like laptops – you can take them home. I m not very impressed with computers that schools have chained to desks. I m very impressed when kids have their own computers because they are liberated from a failed bureaucracy …

You can’t do any single thing and solve the problem. You have to change the incentives; you’ve got to restructure the interface between human beings. If you start redesigning a learning system rather than an educational bureaucracy, if you have incentives for kids to learn, and if you have 24-hour-a-day, 7-day a week free standing opportunities for learning, you’re going to make a bigger breakthrough than the current bureaucracy. The current bureaucracy is a dying institution.” – U.S. Speaker of the House of Representatives, Newt Gingrich (Wired Magazine, August 1995)

When Seymour Papert and Newt Gingrich are on the same side of an issue, it is hard to imagine an opposing view. The fact that computers are smaller, cheaper and more powerful has had a tremendous impact on society. Soon that impact will be realized by schools. Laptop schools are clearly on the right side of history and will benefit from the experience of being ahead of trend.

Much has been said recently about the virtues of anytime anywhere learning. Laptops certainly can deliver on that promise. Integrated productivity packages may be used to write, manipulate data and publish across the curriculum. However, the power of personal computing as a potential force for learning and as a catalyst for school reform transcends the traditional view of using computers to “do work.” I encourage school leaders considering an investment in laptops to dream big dreams and conceive of ways that universal computing can help realize new opportunities for intellectual development and creative expression.

I’ve watched American Idol since its inception and am a fan. Months ago, I predicted that Angie would win this year. we will know for sure in a few weeks.

In the post-Simon Cowell years of American Idol, the quality of judging has become tedious, cloying and adoring of the young contestants. There has been little instructive teaching for the kids competing or the audience at home. That’s a shame because American Idol used to feature legendary artists every week as mentors who would perform a quickie masterclass for contestants (and audience) who otherwise would enjoy no such access to expertise. One of my favorite mentors a few years back was Harry Connick, Jr. It was also one of the lowest rated episodes of the season. Despite the relative (un)popularity of Mr. Connick, he taught the kids, played with them and wrote charts suited to their talents. He was a great mentor.

I was thrilled to see Harry back on Idol again this week and he ignited a firestorm when he refused to agree with the incredibly terrible advice being dispensed by an incredibly disingenuous Randy Jackson. You can the details of his awful advice in the well-written article linked below, but suffice to say that Mr. Jackson knows better. He may not have the talent and musical knowledge of Harry Connick, Jr., but he has enjoyed a great deal of success in the music business. If Randy Jackson had been paying for Kree’s studio time as a producer, his advice would have been exactly the same as that of Mr. Connick.

After Wednesday night’s show, an educator colleague of mine posted the following message on Facebook:

1. As Randy Jackson reminds us constantly, “this is a singing competition!” Singers should be able to sing anything.
2. The #1 album today is by Michael Bublé, a guy who sings the Great American Songbook. These classic songs are contemporary hits.

“The point Connick tried to make, which Jackson didn’t want to hear, was that the show’s contestants didn’t know these classic songs well enough to take liberties with their melodies and lyrics. In doing so, they were murdering the music.” – John Stark

To paraphrase the great Aughts philosopher, Ms. Britney Spears, “Oops, I’m doing it again.”

Yes siree folks, on Saturday April 27th,  I will be premiering my new one-man show, “Less Us, More Them,” as a newly ordained hipster at TEDxNYED in Brooklyn, NY. (I hear they grow trees there now)

Why am I a hypocrite? Need you ask?

I dislike TED. It’s the playground of overprivileged rich kids sharing a distasteful libertarian philosophy that would make Ayn Rand say, “Wow, you boys are immature.” TED celebrates and accentuates the short attention span of our culture. It confers expertise and celebrity on anyone who can rhyme, speak quickly or has a YouTube video.

Thanks to TED, we can now watch three self-important and self-proclaimed experts in the span of one Kardashians episode!

Disclaimer: Before I say anymore mean things about TED, I must state that the fine women and men who organize TEDxNYED are terrific human beings and educators who stage a world-class event with terrific speakers.

When TED began, it was a small gathering of smart and talented folks. Each attendee was also a presenter. For the swells who can afford to be invited to TED, they undoubtedly enjoy a rich social learning experience. For the rest of us peasants, we’re the reason TED can sell Rolex and BMW commercials. TED is a television show. We get to peep in on the action from our PCs like we’re hiding in the basement  watching naughty videos.

In addition to my sense that too many people believe that TED is the only place to find smart people or ideas, the format of TED Talks disturbs me.

Our society needs more dialogue and a whole lot fewer monologues. The US Senate has become a TED Talk where nothing is accomplished. We cannot solve tough problems by giving speeches. We need collective action, not soaring rhetoric. I would love nothing more than to discuss teaching computer programming with fellow TEDxNYED speaker Douglas Rushkoff or matters of school reform with the other terrific speakers.  Imagine what one might learn from a discussion between the sorts of people who perform TED talks!

Schools that make kids perform TED Talks do so because the format is consistent with a tradition of oral book reports or making PowerPoint presentations on a topic you don’t care about to a bored audience.

There are indeed some excellent TED Talks made by remarkable humans. In fact,  I wrote a blog post recommending several TED Talks to share with kids.

For those of you who can’t attend TEDxNYED in-person, I’m sure that the event will be leaked/streamed/piddled/wee-weed or whatever those crazy kids are doing today on the Internets. Check the http://tedxnyed.com/2013/ for more info!

In the meantime, I humbly offer my last TED Talk.

A version of this was published in the August 2001 issue of Curriculum Administrator Magazine

At our annual family dinner to celebrate the end of another grueling school year, each of our children reflected upon the lessons learned and the obstacles overcome during the previous ten months. Our seventh-grade daughter, who will be referred to by the top-secret code name of Miffy, shared with us a new pedagogical strategy and use of educational technology not yet conceived of during my school years.

What was this innovation? Was it project-based learning, multiage collaboration, constructionism, online publishing, modeling and simulation? Nope, it was Disney films.

Yup, that’s right. Disney films (and several others too). The following is a partial list of the films shown this year during class time by my daughter’s teachers.

 

The ingenious remedy chosen was to
spend much of the last week of school watching a series of instructional
videos called, “Real Life 101.” While hardly as educational as Mulan, these shows turned out to be far more entertaining. The audience was repeatedly reminded, “you
don’t need a college degree for this career, but it wouldn’t hurt! “

The hosts of the series, Maya, Megan, Zooby and Josh (there always seems to be a Josh) introduced exciting career options for the high-tech interconnected global economy of the 21^st century. The career options included the following: Snake handler, projectionist, naval explosive expert, skydive instructor, rafting instructor, diamond cutter, roller coaster technician, exterminator, auctioneer, alligator wrestler and my personal favorite growth industry – rodeo clown!

You can’t make this stuff up! The worksheet that followed the Career Day substitute asked each child to rank these careers in order of preference and write a few sentences explaining their number one choice.

If I wanted my children
to watch television, I’d let them stay home. At least at home
they could watch something educational like “Behind the Music:
The Mamas and the Papas”or learn about Beat poetry from the “Many
Loves of Dobie Gillis. ”  At least then they would have a chance to learn something more than the unfortunate lessons being modeled by their schools.

Almost daily, a colleague I respect posts a link to some amazing tale of classroom innovation, stupendous new education product or article intended to improve teaching practice. Perhaps it is naive to assume that the content has been vetted. However, once I click on the Twitter or Facebook link, I am met by one of the following:

1. A gee-whiz tale of a teacher doing something obvious once, accompanied by breathless commentary about their personal courage/discovery/innovation/genius and followed by a steam of comments applauding the teacher’s courage/discovery/innovation/genius. Even when the activity is fine, it is often the sort of thing taught to first-semester student teachers.
2. An article discovering an idea that millions of educators have known for decades, but this time with diminished expectations
3. An ad for some test-prep snake oil or handful of magic beans
4. An “app” designed for kids to perform some trivial task, because “it’s so much fun, they won’t know they’re learning.” Thanks to sites like Kickstarter we can now invest in the development of bad software too!
5. A terrible idea detrimental to teachers, students or public education
6. An attempt to redefine a sound progressive education idea in order to justify the status quo

I don’t just click on a random link from a stranger, I follow the directions set by a trusted colleague – often a person in a position of authority. When I ask them, “Did you read that article you posted the link to?” the answer is often, “I just re-read it and you’re right. It’s not good.” Or “I’m not endorsing the content at the end of the link, “I’m just passing it along to my PLN.”

First of all, when you tell me to look at something, that is an endorsement. Second, you are responsible for the quality, veracity and ideological bias of the information you distribute. Third, if you arenot taking responsibility for the information you pass along, your PLN is really just a gossip mill.

If you provide a link accompanied by a message, “Look at the revolutionary work my students/colleagues/I did,” the work should be good and in a reasonable state of completion. If not, warn me before I click. Don’t throw around terms like genius, transformative or revolutionary when you’re linking to a kid burping into Voicethread!! If you do waste my time looking at terrible work, don’t blame me for pointing out that the emperor has no clothes.

Just today, two pieces of dreck were shared with me by people I respect.

1) Before a number of my Facebook friends shared this article, I had already read it in the ASCD daily “Smart” Brief. Several colleagues posted or tweeted links to the article because they yearn for schools to be better – more learner-centered, engaging and meaningful.

One means to those ends is project-based learning.  I’ve been studying, teaching and speaking about project-based learning for 31 years. I’m a fan. I too would like to help every teacher on the planet create the context for kids to engage in personally meaningful projects.

However, sharing the article, Busting myths about project-based learning, will NOT improve education or make classrooms more project-based. In fact, this article so completely perverts project-based learning that it spreads ignorance and will make classroom learning worse, not better.

This hideous article uses PBL, which the author lectures us isn’t just about projects (meaningless word soup), as a compliment to direct instruction, worksheets and tricking students into test-prep they won’t mind as much. That’s right. PBL is best friends with standardized testing and worksheets (perhaps on Planet Dummy). There is no need to abandon the terrible practices that squeeze authentic learning out of the school day. We can just pretend to bring relevance to the classroom by appropriating the once-proud term, project-based learning.

Embedding test-prep into projects as the author suggests demonstrates that the author really has no idea what he is talking about. Forcing distractions into a student’s project work robs them of agency and reduces the activity’s learning potential. The author is also pretty slippery in his use of the term, “scaffolding.” Some of the article doesn’t even make grammatical sense.

Use testing stems as formative assessments and quizzes.

The  article was written by a gentleman who leads professional development for the Buck Institute, an organization that touts itself as a champion of project-based learning, as long as those projects work backwards from dubious testing requirements. This article does not represent innovation. It is a Potemkin Village preserving the status quo while allowing educators to delude themselves into feeling they are doing the right thing.

ASCD should be ashamed of themselves for publishing such trash. My colleagues, many with advanced degrees and in positions where they teach project-based learning, should know better!

If you are interested in effective project-based learning, I’m happy to share these five articles with you.

2) Another colleague urged all of their STEM and computer science-interested friends to explore a site raising money to develop “Fun and Creative Computer Science Curriculum.” Whenever you see fun and creative in the title of an education product, run for the hills! The site is a fund-raising venture to get kids interested in computer science. This is something I advocate every day. What could be so bad?

Thinkersmith teaches computer science with passion and creativity. Right now, we have 20 lessons created, but only 3 packaged. Help us finish by summer!

My experience in education suggests that once you package something, it dies. Ok Stager, I know you’re suspicious of the site and the product searching for micro-investors, but watch the video they produced. It has cute kids in it!

So, I watched the video…

Guess what? Thinkersmith teaches computer science with passion and creativity – and best of all? YOU DON’T EVEN NEED A COMPUTER!!!!!!

Fantastic! Computer science instruction without computers! This is like piano lessons with a piano worksheet. Yes siree ladies and gentleman, there will be no computing in this computer science instruction.

A visitor to the site also has no idea who is writing this groundbreaking fake curriculum or their qualifications to waste kids’ time.

Here we take one of the jewels of human ingenuity, computer science, a field impacting every other discipline and rather than make a serious attempt to bring it to children with the time and attention it deserves, chuckleheads create cup stacking activities and simplistic games.

There are any number of new “apps” on the market promising to teach kids about computer science and programming while we should be teaching children to be computer scientists and programmers.

At the root of this anti-intellectualism is a deep-seated belief that teachers are lazy or incompetent. Yet, I have taught thousands of teachers to teach programming to children and in the 1980s, perhaps a million teachers taught programming in some form to children. The software is better. The hardware is more abundant, reliable and accessible. And yet, the best we can do is sing songs, stack cups and color in 2013?

What really makes me want to scream is that the folks cooking up all of these “amazing” ideas seem incapable of using the Google or reading a book. There is a great deal of collected wisdom on teaching computer science to children, created by committed experts and rooted in decades worth of experience.

If you want to learn how to teach computer science to children, ask me, attend my institute, take a course. I’ll gladly provide advice, share resources, recommend expert colleagues and even help debug student programs. If you put forth some effort, I’m happy to match it.

There is no expedient to which a man will not resort to avoid the real labor of thinking.
-Sir Joshua Reynolds

Don’t lecture me about the power of social media, the genius of your PLN, the imperative for media literacy or information curation if you are unwilling to edit what you share. I share plenty of terrible articles via Twitter and Facebook, but I always make clear that I am doing so for purposes or warning or parody. The junk is always clearly labeled.

Please filter the impurities out of your social media stream.You have a responsibility to your audience.

Thank you

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* Let the hysterical flaming begin! Comments are now open.

Before accepting overtesting as inevitable, try debating the issue with parents and students
By Gary S. Stager, Ph.D.
Originally published in District Administration Magazine – July 2003

Our schools are in the midst of a mass panic not seen since the swine flu epidemic–standardized testing. We are swept up in a wave of “the tests are important,” “parents demand accountability,” and “they make us do it.” This uncritical groupthink will destroy public education unless we wake up, form alliances and tell the public the truth.

Democrats and Republicans alike caught a bad case of testing fever and voted overwhelmingly for No Child Left Behind, perhaps the greatest intrusion of the federal government into local education in history. NCLB will compel states to test their students every year from grades 2-12 in order to rank schools and shut many of them down. Our Proctor-in-Chief, George W. Bush, is extending the joys of standardized testing into Head Start.

Since many administrators and school board members have no idea how many standardized tests they need to administer, NCLB will undoubtedly add additional tests and draconian consequences to a school year already diminished by weeks of testing and test preparation.

Without so much as a public debate on what we would want for our schools, testing mania has been allowed to spread like a plague on our educational process. If some testing is good, more is better. If the youngest students can’t yet hold a pencil or read, of course they can bubble-in answers to math problems for several hours at a time. Head Start should be a reading program. You got a problem with three-year-olds reading? Why then, you must suffer from “the bigotry of low expectations.” The end of recess does not affect obesity. Replacing art and music with scripted curricula won’t lead to increased school violence or discipline problems. Down is up, black is white.

Education Week’s annual report “Technology Counts,” states an alarming trend–schools are not spending enough money on using computers for the purposes of standardized testing! Apparently, the years I’ve spent helping schools use computers to enhance learning have been wasted. It never occurred to me that computers should be used to replace #2 pencils and scan sheets. Tech-based testing reminds me of the old Gaines Burger commercial that asked, “Is your dog getting enough cheese?”

The Education Week “research” is replete with charts and graphs designed to whip child-centered educators into line. EdWeek loves winners and losers nearly as much as the testing industry. Coincidentally, a giant publisher of standardized tests, textbooks and test preparation systems, funded their “study.”

In such a climate of confusion and hysteria, educators feel powerless. Parents trust that you will do the right thing. Misconceptions about high-stakes testing are amplified by an unwillingness to engage the community in conversation.

Getting Active
Inspired by Juanita Doyon’s terrific new book, Not With Our Kids You Don’t: Ten Strategies to Save Our Schools, and a desire to show my kids that you can make a difference, I decided to try my hand at activism.

I designed a flier answering some of the myths about standardized testing and telling parents that California state law allows them to exempt their child from the STAR tests. Two days before testing was to begin I stood in front of my daughter’s high school and passed out 150 fliers in about 10 minutes. I felt a bit creepy, but the kids told me that I was cool (a first).

I have since learned that 46 students opted out of the tests. That’s a one-third hit-rate. Not since the Pet Rock has a marketing effort been so successful with so little effort Think about it–a kid had to take a piece of paper from a stranger, bring it home, convince his parents to write a letter disobeying the wishes of the school and bring the letter back to school the next day. Perhaps the public isn’t as hungry for increased accountability as we have been led to believe?

One parent said she didn’t know her tax money was spent on standardized testing. Can you imagine the public being less engaged in a matter so important?

It is incumbent upon each of us to tell parents what we know and engage the community in serious discussions about schooling. We may find that we have many more allies than there are politicians telling us what’s best for kids.

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I created Pencilsdown.org around 2000, long before today’s opt-out movement. It has been inactive for a number of years, but you may find a copy of the opt-out form I distributed back in 2003 here.

The year following my initial opt-out activism,I wrote a letter to the editor of the local paper urging parents to opt-out. Fearing a loss of federal money as a result of not making AYP due to testing resistance, the Torrance Unified School District lied to parents about the legitimacy of the testing process. I responded with a freedom of information request about funding, personnel, policy, costs and time dedicated to STAR testing. This tied the district office in knots for months. If I can find the request, I will share it.

Here is a list of recommended books for parents and educators interested in opposing standardized testing.

Computationally-Rich Activities for the Construction of Mathematical Knowledge – No Squares Allowed
©1998 Gary S. Stager with Terry Cannings
This paper was published in the proceedings of the 1998 National Educational Computing Conference in San Diego

Based on a book chapter: Stager, G. S. (1997). Logo and Learning Mathematics-No Room for Squares. Logo: A Retrospective. D. L. Johnson and C. D. Maddux. Philadelphia, The Haworth Press: 153-169.

Abstract
The NCTM Standards state that fifty percent of all mathematics has been invented since World War II. (National Council of Teachers of Mathematics, 1989) Few if any of these branches of mathematical inquiry have found their way into the K-12 curriculum. This is most unfortunate since topics such as number theory, chaos, topology, cellular automata and fractal geometry may appeal to students unsuccessful in traditional math classes. These new mathematical topics tend to be more contextual, visual, playful and fascinating than adding columns of numbers or factoring quadratic equations. Logo provides a powerful medium for rich mathematical explorations and problem solving while providing a context in which students may fall in love with the beauty of mathematics. The examples in this paper are intended to spark the imaginations of teachers and explore several mathematical areas ripe for Logo-based investigations.

Introduction
While it may seem obvious to assert that computers are powerful computational devices, their impact on K-12 mathematics education has been minimal. (Suydam, 1990) More than a decade after microcomputers began entering schools, 84% of American tenth graders said they never used a computer in math class.(National Center for Educational Statistics, 1984) Computers provide a vehicle for “messing about” with mathematics in unprecedented learner-centered ways. “Whole language” is possible because we live in a world surrounded by words we can manipulate, analyze and combine in infinite ways. The same constructionist spirit is possible with “whole math” because of the computer. In rich Logo projects the computer becomes an object to think with – a partner in one’s thinking that mediates an ongoing conversation with self.

Many educators equate Logo with old-fashioned turtle graphics or suggest that Logo is for the youngest of children. Neither of these beliefs is true. Although traditional turtle graphics continues to be a rich laboratory in which students construct geometric knowledge, Logo is flexible enough to explore the entire mathematical spectrum. Logo continues to satisfy the claim that it has no threshold and no ceiling. (Harvey, 1982) Best of all, Logo provides a context in which children are motivated to solve problems and express themselves.

The National Council of Teachers of Mathematics Curriculum and Evaluation Standards for School Mathematics recognizes Logo as a software environment that can assist schools in meeting the goals for the improvement of mathematics education. In fact, Logo is the only computer software specifically named in the document.

The Goals of the NCTM (1984) Standards for All Students

1. learn to value mathematics
2. become confident in their ability to do mathematics
3. become mathematical problem solvers
4. learn to communicate mathematically
5. learn to reason mathematically

The NCTM Standards state that fifty percent of all mathematics has been invented since World War II. (National Council of Teachers of Mathematics, 1989) Few if any of these branches of mathematical inquiry have found their way into the K-12 curriculum. This is most unfortunate since topics such as number theory, chaos, topology, cellular automata and fractal geometry may appeal to students unsuccessful in traditional math classes. These new mathematical topics tend to be more contextual, visual, playful and fascinating than adding columns of numbers or factoring quadratic equations. Logo provides a powerful medium for rich mathematical explorations and problem solving while providing a context in which students may fall in love with the beauty of mathematics.

Computer microworlds such as Logo turtle graphics and the topics of constructions and loci provide opportunities for a great deal of student involvement, In particular, the first two contexts serve as excellent vehicles for students to develop, compare and apply algorithms. (National Council of Teachers of Mathematics, 1989, p. 159)

The examples in this paper are intended to spark the imaginations of teachers and explore several mathematical areas ripe for Logo-based investigations. The project ideas use MicroWorlds, the latest generation of Logo software designed by Seymour Papert and Logo Computer Systems, Inc. MicroWorlds extends the Logo programming environment through the addition of an improved user interface, multiple turtles, buttons, text boxes, paint tools, multimedia objects, sliders and parallelism.

Parallelism allows the computer to perform more than one function at a time. Most computer-users have never experienced parallelism or the emergent problem solving strategies it affords. MicroWorlds makes this powerful computer science concept concrete and usable by five year-olds. The parallelism of MicroWorlds makes it possible to explore some mathematical and scientific phenomena for the first time. Parallelism also allows more conventional problems to be approached in new ways.

Euclidian Geometry
One source of inspiration for student Logo projects is commercial software. Progressive math educators have found software like The Geometric Supposer and the more robust Geometers’ Sketchpad to be useful tools for exploring Euclidian geometry and performing geometric constructions. I noticed that while teachers may use these tools as extremely flexible blackboards, kids can pull down a menu and request a perpendicular bisector to be drawn without any deeper understanding than if the problem was solved with pencil and paper.

Could middle or high school students design collaboratively their own such tools? If so, they would gain a more intimate understanding of the related math concepts because of the need to “teach” the computer to perform constructions and measurements. Throughout this process, teams of students are asked to brainstorm questions, share what they know and define paths for further inquiry. Students as young as seventh grade have developed their own geometry toolkits in MicroWorlds.

Much of learning mathematics involves naming actions and relationships. Logo programming enhances the construction of mathematical knowledge through the process of defining and debugging Logo procedures. The personal geometry toolkits designed by students are used to construct geometric knowledge and questions worthy of further investigation. As understanding emerges the tool can be enhanced in order to investigate more advanced problems.

At the beginning of this project students are given a few tool procedures to start with. These procedures are designed to:

1. drop a point on the screen (each point is a turtle and in MicroWorlds every turtle knows where it is in space)
2. compute the distance between two points

With these two sets of tool procedures students can create tools necessary for generating geometric constructions, measuring constructions and comparing figures. MicroWorlds’ paint tools may be used to color-in figures and to draw freehand shapes. The procedural nature of Logo allows for higher level functions to be built upon previous procedures. Figures 1a, 1b & 1c are screen shots of one student’s geometry toolkit.

Probability and Chance
Children use MicroWorlds to explore probability via traditional data collection problems involving coin or dice tosses and in projects of their own design. Logo’s easy to use RANDOM function appears in the video games, races, board games and sound effects of many students.

Perhaps the best use of probability I have encountered in a MicroWorlds project is in a project I like to call, “Sim-Middle Ages.” In this project a student satisfied the requirements for the unit on medieval life in a quite imaginative fashion. Her project allows the user to specify the number of plots of land, number of seeds to plant and the number of mouths to feed. MicroWorlds then randomly determines the amount of plague, pestilence, rainfall and rate of taxation to be encountered by the farmer.

On the next page there are two buttons. One button announces if you live or die in the middle ages and the other tells why, based on the user-determined and random variables. You may then go back and adjust any of the values in an attempt to survive. (figures 2a, 2b and 2c)

Things happen in the commercial simulations, but users often don’t understand the causality. In student-created simulations, students use mathematics in a very powerful way. They develop their own algorithms to model historical or scientific phenomena. This type of project can connect mathematics with history, economics, physical science and life science in very powerful ways.

Number Theory
“Number theory, at one time considered the purest of pure mathematics is simply the study of whole numbers, including prime numbers. This abstract field, once a playground for a few mathematicians fascinated by the curious properties of numbers, now has considerable practical value… in fields like cryptography.”(Peterson, 1988) Software environments, such as MicroWorlds, provide a concrete environment in which students may experiment with number theory. “Experimental math” projects benefit from Logo’s ability to control experiments, easily adjust a variable and collect data. Kids control all of the variables in an experiment and can swim around in the beaker with the molecules. Intellectual immersion in large pools of numbers is possible due to computer access. The scientific method comes alive through mathematical experimentation.

A fascinating experimental math problem to explore with students is known as the 3N problem. The problem is also known by several other names, including: Ulam’s conjecture, the Hailstone problem, the Syracuse problem, Kakutani’s problem, Hasse’s algorithm, and the Collatz problem. The 3N problem has a simple set of rules. Put a number in a “machine” (Logo procedure) and if it is even, cut in half – if it is odd, multiply it by 3 and add 1. Then put the new value back through the machine. For example, 5 becomes 16, 16 becomes 8, becomes 4, 4 becomes 2, 2 becomes 1, and 1 becomes 4. Mathematicians have observed that any number placed into the machine will eventually be reduced to a repeating pattern of 4…2…1…

While this is an interesting pattern, what can children explore? Well, it seems that some numbers take a long time to get to 4…2…1… I call each of the numbers that appear before 4, a “generation.” I often expose students to this problem by trying a few starting numbers and leading a discussion. Typing SHOW 3N 1 takes 1 generation to get to 4. Students may then predict that the number 2 will take two generations and they would be correct. They may then hypothesize that the number entered will equal the number of generations required to get to 4. However, 3N 3 takes 5 generations! I then ask, “how can we modify our hypothesis to save face or make it look like we were at least partially right?” Kids then suggest that the higher the number tried, the longer it will take to get to 4…2…1… They may even construct tables of the previous data and make numerous predictions for how the number 4 will behave only to find that 4 takes zero generations (for obvious reason that it is 4).

I then tell the class that they should find a number that takes a long time to get to 4…2…1… I do not specify what I mean by a “long time” in order to let the young mathematicians agree on their own limits. The notion of limits is a powerful mathematical concept which helps focus inquiry and provides the building blocks of calculus. Students often test huge numbers before realizing that they need to be more deliberate in their experimentation. The working definition of “long time” changes as the experiment continues. Eleven generations may seem like a long time until a group of kids test the number 27. Gasps and a chorus of wows can be heard when 27 takes 109 generations. Then I ask the class to tell me some of the characteristics of 27. Students often list some of the following hypotheses:

Its factors are 1, 3, 9, 27
It’s odd
It’s 3 * 3 * 3 (an opportunity to introduce the concept of cubed numbers)
The sum of the digits = 9
The number is greater than 25 

We then test each of the hypotheses and discard most of them. The cubed number hypothesis is worthy of further investigation. If we test the next cubed number, 4, with SHOW 3N 4 * 4 * 4 we find that it does not take long to get to 4. One student may suggest that only odd perfect cubes take a long time. I then suggest that the other students find a way to disprove this hypothesis by finding either an odd perfect cube that doesn’t take a long time or an even cube that does. Both exist.

to 3n :number
print :number
ifelse even? :number [3n :number / 2] [3n (:number * 3) + 1]
end

to even? :number
output 0 = remainder :number 2
end

A simple tool procedure may be added to count the number of generations for the “researcher.” The more you play with this problem, the more questions emerge. A bit more programming allows you to ask the computer to graph the experimental data or keep track of numbers that take longer than X generations to reach 4…2…1… Running such experiments overnight may lead to other interesting discoveries, like the numbers 54 and 55 each take 110 generations. What can adjacent numbers have in common? 108, 109 and 110 each take 111 generations. Could this pattern have something to do with place value? How could you find out? (see figures 4a & 4b)

The joy in this problem for kids and mathematicians is connected to the sense that every time you think you know something, it may be disproven. This playfulness can motivate students to view mathematics as a living discipline, not as columns of numbers on a worksheet. For many students, problems like 3N provide a first opportunity to think about the behavior of numbers. “For the most part, school math and science becomes the acquisition of facts that have been found by people who call themselves scientists.” (Goldenberg, 1993) Logo and experimental math provides another opportunity to provide children with authentic mathematical experiences.

Fractal Geometry and Chaos Theory
The contemporary fields of fractal geometry and chaos theory are the result of modern computation. Many learners find the visual nature of fractal geometry and the unpredictability of chaos fascinating. Logo’s turtle graphics and recursion make fractal explorations possible. The randomness, procedural nature and parallelism of MicroWorlds brings chaos theory within the reach of students.

Fractals are self-similar shapes with finite area and infinite perimeter. Fractals contain structures nested within one another with each smaller structure a miniature version of the larger form. Many natural forms can be represented as fractions, including ferns, mountains and coastlines.

Chaos theory suggests that systems governed by physical laws can undergo transitions to a highly irregular form of behavior. Although chaotic behavior appears random, it is governed by strict mathematical conditions. Chaos theory causes us to reexamine many of the ways in which we understand the world and predict natural phenomena. Two simple principles can be used to describe Chaos theory:

1. From order (a predictable set of rules), chaos emerges.
2. From a random set of rules, order emerges.

MicroWorlds may be used to explore both chaos and fractal geometry simultaneously. Figure 3shows two similar fractals called the Sierpinski Gasket. The fractal on the left is created by a complex recursive procedure. The fractal on the right is generated by a seemingly random algorithm discovered by Michael Barnsley of Georgia Institute of Technology. The Barnsley Fractal is created by placing three dots on the screen and then randomly choosing one of three points, going half way towards it and putting another dot. This process is repeated infinitely and a Sierpinski Gasket emerges. In fact, if you grab the turtle from the “chaos fractal” and move it somewhere else on the screen, it immediately finds its way back into the “triangle” and never leaves again. The multiple turtles and parallelism of MicroWorlds makes it possible to explore the two different ways of generating a similar fractal simultaneously. Experimental changes can always be made to the procedures and the results may be immediately observed.

Animation
One of the most attractive aspects of MicroWorlds is its ability to create animations. Students are excited by the ease with which they can create even complex animations. MicroWorlds animations require the same mathematical and reasoning skills as turtle graphics. The difference is that the turtle’s pen is up instead of down and the physics of motion comes into play. Multiple turtles and “flip-book” style animation enhance planning and sequencing skills. Even the youngest students use Cartesian coordinates and compass headings routinely when positioning turtles and drawing elaborate pictures.

Perhaps the best part of MicroWorlds animation is that the student-created animation and related mathematics are often employed in the service of interdisciplinary projects. Using animation to navigate a boat down the ancient Nile, simulate planetary orbits, design a video game or energize a book report provides a meaningful context for using and learning mathematics.

Functions and Variables
Logo’s procedural inputs and mathematical reporters give kids concrete practice with variables. Functions/reporters/operations are easy to create in MicroWorlds and can even be the input to another function. For example, the expression SHOW DOUBLE DOUBLE DOUBLE 5 or REPEAT DOUBLE 2 [fd DOUBLE DOUBLE 20 RT DOUBLE 45] are possible by writing a simple procedure, such as:

to double :number
output :number * 2
end

Many teachers are unaware of Logo’s ability to perform calculations (up through trigonometric functions) in the command center or in procedures. SHOW 3 * 17 typed in the command center will display 51 and REPEAT 8 [fd 50 rt 360 / 8] will properly draw an eight-sided regular polygon.

A favorite project I like to conduct with fifth and sixth graders creates a fraction calculator. First we decide to represent fractions as a (Logo) list containing a numerator and a denominator. Then we write procedures to report the numerator and denominator of a fraction. From there, the class can easily collaborate to write a procedure which adds two fractions. Some kids can even make the procedure add fractions with different denominators. From there, all of the standard fraction operations can be written as Logo procedures by groups of children. The next challenge the kids typically tackle is the subtraction of fractions.

One day, a fifth grader, Billy, made an interesting discovery while testing his subtraction “machine.” Billy typed, SHOW SUBTRACT [1 3] [2 3] (meaning 1/3 – 2/3), and -1 3 appeared in the command center. I noticed the negative fraction and mentioned that when I was in school we were taught that fractions had to be positive. Therefore, there is no such thing as a negative fraction.

Billy exclaimed, “Of course there is! The computer gave one to us!” This provoked a discussion about “garbage in – garbage out,” the importance of debugging and the need for conventions agreed upon by mathematicians and scientists. We even discussed the difference between symbols and numbers. Billy listened to this discussion impatiently and announced, “That’s ridiculous because I can give you an example of a negative fraction in real-life.”

Billy said, “I have a birthday cake divided into six slices and eight people arrive at my party. I’m short two sixths of a cake – negative 2/6!” He went on to say, “If the computer can give us a negative fraction and I can provide a real-life example of one, then there must be negative fractions.” The hazy memory of my math education diminished the confidence required to argue with this budding mathematician. Instead, I agreed to do some research.

I looked in mathematics dictionaries, but found more ambiguity than clarity. I also spent several weeks consulting with math teachers. Most of these people either dismissed the question of negative fractions as silly or complained that they lacked the time to adequately deal with Billy’s dilemma. After a bit more time, I ran into a university mathematician at a friend’s birthday party. Roger did not dismiss Billy’s question. Instead he asked for my email address. The next morning the following email message awaited me.

Date: Sun, 06 Nov 1994 09:52:44 -0400 (EDT)
Subject: fractions
To: gstager@pepperdine.edu

Dear Gary,

It was fun to have a chat at Ihor’s party. This morning I got out my all time favorite source of information on things worthwhile, the Ninth Edition of the Encyclopedia Britannica. (With its articles by James Clerk Maxwell et al.) It is very clear. Fractions come about by dividing unity into parts, and are thus by definition positive.

Interesting.
Yours,
Roger

Now what should a teacher tell Billy? In the past, you might hope that he forgot the matter. Today, Billy can post his discovery on the Internet and engage in serious conversation – perhaps even research with other mathematicians. Access to computers and software environments like MicroWorlds makes it possible for children to make discoveries that may be of interest to mathematicians and scientists. It is plausible that kids can contribute to the construction of knowledge deemed important by adults.

New Data Structures
MicroWorlds has two new data structures that contribute to mathematical learning. With the click of the mouse, sliders and text boxes can be dropped on the screen. As input devices, sliders are visual controls that adjust variables. Each slider has a name and a range of numbers assigned to it. Like a control on a mixing board the slider can be set to a number in that range. The slider’s value can then be sent to a turtle whose speed or orientation is linked to the value of the slider. The slider can also be used to set the values of variables used in a simulation.

Sliders may also be used as output devices. A procedure can change the value of a slider to indicate an experimental result. If a slider named, counter, is in a MicroWorlds project then the command, SETCOUNTER COUNTER + 1, can be used to display the results of incrementing the counter.

MicroWorlds text boxes also function as both input and output devices. A text box is like a little word processor drawn on the MicroWorlds page to hold text. Text boxes also have names that when evoked report their contents. If a user types the number 7 in a text box named FOO, then typing SHOW FOO * 3 will display 21 in the command center. FD FOO * 10 will move the turtle forward 70 steps. The command, SETFOO 123 will replace the contents of the text box, FOO, with 123. Therefore, text boxes may be used as experimental monitors or calculator displays. Constructing a garden-variety calculator with a text box and MicroWorlds buttons or turtles is deceptively simple, but provides one illustration of how text boxes could be used in a mathematical context.

A basic spreadsheet can be built in MicroWorlds with just one line of Logo code. If three text boxes are named, cell1, cell2 and total, then a button with the instruction, SETTOTAL CELL1 + CELL2, will put the sum of the first two cells in the third. Making the button run many times will cause the “spreadsheet” to perform automatic calculations. A bit more programming will allow you to check for calculation efforts, graph data or cause a turtle to change its behavior based on the result of a calculation. Building a model spreadsheet helps students understand how a commercial spreadsheet works, develop computation skills and add automatic calculation to their Logo toolbox.

Instructional Software Design
Children can use Logo as a design environment for teaching others mathematical concepts. Idit Harel’s award-winning research (Harel, 1991) and the subsequent research by her colleague, Yasmin Kafai (Kafai, 1995), demonstrated that when students were asked to design software (in LogoWriter or MicroWorlds) to teach other kids about “fractions” they gained a deeper understanding of fractions than children who were taught fractions and Logo in a traditional manner. These students also learn a great deal about design, Logo programming, communication, marketing and problem solving. Harel and Kafai have confirmed that children learn best by making connections and when actively engaged in constructing something meaningful. Their research provides additional evidence of Logo’s potential as an environment for the construction of mathematical knowledge.

Conclusion
Increased access to computers and imaginative teachers will open up an infinite world of possibilities for Logo learning. Software environments, such as MicroWorlds provide children with an intellectual laboratory and vehicle for self-expression. MicroWorlds inspires serendipitous connections to powerful mathematical ideas when drawing, creating animations, building mathematical tools or constructing simulations.

Excursions into the worlds of number theory, fractal geometry, chaos and probability rely on MicroWorlds’ ability to act as lab assistant and manager. Paul Goldenberg suggests that it is difficult to test out ideas unless one has a slave stupid enough not to help. (Goldenberg, 1993) The computer plays the role of lab assistant splendidly, yet the student still must do all of the thinking. MicroWorlds makes it possible to manage large bodies of data by running tedious experimental trials millions of times if necessary, collecting data and displaying it in numerical or graphical form. The procedural nature of MicroWorlds makes it possible to make small changes to an experiment without having to start from scratch.

MicroWorlds provides schools with a powerful software package flexible enough to grow with students. In days of tight school budgets it is practical to embrace a software environment with which students can address the demands of numerous subject areas. The sophistication with which students confront intellectual challenges improves along with their fluency in MicroWorlds.

Seymour Papert was horrified at how the simple example of commanding a turtle to draw a house, depicted in Mindstorms, became “official Logo curriculum” in classrooms around the world. However, providing students with a rich “mathland” in which to construct mathematical knowledge has always been one of the goals in the design and implementation of Logo. This paper attempts to provide simple examples of how MicroWorlds may be used to explore a number of mathematical concepts in a constructionist fashion. Those interested in additional ideas should read (Abelson & diSessa, 1981), (Cuoco, 1990), (Clayson, 1988), (Goldenberg & Feurzeig ,1987), (Lewis, 1990) and (Resnick, 1995). More detailed examples and teacher materials related to this paper are available on my World-Wide-Web site at: http://moon.pepperdine.edu/~gstager/home.html.

References

1. Abelson, H., & diSessa, A. (1981). Turtle Geometry. Cambridge, MA: MIT Press.
2. Clayson, J. (1988). Visual Modeling with Logo. Cambridge, MA: MIT Press.
3. Clements, D.H. (1991). Logo in Mathematics Education: Effects and Efficacy. Stevens Institute of Technology Conference Proceedings – Computer Integration in Pre-College Mathematics Education: Current Status and Future Possibilities, April 24, 1991. Hoboken, NJ: Stevens Institute of Technology/CIESE.
4. Cuoco, A. (1990). Investigations in Algebra. Cambridge, MA: MIT Press.
5. Goldenberg, E.P. (1993). Linguistics, Science, and Mathematics for Pre-college Students: A Computational Modeling Approach.Revised from Proceedings, NECC ‘89 National Educational Computing Conference, Boston, MA. June 20-22, pp. 87 -93. Newton, MA: Educational Development Center.
6. Goldenberg, E.P. (1989). “Seeing Beauty in Mathematics: Using Fractal Geometry to Build a Spirit of Mathematical Inquiry.” Journal of Mathematical Behavior, Volume 8. pages 169-204.
7. Goldenberg, E.P., & Feurzeig, W. (1987). Exploring Language with Logo Cambridge, MA: MIT Press.
8. Harel, I. (1991). Children Designers: Interdisciplinary Constructions for Learning and Knowing Mathematics in a Computer-Rich School. Norwood, NJ: Ablex Publishing Corporation.
9. Harel, I. & Papert, S. (editors) (1991). Constructionism. Norwood, NJ: Ablex Publishing Corporation.
10. Harvey, B. (1982). Why Logo? Byte, Vol. 7, No.8, August 1982, 163-193.
11. Harvey, B. (1985-87). Computer Science Logo Style, Volumes 1-3. Cambridge, MA: MIT Press.
12. Kafai, Y. (1995) Minds in Play – Computer Design as a Context for Children’s Learning. Hillsdale, NJ: Lawrence Erlbaum and Associates.
13. Lewis, P. (1990). Approaching Precalculus Mathematics Discretely. Cambridge, MA: MIT Press.
14. National Council of Teachers of Mathematics. (1989). Curriculum and Evaluation Standards for School Mathematics. Reston, VA: NCTM.
15. Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas. (Second Edition, 1993) New York: Basic Books.
16. Peterson, I. (1988). The Mathematical Tourist – Snapshots of Modern Mathematics. NY: W.H. Freeman and Company.
17. Poundstone, W. (1985). The Recursive Universe… Chicago: Contemporary Books.
18. Resnick, M. (1995). Turtles, Termites and Traffic Jams – Explorations in Massively Powerful MicroWorlds. Cambridge, MA: MIT Press.
19. Silverman, B. (1987). The Phantom Fishtank: An Ecology of Mind. Montreal: Logo Computer Systems, Inc. (book with software for Apple II or MS-DOS)
20. Stager, G. (October, 1988). “A Microful of Monkeys.” The Logo Exchange .
21. Stager, G. (1990). “Developing Scientific Thought in a Logo-based Environment.” Proceedings of the World Conference on Computers in Education. Sydney, Australia: IFIP.
22. Stager, G. (1991). “Becoming a Scientist in a Logo-based Environment.” Proceedings of the Fifth International Logo Conference. San José, Costa Rica: Fundacion Omar Dengo.
23. Suydam, M. N. (1990). Curriculum and Evaluation Standards for Mathematics Education. (ERIC/SMEAC Mathematics Education Digest No. 1, 1990) Columbus, OH: ERIC Clearinghouse for Science, Mathematics and Environmental Education. (ERIC Document Reproduction Service No. ED319630 90).

 

CMK Founder Gary Stager, Ph.D. gave a presentation in November 2012 about the philosophy and practice of Constructing Modern Knowledge. The following video is a recording of that presentation about the institute.

Click here to register for Constructing Modern Knowledge 2013 today!

 

Come see Gary Stager speak at the forthcoming events!

November 5, 2012
Keynote speaker
16th Annual Innovative Learning Institute
Norman, Oklahoma

November 6, 2012
Workshop Leader – Digital Reggio
NAEYC Annual Conference
Atlanta, Georgia

November 7, 2012
Featured speaker
ISACS Annual Conference
Louisville, Kentucky

November 14, 2012
Keynote speaker
Three Rivers Educational Technology Conference
Pittsburgh, Pennsylvania

November 28, 2012
Multiple presenter
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Manchester, New Hampshire

November 29, 2012
Keynote speaker
Illinois Educational Technology Conference
Springfield, Illinois

December 6, 2012
Keynote speaker
RCAC 2012 Conference
London, Ontario

January 9, 2013
Keynote speaker
New keynote = The Creative Technology Revolution You Can’t Afford to Miss
Technology Leadership Institute
Briarcliff Manor, NY

January 27-28, 2013
Presenter
Educon 2.5
Philadelphia, Pennsylvania

Australia/New Zealand
Late May – Early June 2013

Constructing Modern Knowledge
July 9-12, 2013

If you wish to have Gary Stager lead PD at your school or speak at your event, contact him here

A list of workshop and keynote address topic may be found here.

I sent the following questions to the Superintendent Christopher Steinhauer on July 22nd after the Superintendent and School Board had concerned parents forcibly removed from a public meeting.

Not a single one of my questions has been answered by Superintendent Steinhauer, the two board members I copied or any official of the school district.

A bit of background… The Long Beach Unified School District has been systematically revoking the charters of each charter school within its jurisdiction. The New City Public Schools are quite special and are facing extinction without transparency on the part of the school district.

Concerned citizens might wish to ask Supt. Steinhauer some or all of these questions at cstein@lbschools.net

---

Dear Superintendent Steinhauer:

I am currently writing a number of articles  for The Huffington Post and other publications about the New City Public Schools proposed charter revocation You prompt response to the following questions is greatly appreciated.

I know how busy you are, so answering the following questions via email is considerate of your schedule and immune to misquoting.

1) If your recommendation to close the New City Public Schools is realized at the end of August, where will New City Students attend school in September? (please list all possible schools)

2) What is the current enrollment at those schools?

3) What will be the impact on class size and teacher-student ratios

4) How many former New City students in grades 6-8 will be required to attend LBUSD middle schools if K-8 options do not exist?

5) Will LBUSD need to assign additional teaching personnel to schools to accommodate the influx of New City students? Is this budgeted? What are the qualifications of those teachers? Why are they available on such short notice?

5) Please provide the attendance rates over the past three school years for the LBUSD schools likely to enroll former New CIty students.

6) Please provide the vandalism rates over the past three school years for the LBUSD schools likely to enroll former New CIty students.

7) Please provide the incidence of substance abuse over the past three school years for the LBUSD schools likely to enroll former New CIty students.

8) Please provide the crime rates over the past three school years for the LBUSD schools likely to enroll former New CIty students, organized by type of infraction.

9) Please provide the graduation rates for LBUSD students who attended the New City Public Schools prior to 2009.

10) Please indicate the frequency of art instruction at the LBUSD schools likely to enroll former New City students.

11) Please indicate the frequency of music instruction at the LBUSD schools likely to enroll former New City students.

12) How many field trips to LBUSD students enjoy? Please indicate by school likely to enroll former New City students.

13) What is the percentage of bilingual faculty at the LBUSD schools likely to enroll former New City students?

14) What sort of counseling services are being planned to help former New City students deal with the trauma associated with the charter revocation and transition into the LBUSD schools? Is this budgeted for?

15) How long will it take for the LBUSD to evaluate and develop IEPs, where appropriate for the former New City students joining LBUSD?

16) Do students at other LBUSD schools engage in public juried exhibitions as a form of assessment?

17) How does teacher professional development compare between the New City Public Schools and LBUSD schools?

18) How does time and resources for teacher planning and collaboration compare between LBUSD schools and The New City Public Schools?

19) How do playground facilities compare between The New City Public Schools and the LBUSD schools former NCPS students are likely to attend?

20) Will neighborhood schools accommodate all former NCPS students? If not, will transportation be provided by LBUSD?

21) Please indicate how many times since 2022, that you have visited The New City Public Schools? What was the purpose of those visits?

22) In your professional judgement, why are you recommending revocation of the NCPS charter?

23) If you were handed the keys to The New City Public Schools tomorrow, what would you do differently? What would you add? What would you eliminate?

24) Why does it seem that Long Beach is such a hostile jurisdiction for charter schools? Do you think the demand for parental choice will disappear after you revoke all of the school charters?

25) What are the anticipated financial costs or revenue to be realized by the LBUSD  if The New City Public Schools are closed?

25) What is your favorite book about learning?

26) What do you most admire about The New City Public Schools?

27) Why do you believe that The New City Public Schools is failing?

28) What is the role of parents in assessing the quality of their children’s education?

29) Do you have metrics to indicate levels of parental involvement across LBUSD schools? If so, will you kindly share that data?

30) Do you think it is appropriate for LBUSD School Board Meetings to be held during business hours in a tiny venue inaccessible to public transportation? How does this help increase community involvement in education?

31) How many school days are dedicated to standardized testing, practice tests or test-preparation in the LBUSD?

32) What were the 2011-2012 costs of standardized testing, practice tests and test-preparation materials in the LBUSD?

33) How many personnel are dedicated to standardized testing, test preparation, data analysis and other assessment-related activities?

34) What were the 2011-2012 personnel costs related to standardized testing, test preparation, data analysis and other assessment-related activities?

35) How many MacArthur Genius Award recipients have worked with LBUSD schools? Please name them.

36) How many colleagues of Jean Piaget have worked with LBUSD schools? Please name them.

37) Please indicate the number of LBUSD K-8 schools with their own farm.

38) What have The New City Public Schools contributed to real estate values, commerce and quality of life in their geographic areas?

39) I read the Superintendent’s goals for the 2011-12 school year at http://www.lbschools.net/Main_Offices/Superintendent/goals_10-11.cfm Presumably, they are intended to hold you accountable to the children, parents and tax-payers of Long Beach. They seem remarkably vague and easy to achieve. Do you think that The New City Public Schools is held to a higher standard of accountability than you are?

40) El Broad is a benefactor of the LBUSD and a proponent of charter schools. How might you explain to him why a city the size of Long Beach has no charter schools?

41) Does it strike you as odd that the LBUSD School Board would invoke to close schools without any public deliberation, dialogue, debate or request for evidence by the School Board?

I am enormously grateful for your help in organizing the data I requested and sharing your professional opinions with me.

Thank you for your service.

Best Wishes,

Gary

Gary S. Stager, Ph.D.