When it comes to technology, teachers are too often treated as imbeciles or felons!

In 1990, I was hired to teach public school 4th grade. By that time, I had already been engaging children in collaborative online projects for several years and sbsing a telephone for most of my twenty-seven years on earth. Two days into the school year I rebelled against the absurdity of not having a working telephone in my classroom, went to Radio Shack, purchased a $3 phone splitter, found a barely used telephone sitting in an abandoned office, connected the splitter, and began pulling a spool of phone cable down the school corridor. A custodian noticed my efforts and asked if I would like him to drill a few holes to make the job tidier. A few minutes later, I had a computer connected to the Internet via modem so that my students could work on National Geographic Kids Network science projects. (I could send and receive email too.)

Then as now, I could not understand why other teachers would suffer the indignities associated with not being trusted to use a telephone, 114 years after Bell yelled, “Watson! Come here! I need you!” Yet, the powerlessness continued. For at least another decade, teachers were forced to call their gynecologist from a payphone outside the cafetorium at lunch time.

Schools did not change policies, teachers bought their own damned cellphones and now could join the billions of other people around the world with phone access.

Kid confused by payphone (from http://abc7news.com/technology/video-little-boy-has-no-idea-what-a-pay-phone-is/723174/)

Kid confused by payphone (from http://abc7news.com/technology/video-little-boy-has-no-idea-what-a-pay-phone-is/723174/)

In 2016, educators are sent to workshops I lead with school-supplied laptops incapable of installing an “app,” playing a YouTube video, surfing to a .edu domain, or sending email with an attachment. Some have their USB ports disabled. This is not only a source of embarrassment for seemingly “professional” educators, but wastes precious learning time when those teachers are on the phone to the district IT fascist begging for access to their own “personal computer.” I need to abandon teaching to console grown educators frustrated that they cannot participate in sound educational experiences.

Irrational schools and school district policies quickly turn $1,200 teacher laptops into $100 pieces of sculpture.

Each spring, I receive email messages from educators attending Constructing Modern Knowledge. These messages say, “our school IT paraprofessional would like a list of all the software I will need this summer so he (always a HE) can install it for me.” Aside from this remarkable act of disempowerment and dependency, it misses the entire idea that computers are extensible. You never know which features and functionality that may emerge. I cannot and will not provide a list of software to be installed because that decision is based on the needs of the specific project that institute participants choose to work on.

Ten years ago, I was hired by a university to be a Visiting Professor. As part of my contract negotiations, I was promised a new laptop. When the university reneged, I spent a few grand on my own computer. Despite being a bit poorer, I had a key to the building, an office, and place to park my car. I was trusted to write curricula, teach, and award grades. One day, my laptop would no longer print to the university printers. When I interrupted the slumber of the tech “support” staff to troubleshoot, they informed me that faculty was no longer allowed to print from their personal (that word again) computers from their offices, even if the university didn’t provide computers. So, I bought a printer for $50 and put it in my office next to where my computer would sit.

In one act of lunacy, the university banned color printing. When I noticed that my senior colleague responsible for teacher credentialing was hand-coloring documents for the state licensing board with colored pencils, I took the damned printer off my desk and gave it to her.

Just as educators resolved one power imbalance by purchasing their own cellphones, it is time for action. My colleague Audrey Watters has written extensively about why everyone – student, teacher, citizen – needs a domain of one’s own. Pennies a day gets you a domain, server space, and private email account(s).

You know what else you should own? Your own damned laptop! Here’s what you can buy for $350 and have it arrive tomorrow. (Toshiba makes great PCs, but you can save even more money if you go with another manufacturer.)

Toshiba Radius 2016 Newest Edition 11.6″ HD LED-backlit TruBrite 2-in-1 Touchscreen Convertible Laptop | Intel Quad Core | 4GB RAM | 500GB HD | HDMI | Webcam | Bluetooth | WIFI | Windows 10

NOW do you understand why Secretary Clinton may have used her own server? Is it the least bit possible that the Federal Government can’t keep up with technological progress or imposes nonsensical rules for its use?

PS: Concerned that your school or district owns your intellectual property? Use you own damned server. For more than twenty years, every single syllabus, handout, article, paper… I wrote was stored on my own personal server. It would be really hard for your school superintendent or department chair to claim they own something that never lived on their network.

A colleague recently asked for advice for parents wishing to opt-out their children from school assigned homework.
This is what we did. Every person we have shared this strategy with found it to be successful. In most cases, teachers not only agree with our stance, but aren’t quite sure why they assign homework in the first place.
 
Dear Teacher X,
We are concerned by the lack of evidence supporting the use of homework and the toll the practice is taking on our child and family. Homework needlessly reduces ___’s time for free play, relaxation, independent reading, exercise, practicing his/her instrument, and healthy family interaction. There is no reason for my child to work a second unpaid shift when he/she returns home from school. I object to the imposition of homework into what might otherwise be domestic tranquility.
 
The daily checking of homework robs valuable instructional time that could be used for more authentic learning experiences, such as project work. Homework may also have a deleterious effect on a child’s affection for school and is unfair to children with diverse lives outside of the classroom.
 
I understand that you may be required to assign homework – perhaps even the amount of it kids get per night. Such policies contradict any argument that homework is intended for reinforcement purposes. In other words, if some kids may benefit from different levels of “practice” or “reinforcement,” then it makes no sense for every student to be assigned the same homework.
 
Therefore, we propose the following. Each night when ____ comes home from school we will survey the assigned homework. If we believe that it has any merit, our child will complete just enough exercises or problems to demonstrate understanding of the concept. Once that is completed to our satisfaction, we will sign the incomplete work and have our child return it to you unfinished.
 
We hope you will respect our decision and not punish our child in any way, shape, or form for the actions of his/her parents. Please feel free to share this letter with your principal.
 
You might find these articles interesting.
Say the word and I will buy you one of the books making the case against homework.
 
Have a great school year!
Sincerely,
Parent
 

Check out our books by educators for creative educators.

From the archives…

Back-to-Rule

We must address behavior and not technology

© 2001 Gary S. Stager
Published in the November 2001 issue of District Administrator Magazine

Parent: Are you going to wear your new hat today?
Child: No because fifth graders are not allowed to wear hats to school
Parent: Why can’t fifth graders wear hats?
School administrator: Because sixth graders can’t wear hats
Parent: OK, now I understand better. May I ask, “why can’t sixth graders wear hats?”
School administrator: Gangs!
Parent: Do we have gang problems?
School administrator: No, because we don’t let sixth graders wear hats.

The preceding dialogue (experienced by my own family) typifies the wacky rule making increasingly found in American schools. Back-to-school time often coincides with the arbitrary banning of toys, apparel and assorted nick-knacks from our classrooms and playgrounds. It seems as if instinct takes over whenever administrators encounter something kids care about. The reflexive impulse is to forbid these objects from the educational environment.

There are several reasons for taking a deep breath and exercising caution before enforcing the next pog embargo.

We risk alienating children from school and missing potential curriculum connections.

As the world becomes more complex, violent and distinct from the life of the school, educators should look for opportunities to establish closer relationships with their students. Arbitrarily banning objects embraced by children needlessly erects barriers between teachers and students, school and the real-world. Baseball cards may be used to explore powerful ideas in probability, statistics, graphing, sorting and geography. Pogs, and Pokemon cards are excellent manipulatives for sorting, pattern recognition. Virtual pets could be used to explore life cycles, emotions and causal relationships. Hotwheels cars may be used in physics experiments. Even the social equity issues often used to justify prohibition may be explored when children feel that their teachers respect their world. Positive relationships with caring adults will outlast the latest fad.

It’s not good to be a hypocrite

Do unto others as we would have done onto us. If as Seymour Papert asserts, “laptops are today’s prime instrument for intellectual work,” then we should not forbid kids from access to non-violent tools so important to our own work. One school that requires every student to own a laptop banned tamagotchis (handheld programmable virtual pets) from school by enforcing their policy prohibiting electronic devices on campus.

You just can’t keep up

As media spin-offs, high-tech devices and toys proliferate, it will be impossible for school leaders to keep up with all of them in order to enforce subsequent bans. High-tech devices allowed today may integrate prohibited technologies in the future. Convergence will bring increasing power to kids and headaches for administrators. What happens when the book bag contains a laptop, the laptop contains a cell phone or sneakers contain a laptop and a cell phone?

New learning technologies will emerge

Laptops, programmable toys and handheld devices are becoming more affordable, powerful and therefore ubiquitous. Disallowing such devices at school will impoverish the learning environment. While Mr. Dette’s fondness for nostalgia would earn us extra credit for using a slide rule in his physical science class, he never punished us for using a calculator.

This year schools from coast-to-coast are banning Palm and similar handheld computers. An article in Wired News quotes Alan Warhaftig, a coordinator of the nonprofit organization Learning in the Real World (an organization critical of digital technology in education).

“I know when I’m in a faculty meeting that is boring me to tears, I will read The New York Times on AvantGo and look like I’m (concentrating) on the meeting,” said Warhaftig. I say, “duh?” Imagine if kids could vote with their feet. Would classrooms begin to be more reflective of their needs?

Mr. Warhaftig goes on to reveal his belief in the supremacy of the school over the learner when he went on to say, “The magic in the classroom is getting kids to concentrate.”[i]

Surely the availability of powerful personal computation and communications devices offer benefits that outweigh concerns of distracted students.

American educators don’t hold the patent on stupidity. While on a recent working tour of Australia I read a newspaper article announcing that the Western Australia (state) Principals Association was urging a ban on Harry Potter trading cards BEFORE THEY ARE RELEASED. Why even wait to see if kids like the things, let’s ban them just in case!

Some technologies make our students and staff safer

Cell phones are perhaps the most often banned legal devices in American schools. Aside from the obvious convenience they afford, cellular phones have become lifesaving tools. In both Columbine and the terrible terrorist strikes on the World Trade Center and Pentagon, cell phones preserved life, called for help or offered comfort for family members. My childrens’ high school has unilaterally banned cell phones from the campus as have many schools across the country.

I adamantly believe that a school has no right whatsoever to jeopardize the safety of my daughter who is forced to wander a dark locked campus at 10:30 PM after drama practice. The payphones and vending machines are often more secure then the children. As a parent, it is I who should have the right to locate my child and have her call for help in case of an emergency.

Reducing classroom distractions is often cited as the rationale for this rule, but this is nonsense. If you walk into Carnegie Hall or an airplane, a polite adult asks that you please turn off your phone for the comfort or safety of those around you. Why can’t teachers do the same?

If a student disrupts the learning environment then that action should be punished in the same way we address spitballs, note passing or talking in class. It is irrational to have different rules for infractions involving electronic devices. We must address behavior, not technology. This approach will make our schools more caring, relevant, productive and secure. Our kids deserve nothing less.

[i] Batista, Elisa. “Debating Merits of Palms in Class.” Wired News. Aug. 23, 2001. http://www.wired.com/news/wireless/0,1382,45863-2,00.html

This time of year, the “news” is full of heartwarming back-to-school tales of good citizens buying school supplies for needy classrooms. Pop-music footnotes, Katy Perry and Pharrell the Plagiarist have both engaged in selfless acts of corporate shilling philanthropy shameless publicity to help students get school supplies. Donors Choose has created a social media platform where teachers can beg crowdfund for crayons and Kleenex. (Read my article about Donors Choose)

Ain’t it swell that school supply supplying is bigger and better than ever?

HELL NO!

I will not help teachers commit suicide by supporting these feel good attempts to turn basic public school funding into an act of charity. Each time educators normalize deprivation and substitute charity as social justice withheld, they will find themselves with fewer classroom resources. Such actions also spurn greater public school privatization and devaluing of teachers.

Q:      You know who should pay for school supplies?

A:      Tax payers!

Perhaps corporations and pop stars could begin paying their fair share of taxes so that Katy Perry isn’t forced to enrich Bain Capital’s Mitt Romney’s Staples.

But, but, but, but, but… teachers spend a fortune on classroom supplies that their students need. Right, I get it. I do too. I spent $1,000 the first month I taught 4th grade. That’s not the point.

First of all, teachers should be able to deduct those costs off their income taxes. Second, public schools should be adequately funded. Third, teachers should stop contributing to consumerism and ask what their kids really need.

Yes, I’m going there. Every time a teacher requires 4 of these, 3 of those… a specific brand of pen, or an official notebook they contribute to needless family strife and exacerbate inequality.

When you require a Trapper Keeper (the Volvo of notebooks) or ban the Trapper Keeper (the three-hole punched incubus), you do not “teach organizational skills” as much as you teach compliance, reinforce prehistoric educational practices, and place a needless financial strain on your students’ families. It’s a freakin’ notebook for God’s sake. If a teacher is concerned with enforcing whether a student writes on one of both sides of a paper, or cares about the brand or color of their notebook, they should seek professional help.

Parents should stop worrying about this nonsense and expect public schools to be adequately funded and stocked with necessary supples – as is required by law and practice.

We are the richest nation in the history of the world. We can afford a cello and laptop for every child. It is a sin to beg for pencils.

So, let’s review. I salute the folks who wish to contribute to public education. Volunteering, contributing to organizations like Access Books, bring a performance to school, or pay for things kids might love are a much better idea. Every time a school wastes a second fundraising for basic supplies, a billionaire replaces a teacher with a YouTube video

The following videos are a good representation of my work as a conference keynote speaker and educational consultant. The production values vary, but my emphasis on creating more productive contexts for learning remains in focus.

  • For information on bringing Dr. Stager to your conference, school or district, click here.
  • For biographical information about Dr. Stager, click here.
  • For a list of new keynote topics and workshops by Dr. Stager, click here
  • For a list of popular and “retired” keynote topics by Dr. Stager, click here.
  • For family workshops, click here.
  • To learn more about the range of educational services offered by Dr. Stager, click here.

View Gary Stager’s three different TEDx Talks from around the world

Watch Gary Stager: My Hope for School from Gary Stager on Vimeo.
This clip is part of the documentary Imagine It 2


2016 short documentary featuring Dr. Stager from Melbourne, Australia.



Learning to Play in Education: Joining the Maker Movement
A public lecture by Gary Stager at The Steward School, November 2015

Dr. Gary Stager Visits the Steward School, 2015

A Broader Perspective on Maker Education – Interview with Gary Stager in Amsterdam, 2015

 Choosing Hope Over Fear from the 2014 Chicago Education Festival


This is What Learning Looks Like – Strategies for Hands-on Learning, a conversation with Steve Hargadon, Bay Area Maker Faire, 2012.


Gary Stager “This is Our Moment “ – Conferencia Anual 2014 Fundación Omar Dengo (Costa Rica)
San José, Costa Rica. November 2014

 

.
Gary Stager – Questions and Answers Section – Annual Lecture 2014 (Costa Rica)
San José, Costa Rica. November 2014

TEDx Talk, “Seymour Papert, Inventor of Everything*


Ten Things to Do with a Laptop – Learning and Powerful Ideas
Keynote Address – ITEC Conference – Des Moines, Iowa – October 2011


Plenary Talk at Construtionism 2014 Conference
Vienna, Austria. August, 2014

 


Children, Computing and Creativity
Address to KERIS – Seoul, South Korea – October 2011

 


Gary Stager’s 2011 TEDxNYED Talk
NY, NY – March 2011

 


Gary Stager Discusses 1:1 Computing with leading Costa Rican educators
University of Costa Rica – San José, Costa Rica – June 2011

 

Progressive Education and The Maker Movement – Symbiosis or Mutually Assured Destruction? (approx 45:00 in)
FabLearn 2014 Paper Presentation
October 2014. Stanford University

Keynote Address: Making School Reform
FabLearn 2013 Conference.
October 2013. Stanford University.

Making, Love, and Learning
February 2014. Marin County Office of Education.


Gary Stager’s Plenary Address at the Constructionism 2010 Conference
Paris, France – August 2010

 


Gary Stager Excerpts from NECC ’09 Keynote Debate
June 2009 – Washington D.C.

For more information, go to: http://stager.tv/blog/?p=493

 


Dr. Stager interviewed by ICT Qatar
Doha, Qatar – Spring 2010

 


Learning Adventures: Transforming Real and Virtual Learning Environments
NECC 2009 Spotlight Session – Washington, D.C. – June 2009
More information may be found at http://stager.tv/blog/?p=531

 

© 2009-2016 Gary S. Stager – All Rights Reserved Except TEDxNYED & Imagine IT2 clip owned by producers

I cannot believe that for the third straight year, a piece of garbage masquerading as education “research” is once again being passed around like social media dysentery. Worst of all, well-meaning, yet ultimately gullible educators seem compelled to “debate” such nonsense. Since teachers are terminally nice and all dissent is viewed as defect, it doesn’t take much for people to find the silver lining in this bag of manure.

I hate sharing this article with you because it makes me feel like a hypocrite, but I hope readers will consider not considering such baloney in the future.

They have the audacity to call this child abuse a “theory.” Never mind the scientific standards required for a crackpot idea to rise to the level of a theory..

The Bare Walls Theory: Do Too Many Classroom Decorations Harm Learning? (2014)

Every single assumption in this nonsense must be challenged.
  1. It’s the teacher’s classroom, not the students’ learning environment.
  2. Learning is apparently equated with being able to regurgitate facts and propaganda on command.
  3. Kindergartners should take ANY tests, let alone standardized ones.
  4. The classroom is a factory where efficiency must squelch wonder, whimsy, thinking, or even daydreaming.
  5. The purpose of kindergarten or any grade is to be taught.
  6. Learning is the direct result of having been taught.
  7. Medical science should be ignored. Children need to cast their eyes as far as possible, as often as possible for healthy vision development.
  8. Racism is OK. No affluent white parent would tolerate their young children spending seven hours each day in a prison cell pretending to be a classroom.
  9. There is no role for beauty in education. There is no place for celebrating the creativity, ingenuity, and personal expression of children.
  10. Learning is to be “distraction free.” Schools are to be antisocial. Knowledge is not socially constructed.
  11. Any kid has ever read a poster to “reinforce learning they can be useful to helping students retain.” (that quote was a comment from a teacher justifying the practice online)
  12. Kindergartners can or should read any signs.
  13. NBC doesn’t hate public education.
At the recent Constructing Modern Knowledge institute, Carla Rinaldi, President of Reggio Children (largely considered one of the world’s wisest educators) said that we need to learn AS A GROUP, not in a group.
 
How about a world in which teachers behave as each child’s colleague and collaborator? What if you assumed that everyone (kid and teacher alike) want to be in the classroom together? What if you delighted in the company of children?
 
Educators should really think before sharing such mean-spirited anti-child crap. Some ideas are so demonstrably vile and stupid that they are hardly worthy of “debate.”
So many lessons in this one article about the new principal of Stuyvesant High School in NYC…
  1. As I often tell friends, if you’re not on track to be a principal by age 35, you are screwed. Education is at least as ageist a field as any other.
  2. Selective high schools are bad for democracy.
  3. What the hell is the “High School of Teaching, Liberal Arts and the Sciences?” They left out lunch and P.E. in the school’s name. Again, I remind you that children of privilege attend schools named for poets, Dead Presidents, and trees.
  4. Nothing trumps an educator of color super dedicated to test-prep.
  5. Of course the current Principal of the vulgar Stuyvesant is going to head a military boarding school. That’s what Stuyvesant creates.
  6. WOWEE!!!! A former teacher becomes a principal!!!! There must be a shortage of 7-11 night managers with Broad training.
  7. 4% of Stuyvesant students are children of color in NYC!

http://www.wsj.com/articles/eric-contreras-a-former-teacher-named-principal-of-stuyvesant-high-school-1469419202

May 2016

I spent this morning in the company of extraordinary women. First, I was delighted to attend the National Center for Women in IT keynote address “Intersectionality & Diversity in Computing: Key Dilemmas and What to Do About Them.” by one of my sheroes, Professor Melissa Harris-Perry. Next, I attended a talk by Mimi Ito about how the intersection of youth and digital culture were converging with traditional opportunities to create greater social capital, particularly among underserved populations. At the end of her session, my friend Cynthia Solomon (recipient of the NCWIT Pioneer Award last night), raised an important issue. She expressed concern about how Minecraft charges users and therefore makes it inaccessible to poor children. Dr. Ito agreed about the financial barrier to participation and said that important people, such as herself, were asking Microsoft, the owners of Minecraft, to make the software free. The audience was pleased with that response.

This might surprise you, but I disagree. Schools, teachers, and kids should pay for software.

Software does not grow on trees. It is created by artists, programmers, writers, designers, and engineers who need and deserve to feed their families, just like the humble teacher. The continuous devaluing of software, along with other media, profits no one in the short-term and giant corporations in the long-run. This phenomena not only harms the earning potential of creators, but ensures that educators will be deprived of high quality tools and materials. Sorry, but you get what you pay for.

I know what you’re thinking. We’re just poor teachers. Our budgets are slashed to the bone. We fundraise for crayons. Software is ephemeral. We should not have to pay for it like when we happily purchase “real” things; flash cards, interactive white boards, or that hall pass timer that reminds kids to poop faster.

There have only been a handful of truly innovative software programs ever created for learning (MicroWorlds, The Zoombinis, Geometer’s Sketchpad, Rocky’s Boots, LogoWriter, Inspire Data, My Make Believe Castle, Broderbund’s Science Toolkit) over the past three decades. That development pipeline has rusted over while software becomes “free.”*

Inspired by Dr. Harris-Perry’s address, I suggest that we are looking at the Minecraft cost issue from the wrong perspective. The problem is not that Minecraft (or even better more educative software) isn’t free, but that schools are so poorly funded they cannot afford to pay for what they need.

Fix the funding system! Make Silicon Valley pay their fair share of taxes! Give teachers discretionary funds for classroom activities! Change the tax code to allow teachers to deduct classroom materials from their income tax! Don’t destroy the handful of creative companies who create great materials for children.

Don’t tell me that you’re preparing kids for S.T.E.M. jobs while demanding free software!

The High Cost of Free

Aside from the vulgarity of Donors Choose, the most unattractive example of teacher dependency and low self-esteem is the desire to become corporate certified. What’s next? Should teachers where festive holiday sweaters affixed with corporate sponsor logos like NASCAR drivers or Happy Meals? If not, then why the rush to advertise your corporate affiliation on your blog, Twitter profile, or CV?

Google is not your friend. They are a giant corporation selling users and their data to other corporate customers. That doesn’t bother me 10 percent as much as the spectacle of educators begging for corporate affection.

Go ahead. Name a single educational idea or value Google has added to educational practice. Cheap, free, and easy are not powerful ideas. There is nothing progressive in using cloud-based versions of office software or denatured half computers in the form of Chromebooks. Why should any educator care what Google thinks about teaching or learning?

Google certification is particularly embarrassing. I do not understand why any “professional” educator would parade around in an “I can use The Google and type a memo” sash. Such educators are uncompensated evangelists and walking billboards for Google, perhaps at their own peril.

The price of integrity must be more than “free” photo storage or use of a Web-based word processor.

Don’t believe me? Read Maria Schneider’s Open Letter to YouTube, “Pushers” of Piracy. Really read it. Read it again. Think about it. Share it.

Ms. Schneider is neither a crank or Luddite. She is a spectacularly talented composer who earned the first ever Grammy Award for an Internet crowd-funded project. In her article, she details how Alphabet/Google/YouTube profits from piracy, protects pirates, demonizes artists, and strong-arms creators into entering self-destructive business arrangements. Like other corporate bullies. Alphabet/Google/YouTube hides behind lobbyists while portraying themselves as martyrs.

Teachers need to stand with creators, not Google. If teachers do not view themselves as “content creators,” then they should be reminded that there are powerful corporate interests who would like to replace them with YouTube videos and a Web-based comprehension quiz.

Don’t stand with Google! (or any other company)
Schmoozing with salespeople does not and should not define you as an educator. Stand with and on the shoulders of other great educators. Be content to be a customer, never the product or a prop.


Footnote
* Next time you are told that “The Cloud is free,” ask how much money your school/district is paying to employ IT personnel who guard, monitor, secure, or block it. How much does all that extra bandwidth cost? What can’t children do or learn while waiting for “The cloud” to have the functionality of a 5-10 year-old PC?

This week, I will speak at my 29th ISTE Conference (International Society for Technology in Education, previously NECC) in Denver, Colorado. I have made at least one presentation every year since 1987. I signed the charter that created ISTE, organized one of its SIGs, and edited an ISTE journal for a few years. I was a keynote speaker at the final NECC Conference in 2009 before the conference was rebranded as ISTE. Despite my well-publicized concerns about the direction of the organization (see bottom of post), I attend the conference each year because educational computing is my life’s work and I refuse to abandon the field, no matter how tempting.

In the past, I have expressed my concerns over the quality, relevance, and too-often corporate nature of the ISTE keynote speakers. I have demonstrated the flaws and lack of objectivity in the session selection process and lamented the celebration of corporate interests.

These concerns have often been dismissed as sour grapes. My public statements certainly have not been beneficial to my career or my visibility on the conference program. Despite the popularity of my sessions, the 2013 conference organizers put me in a tiny room and turned away hundreds of educators lined up for my presentation.

For this year’s conference, I proposed two presentations. One, Programming: The New Liberal Art — Why and How to Teach It was accepted.

29 other accepted ISTE 2016 sessions cite my work or collaborations with Sylvia Martinez in their proposals.

The following proposal was rejected – obviously irrelevant

Mindstorms at 35: Examining the State of Children, Computers and Powerful Ideas

The most important book ever written about technology and education, Seymour Papert’s “Mindstorms” is 35 years old. This session led by Dr. Papert’s longtime colleague will review the book’s big ideas and engage the audience in an evaluation of the current state of education in light of Papert’s work.

Longer Description

Nearly 50 years ago, Dr. Papert began calling for 1:1 computing. He invented the first programming language and robotics engineering system for children. In 1970, Papert predicted the maker movement and his entire career was dedicated to creating contexts in which children could encounter and engage with powerful ideas.

Mindstorms: Children, Computers, and Powerful Ideas is arguably the most important book ever written in the field ISTE represents. This presentation will introduce Papert’s ideas to newcomers and ask veterans to candidly evaluate his predictions in light of the current state-of-practice. 

The presenter will also share video clips and textual excerpts from recently unearthed and overlooked work by Dr. Papert over five decades.

Objectives

  • Review or introduce the powerful ideas contained in Mindstorms
  • Introduce a new generation of educators to the powerful ideas of the father of educational technology, Seymour Papert
  • Challenge teachers, policy makers, tech directors, and administrators to do more with computational technology in order to amplify the potential of each learner
  • Take a good hard look at current practice
  • Explore what Papert had to say about 1:1 computing, the Internet, robotics, engineering, game design, school reform, teaching, and learning over half a century
  • Introduce constructionism to a new generation
  • Honor an intellectual giant never invited to keynote an ISTE or NECC Conference on the 35th anniversary of his seminal book

Session Outline 

  • Explore what made Mindstorms revolutionary
  • Review Papert predictions for what kids might do with computers and how schools would react
  • Discover recently unearthed video and texts shining new light on Papert’s work
  • Discuss the state of educational technology in light of the challenges Papert left for all of us

Supporting Research 

In addition to countless Ph.D. dissertations written about Papert’s work, I would direct you to the following:


Past articles about ISTE:



Gary S. Stager, Ph.D. is a veteran teacher educator, author, speaker, publisher who worked with Dr. Papert for more than 20 years. He was the principal investigator on Papert’s last major institutional research project and is the curator of the repository of Papert documents, The Daily Papert.

His ISTE 2016 session will be held Wednesday, June 29, 8:30–9:30 am in room CCC 110

I like Sphero and am impressed by their ability to execute as a company. Their customer service is terrific and their ability to attract the Star Wars license, publicity, and this recent New Yorker profile are unprecedented.
Sphero makes terrific toys. However, companies and reporters would be well-served by speaking with educators who understand learning and have paid some dues before making grand pronouncements about education. Simply comprehending the differences between teaching and learning would be a welcome first step.
 
The article’s ad-hominem attacks on Logo in favor of C for god’s sake shows just how profoundly misguided the “Coding” newbies happen to be. History does not begin with them. Every thought they have, no matter how unimaginative or unoriginal is not automatically superior to the work done by those of us who have taught kids and teachers to program for decades. David Ahl told me that Creative Computing Magazine had 400,000 subscribers in 1984. Thirty years ago, my friend and Constructing Modern Knowledge faculty member, Dr. Dan Watt, sold more than 100,000 books of Learning with Logo. Tens of thousands of educators taught children to program in the 1980s and then again after laptops were introduced in the 1990s. This was not for an hour, but over sufficient time to develop fluency.
 
It takes real balls for every other startup company, politician, and Silicon Valley dilettante to advocate for “coding” with a macho certainty suggesting that learning to program is a novel idea or accomplished in an hour.

Sphero is hardly the first programmable robot. My friend Steve Ocko developed Big Trak for Milton Bradley in the late 1970s. Papert, Resnick, Ocko, Silverman, et al developed LEGO TC Logo, the first programmable LEGO building system in 1987. (Watch Seymour Papert explain the educational benefits in 1987)

Apologies to The New Yorker, but balls don’t teach kids to code. Kids learn to code by teaching balls. Find yourself a copy of Mindstorms, 35 years-old this year, and you’ll understand.
 

Sphero

Sphero is a fun toy that may be programmed IN Logo – the best of both worlds. Tickle for iOS is a version of Scratch (and Scratch is Logo) whose secret sauce is its ability to program lots of toys, several made by Sphero.

 
Logo turns 50 years-old next year. Let’s see what Silicon Valley creates that children learn with for more than 50 days.

Tickle (Scratch/Logo) for iOS and Bluetooth devices

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Professional learning opportunities for educators:

Constructing Modern Knowledge offers world-class hands-on workshops across the globe, at schools, conferences, and museums. During these workshops, teachers learn to learn and teach via making, tinkering, and engineering. Computer programming (coding) and learning-by-making with a variety of materials, including Sphero and Tickle. For more information, click here.