The following is an attempt to share some of my objections to Common Core in a coherent fashion. These are my views on a controversial topic. An old friend I hold in high esteem asked me to share my thoughts with him. If you disagree, that’s fine. Frankly, I spent a lot of time I don’t have creating this document and don’t really feel like arguing about the Common Core. The Common Core is dying even if you just discovered it.

This is not a research paper, hence the lack of references. You can Google for yourself. Undoubtedly, this post contains typos as well. I’ll fix them as I find them.

This critique shares little with the attacks from the Tea Party or those dismissed by the Federal Education Secretary or Bill Gates as whiney parents.

I have seven major objections to the Common Core State Standards (CCSS)

  1. The CCSS are a solution in search of a problem.
  2. The CCSS were implemented in a remarkably undemocratic fashion at great public expense to the benefit of ideologues and corporations.
  3. The standards are preposterous and developmentally inappropriate.
  4. The inevitable failure of the Common Core cannot be blamed on poor implementation when poor implementation is baked into the design.
  5. Standardized curriculum lowers standards, diminishes teacher agency, and lowers the quality of educational experiences.
  6. The CCSS will result in an accelerated erosion of public confidence in public education.
  7. The requirement that CCSS testing be conducted electronically adds unnecessary complexity, expense, and derails any chance of computers being used in a creative fashion to amplify student potential.

The CCSS are a solution in search of a problem

The professed rationale for the Common Core is based on several patently ridiculous assumptions. These include:

  • There is a sudden epidemic of bad teaching in American schools.
  • There has never been a way for parents to know how their children are doing in school.
  • Curriculum varies widely from jurisdiction to jurisdiction across the United States.

I am no apologist for the current state of public (or private) education in America. There is a shortage of imagination, love, and commitment to knowing every child in order to amplify her potential. However, there is abundant scholarship by Linda Darling-Hammond, Diane Ravitch, Gerald Bracey, Deborah Meier, and others demonstrating that more American kids are staying in school longer than at any time in history. If we control for poverty, America competes quite favorably against any other nation in the world, if you care about such comparisons.

Parents have ample ways of knowing how their children are doing; from speaking with them, meeting with teachers, looking at their work, and the excessive number of standardized tests already administered to American school children. Some places in America spend as long as several months per school year on testing, not including practice tests or the test-prep curriculum.

At best, the Common Core State Standards ensure that if a kid moves from Maine to Mobile, they won’t miss the monkey lesson. Such uniformity of instruction based on arbitrary curricular topics is impossible to enforce and on the wrong side of history. As my colleague and mentor Seymour Papert said, “At best school teaches a billionth of a percent of the knowledge in the world and yet we quibble endlessly about which billionth of a percent is important enough to teach.” Schools should prepare kids to solve problems their teachers never anticipated with the confidence and competence necessary to overcome any obstacle, even if only to discover that there is more to learn.

The CCSS were implemented in a remarkably undemocratic fashion at great public expense to the benefit of ideologues and corporations

Other once great nations have embraced nutty ideas like national curricula, but such policies were voted upon by legislators willing to raise their hand and be held accountable for their vote. The CCSS is a de-facto national curriculum created by corporate forces and anonymous unaccountable bureaucrats. State education departments and local districts surviving savage cuts in state education funding can hardly afford to reject the Common Core when its implementation brings with it billions of dollars in Federal funding from the Obama administration. Americans would never tolerate a national curriculum. That’s why the Common Core was required as a backdoor vehicle for enforcing instructional uniformity.

CCSS advocates assert that the standards were written by Governors and teachers. This claim is laughable.

The two major forces behind the Common Core, aside from the Federal Department of Education, are Bill Gates and multinational testing/publishing conglomerate, Pearson. The Gates Foundation has spent up to $2.3 billion on astroturf groups lobbying on behalf of The Common Core. (more info here)

While Gates is driven by ideology or a misguided sense of philanthropy, Pearson stands to profit handsomely. They are the largest education publisher in the USA. They also lead in producing and scoring standardized tests. The controversial PARCC test that recently made headlines when they spied on kids’ social media accounts and got government goons to enforce their testing regime. Add test-prep curriculum, worksheets, professional development, and their recent forays into teacher and administrator credentialing, and you quickly see how Pearson controls the entire education ecosystem – profiting at every step of the process they created. Not much imagination is required to see Pearson running publicly funded charter schools created in the rubble created by the Common Core. Heads they win. Tails kids and teachers lose. (Read the Politico Pearson exposé, “No Profit Left Behind”)

The Common Core State Standards only apply to public schools. Neither Bill Gates or President Obama would tolerate sending their children to schools slavishly adhering to this curricular diet intended for other people’s children. Surely the Gates and Obama children will be career and college ready in their lovely schools with art, music, blocks, field trips, well-stocked libraries, and teachers trusted to design curriculum.

The standards are preposterous and developmentally inappropriate

The Common Core State Standards are focused on college and career readiness all the way down to kindergarten!

Please explain Cavalieri’s Principle. I have yet to meet an adult who knows what this is, but it appears in the Common Core High School Geometry Standards.

CCSS.MATH.CONTENT.HSG.GMD.A.2

Give an informal argument using Cavalieri’s principle for the formulas for the volume of a sphere and other solid figures.

Read the voluminous CCSS Math or CCSS English Language Arts standards for yourself.

Thankfully, the CCSS only currently exist for Math and English Language Arts. This means that other subjects in the arts, sciences, and social sciences will not be standardized. However, it also means they are less likely to be taught in CCSS-obsessed schools.

The inevitable failure of the Common Core cannot be blamed on poor implementation when poor implementation is baked into the design

Promoters of the Common Core shrug off criticisms by blaming teachers for poorly implementing the standards. This line of attack is worse than cynical victim blaming. Allow me to explain why.

Let’s stipulate that the Common Core State Standards are a terrific idea. Our nation needs clear enforceable uniform education standards at each grade level.

If that were the case, the CCSS would be rolled-out over twelve years, not all at once. If a curricular topic typically taught in the 9th grade is moved to 7th grade by the Common Core, then many children will not have been taught those concepts, but will still be tested on them. When they inevitably fail to perform well, their teachers will be blamed and in states like New York where teacher pay and job security is tied to test scores, their teachers will be punished for doing what they have been told to do.

Scotland is rolling out a new national curriculum, but they are doing so over twelve years.

Why do you think that the Common Core was in such a hurry to implement a new K-12 curriculum at once?

Standardized curriculum lowers standards, diminishes teacher agency, and lowers the quality of educational experiences

Curriculum should be determined as close to the child as possible in collaboration with colleagues and reflecting the community. It is the height of arrogance to prepare instruction for children you have never met.

Uniform standards standardize (lower) expectations in the name of uniformity. The quality of education suffers when teachers have their curricular discretion challenged and replaced with a list of topics to “cover” at best, or a scripted curriculum (common in urban settings), at worst. The sheer number of Common Core standards makes depth, mastery, passion, curiosity, or other habits of mind less likely to achieve. When does a student get great at something when their education experience is strapped to an ever-accelerating treadmill?

When teachers are not required to make curricular decisions and design curriculum based on the curiosity, thinking, understanding, passion, or experience of their students, the resulting loss in teacher agency makes educators less thoughtful and reflective in their practice, not more. The art of teaching has been sacrificed at the expense of reducing pedagogical practice to animal control and content delivery.

My standards for what children should be able to know and do extend far beyond that which is taught or tested by the CCSS.

The CCSS will result in an accelerated erosion of public confidence in public education

The singular genius of George W. Bush and his No Child Left Behind legislation (kicked-up a notch by Obama’s Race-to-the-Top) was the recognition that many parents hate school, but love their kids’ teachers. If your goal is to privatize education, you need to concoct a way to convince parents to withdraw support for their kid’s teacher. A great way to achieve that objective is by misusing standardized tests and then announcing that your kid’s teacher is failing your kid. This public shaming creates a manufactured crisis used to justify radical interventions before calmer heads can prevail.

These standardized tests are misunderstood by the public and policy-makers while being used in ways that are psychometrically invalid. For example, it is no accident that many parents confuse these tests with college admissions requirements. Using tests designed to rank students mean that half of all test-takers be below the norm and were never intended to measure teacher efficacy.

The test scores come back up to six months after they are administered, long after a child advances to the next grade. Teachers receive scores for last year’s students, with no information on the questions answered incorrectly. These facts make it impossible to use the testing as a way of improving instruction, the stated aim of the farcical process.

I am not willing to give up on public schools because that’s where the children are. Public education is the bedrock of our democracy.

The negative trajectory of technology use required by the CCSS

You will find no greater advocate for the use of computational technology in education than me. However, the requirement that the CCSS assessment exams driving the entire Common Core effort be conducted electronically has a deeply disturbing effect on educational computing.

Instead of using computers to create, program, edit, compose, publish, or collaborate, the Common Core electronic assessment requirement is causing schools, districts, and states to invest exorbitant sums on large numbers of often under-powered “devices” for test-taking and test-prep purposes. Existing computers will be tied up in these assessment activities as well. The security requirements of the CCSS exams are causing schools to lock-down computers in ways deleterious to learning and student empowerment. The fact that lots of “devices” need to be purchased for testing too often results in a diminution in computational power available to children in school. Constructive activities such as nusic composition, filmmaking, computer programming, physical computing, robotics, etc.. are rendered more difficult or impossible when technology purchases are shaped by testing requirements.

There are technical complexities and numerous pain points associated with this online testing as well. Many schools lack adequate network infrastructure to support hundreds or thousands of children being online at once. The testing software is buggy and prone to failure, especially since testing occurs nationwide at approximately the same time (and for longer than a Bar Exam). The testing software itself is awful and plagued by horrendous user-interface issues. Kids are being penalized for not being able to navigate buggy and confusing software, even if they understand the concept being tested. Poor(er) children with less access to computing activities are even more disadvantaged by the awful test navigation. In other words, much of what is being measured by the online Common Core tests will be a student’s ability to work the testing software, not valuable educational content. If you don’t believe me, try one of the online test samples for the PARCC assessment.

One last thing

It is particularly ironic how much of the public criticism of the Common Core is related to media accounts and water cooler conversations of the “crazy math” being taught to kids. There are actually very few new or more complex concepts in the Common Core than previous math curricula. In fact, the Common Core hardly challenges any of the assumptions of the existing mathematics curriculum. The Common Core English Language Arts standards are far more radical. Yet, our innumerate culture is up in arms about the “new new math” being imposed by the Common Core.

What is different about the Common Core approach to mathematics, particularly arithmetic, is the arrogant imposition of specific algorithms. In other words, parents are freaking out because their kids are being required to solve problems in a specific fashion that is different from how they solve similar problems.

This is more serious than a matter of teaching old dogs new tricks. The problem is teaching tricks at all. There are countless studies by Constance Kamii and others demonstrating that any time you teach a child the algorithm, you commit violence against their mathematical understanding. Mathematics is a way of making sense of the world and Piaget teaches us that it is not the job of the teacher to correct the child from the outside, but rather to create the conditions in which they correct themselves from the inside. Mathematical problem solving does not occur in one way no matter how forcefully you impose your will on children. If you require a strategy competing with their own intuitions, you add confusion that results in less confidence and understanding.

Aside from teaching one algorithm (trick), another way to harm a child’s mathematical thinking development is to teach many algorithms for solving the same problem. Publishers make this mistake frequently. In an attempt to acknowledge the plurality of ways in which various children solve problems, those strategies are identified and then taught to every child. Doing so adds unnecessary noise, undermines personal confidence, and ultimately tests memorization of tricks (algorithms) at the expense of understanding.

This scenario goes something like this. Kids estimate in lots of different ways. Let’s teach them nine or ten different ways to estimate, and test them along the way. By the end of the process, many kids will be so confused that they will no longer be able to perform the estimation skill they had prior to the direct instruction in estimation. Solving a problem in your head is disqualified.


These articles do a pretty good job of supporting my arguments above:

© 2015 Gary S. Stager
All Rights Reserved

In November, I had a the great honor of working with my colleagues at the Omar Dengo Foundation, Costa Rica’s NGO responsible for computers in schools. For the past quarter century, the Fundacion Omar Dengo has led the world in the constructionist use of computers in education – and they do it at a national level!

While there, I delivered the organization’s annual lecture in the Jean Piaget Auditorium. The first two speakers in this annual series were Seymour Papert and Nicholas Negroponte.

The first video is over an hour in length and is followed but the audience Q & A. The second portion of the event gave me the opportunity to tie a bow on the longer address and to explore topics I forgot to speak about.

I hope these videos inspire some thought and discussion.


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

Did you hear the news? President Obama wrote his first line of code yesterday to bring attention to Computer Science Week and Code.org’s Marie Antoinette-style Hour of Code. (a “global movement” bankrolled by billionaires and major corporations) I suppose fracking is a global movement too, but I digress.

I can get past the President of the United States pretending that he’s some dumb guy capable of performing a trivial task on a computer. Huh huh, look at me. Duh, “You gotta slow down, ’cause I’m an old man…

I’m OK with tech corporations successfully engineering a publicity stunt with cute kids and the President even if their real objectives are easing restrictions on H1-B visas enabling tech companies to hire programmers from other countries (likely cheaper than hiring Americans). All of that is just business, lobbying, and public relations. I salute the propagandists who made it all happen! Lobbying and selling stuff is the American way. (cue: start humming The Battle Hymn of the Republic)

None of the stagecraft I just described is evil.

What I will not abide is using Newark, NJ middle school students as human shields as part of a larger agenda to destroy the public schools in their already exploited and disadvantaged community. (I’ve yet to determine if they are charter school students)

History does not begin with Code.org and the Silicon Valley smartypants who fund it. EVERY Newark public elementary and middle school taught Logo programming for more than a decade to every student. I know. I used to teach the incredibly passionate, dedicated, and competent Newark teachers. Announcing that the seven largest cities in the USA will now commit to offer a middle or high school computer science class does nothing to explain why computer science, art, music and other rich subjects have become extinct in urban school districts. In fact, it is the very heavy-handed Gates-funded and Zuckerberg-approved education policies that the Obama Administration has inflicted on districts, such as Newark, that has made an hour of looking up from anything but a multiple-choice worksheet for an hour cause for a White House celebration.

Code.org, the organization behind Hour of Code is heavily financed by Facebook founder Mark Zuckerberg. In 2010, Zuckerberg gave a $100 million dollar “donation” to the Newark Public Schools as long as they would bust teacher unions, focus on endless test prep, and replace public schools with charters. The legality of the “donation” is still in question. What is not in dispute, is the fact that Zuckerberg got almost nothing for his investment/purchase/donation.

President Obama rarely, if ever visits a public school. He likes charters. Gates likes charters. Zuckerberg likes charter schools. They all hate teacher unions. I documented the President’s antipathy towards organized teachers back in 2008 in the Huffington Post’s First We Kill the Teacher Unions.  In that article, written before President Obama’s election, I detailed how the wunderkind Newark Mayor, now Senator, needed help in busting teacher unions and privatizing the public schools in his community. Bill Gates’ hostility towards organized labor of any kind is well documented in the countless labor violations Microsoft was adjudicated guilty of during his leadership of the company.

President Obama also likes “workforce” development gimmicks in education. One of his favorite “public/private” (corporate) projects is P-Tech High School in Brooklyn, NY (another city decimated by education policies enacted by unqualified ideologues). The “miracle” of that school’s success has even been called into question.

In my March 2014 article, Newark, NJ: Larger Class Sizes and Unqualified Teachers – Perfect Together, I discuss the chaos being caused by the “One Newark” being advanced by the state-appointed, locally unaccountable, and Teach-for-America trained superintendent of the Newark Public Schools, Cami Anderson. “One Newark” seeks to fire up to 1,000 teachers and privatize more public schools as charters. Two decades after suspending democracy in Newark, disbanding the local school board, and taking control over the local district, the State of New Jersey is never to be blamed for the real or perceived failure of the Newark schools. Teacher blaming, name-calling, and community antagonism has become a substitute for education policy. The local unpopularity of One Newark inspired a high school teacher and former teachers union President to be elected Mayor of Newark and the superintendent no longer feels safe attending public meetings in her own school district. The Mayor of Newark has detailed what he believes to be the legal violations behind One Newark in a four-page letter to President Obama.

Let’s review. President Obama, Bill Gates, and Mark Zuckerberg are all fans of charter schools. None of them, or their friend Cory Booker,  care much for the sorts of pesky teacher unions fighting for jobs and democracy in Newark. Zuckerberg is a major force behind Code.org and spent $100,000,000 in Newark. Each of these men is a proponent of the get-fought, back-to-basics, test constantly model of “reform.” Is it a coincidence that Newark students were chosen to be props during the President’s celebration of Hour of Code?

Addendum: While I have specific pedagogical issues with Hour-of-Code, this post is a plea to pause before we celebrate a singular hour of good in a school district savaged by the very same patrons.


I will share my issues with the implementation of Hour of Code in a future post.

I’m against rubrics. Anyone considering their use should read Alfie Kohn’s article, Trouble with Rubrics.

That said, people I respect have used the special Handy Dandy Patented Stager Super Dooper Rubric over the years. The following is the language contained in my graduate school syllabi for a decade or so.

I have strong reservations about both grades and rubrics. I believe that both practices have a prophylactic effect on learning. Doing the best job you can do and sharing your knowledge with others are the paramount goals for this course. I expect excellence.

Therefore, I am trying a new experiment this term. You should evaluate each course artifact you create according to the following “rubric.” The progression denotes a range from the least personal growth to the most.

  1. I did not participate
  2. I phoned-it in
  3. I impressed by colleagues
  4. I impressed my friends and neighbors
  5. I impressed my children
  6. I impressed Gary
  7. I impressed myself

Ah, balance!

Balance is the Fabreze of education policy. It is a chemical spray designed to mask the stench of a two year-old tuna sandwich found in the minvan with the artificial bouquet of an April rain dancing on a lily pad.

  • Balanced literacy got us systemic phonics.
  • Balanced math begot Singapore Math worksheets.
  • Balanced standards produced The Common Core.
  • Balanced policy debates produced No Child Left Behind and Race-to-the-Top
  • A balanced approach to educational technology made computer science extinct in schools and has now taught two generations of children to find the space bar in a computer lab-based keyboarding class.

I could go on.

Balance is elusive. It is fake and lazy and cowardly and sad. Balance is embraced by those who don’t know or can’t/won’t articulate what they truly believe. Balance fills the void left by the absence of alternative models and excellence. It is anonymous.

Educators are told that passion should be tempered. Every pedagogical idea is just fine as long as it is “for the children.” We should just do our jobs and not complain about outrageous attacks on our dignity, paycheck, curriculum, working conditions, or the living conditions of the students we serve.

Balance fills the school day with mandates and directives and lots of interruptions that while offering an illusion of options make it impossible for a learner to focus on anything long enough to become good at it.

Balance teaches children that teachers are helpless pawns in a system they don’t control or cannot understand.

Balance is the absentee parent of incrementalism. As educators take “baby steps” towards what they know is right or righteous they lead a long and meandering hike after which the followers cannot remember the original destination.

“This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism.” (Martin Luther King, Jr., 1963)

Educators are to remain neutral and seek consensus at all-costs. Balance programs us to find the silver lining in tornados. There MUST be SOMETHING good in what Bill Gates or Sal Khan or any number of a million corporations with ED or MENTUM or ACHIEVE or VATION in their names happen to be peddling.

The laws of the political universe, and education is inherently political, greet each embrace of “balance” as ten steps in a more conservative direction. There is no balance – just weakness.

I urge you to read one of my favorite passages ever written about “balance” in education. It is from a lesser-known classic, On Being a Teacher,”  by the great American educator, Jonathan Kozol. Please take a few minutes to read, “Extreme Ideas.”

balance

A couple weeks ago, I received an email from a New York Times reporter asking to interview me about Mayor Bill DiBlasio’s promise to end the ban on student cellphones in New York City public schools.. I replied immediately via email and called the reporter to tell her I was unavailable for a few hours, but that I provided my views on the subject via email from my iPhone. She agreed to call me later that day.

Alas, that call never occurred and my views didn’t make the article.

So, instead of wasting 144 words, I’ll share them below.

While there may be educational benefits of phone access, there are three primary reasons why the ban needs to be lifted.

1) it is unproductive to be arbitrarily mean to children. Schools would be well-served by lowering the antagonism level between children and adults.

2) Parents have legitimate safety fears and a right to contact their child. A child should be able to call for help or report their whereabouts to and from school.

Parasitic businesses prey on kids

Parasitic businesses prey on kids

3) It is unconscionable that poor children in NYC are being shaken down by vans parked outside schools charging kids to store their phones while in school – in many cases more than the cost of lunch.
When I enter a theatre or board a plane, I am asked politely to silence my phone. School should be no different, unless there is an educationally sound reason to use the phone.

Cellphone storage truck parked in front of an NYC Public School

Cellphone storage truck parked in front of an NYC Public School

Dr. Gary Stager is coauthor of the book, “Invent To Learn – Making, Tinkering, and Engineering in the Classroom.” He is also a global expert on educational technology and veteran teacher educator.

ARCHIVE

Don’t give up on schools, there is still much to be done

By Gary Stager

District Administration, Aug 2006

Dear Mr. Gates:

I write with great admiration and appreciation of your remarkable philanthropic efforts on behalf of health, poverty and education. Changing the world is a spectacular goal. Congratulations on your plans to dedicate more of your time to charity and on Warren Buffett’s enormous contribution to the Bill and Melinda Gates Foundation’s efforts.

I know nothing about infectious diseases, vaccines or sustainable agriculture. I defer to you and other experts on those topics. A recent Business Week cover story, Bill Gates Gets Schooled, was eye opening. That article reports the mixed success of your foundation’s efforts in public school reform and your candid admission of disappointing results. It must be depressing to spend a billion dollars on school reform and all you got was a lousy t-shirt. I humbly share the following recommendations to help guide your future initiatives.

Decide what you believe

You and all your advisors should read Seymour Sarason’s book, What Do YOU Mean by Learning? Sarason makes what should be an obvious observation that discussions of learning, teaching and school reform often fail to discuss what the stakeholders mean by learning. Without such a serious ongoing discussion, failure is predictable.

With all due respect, the Gates Foundation needs to decide what it means by learning and stop funding competing organizations. Investing in the Met Schools (see “Radical Reformer,” November 2005, page 46) and Achieve, Inc., simultaneously is like funding both sides of a war.

Apparently it is rocket science

The Business Week article tells the story of a Denver High School that received Gates Foundation funds. The school was broken up into four smaller schools in an attempt to make schooling more personal and have fewer students fall through the cracks. However, the school’s award-winning choir, a perennial source of pride and excellence, crumbled when students were dispersed to four different schools within the building. Surely, some smart adult could have figured out a plan to move children from one corner of a school to another for choir practice?

It must be depressing to spend a billion dollars on school reform and all you got was a lousy t-shirt.

Schools are complex organisms full of unintended consequences

A recent Los Angeles Times article chronicled how the noble goal of breaking large high schools into small, more personal, learning communities does foster school pride. However, it also may cause those communities to become tribes hostile to one another and result in limited elective options for students.

The impossible is easy, the easy is often impossible

This is my axiom to explain the chaotic nature of schools. It may indeed be easier to build a residential campus in Paris for New York City ninth graders than to hire a French teacher for their neighborhood school.

When seeking clarity, ask yourself a simple question: “Would I proudly send my child to this school?”

Drop the business metaphors

Stop talking about schools as businesses and using terms like efficiency, productivity, supply chain and measurable outcomes. Such metaphors are weak and create needless tension among your “partners” in education.

Drop the school metaphors

The clich?s used by educators to describe their practices and objectives can prove just as stifling and counterproductive as business metaphors. Reflexive mantras like “Sage on the stage” and “You must invest in professional development” fail to acknowledge the complexities of education and provide alibis for failure.

Stop talking about results

Such short-term language may be appropriate for quarterly profit statements, but not education. Learning is messy, individual and natural. Schools do not manufacture widgets, but create an environment in which children and teachers may grow.

If you do wish to focus on results, be honest about what works. Education is notorious for having ideology trump evidence. Your talk of “more rigorous curriculum” and scores directly contradicts research funded by your foundation. The Met/Big Picture schools are wildly successful despite the complete absence of any traditional notion of curriculum. If you want results, build a lot more schools like the Met and let go of the fantasy of one-size-fits-all magical curricula.

You need to meddle

If you pay the bills, then you have a right and responsibility to run the school. A hands-off approach to schools you fund creates confusion among the stakeholders. Your support, insight, expertise and clear expectations must be apparent and consistent.

Work with the living and do no harm

You have acknowledged that it is easier and more effective to build new schools than fix some existing ones. Keep creating great schools where children can flourish and building models others can follow.

Solve the college readiness problem

If you find that preparing poor, urban, rural and minority students for college is too difficult, then build some colleges with open enrollment in those communities to offer opportunities students would otherwise be deprived of.

Admit that math education is a disaster

Almost nothing done in the past 50 years has helped students be more numerate. Work with Seymour Papert to invent a mathematics curricula that students could love, rather than coming up with tricks to help a few more memorize algorithms irrelevant to their lives and the complex world in which they learn. Computers have a clear role to play in learning about such sciences of complexity.

Show some courage

You are the richest man in the world. That’s like having tenure. You may work without fear! You and Oprah spent two hours on television alerting the public that too many schools are failing too many children. However, you seem reluctant to discuss the underlying causes of poverty, inequitable funding formulas and the resegregation of our nation’s public schools. The Gates-funded Manual Arts High School in Denver that has now closed was destroyed by the resegregation of the school. Civil rights are critical for students and you need to lend your voice to that struggle.

Education Secretary Margaret Spellings likes to say, “Schools are the same as they were 25 years ago.” That is demonstrably false. I graduated high school 25 years ago and enjoyed a full-range of electives, three music classes per day, great bands, fabulous plays, no AP courses, little tracking and teachers did not soil themselves over the need to raise scores on deeply flawed standardized tests. The climate of fear, name-calling and punishment paralyzing schools today is a recent phenomena produced by those professing to help.

We will have achieved success when all schools are demonstrably great places where children prefer to be and authentic learning exceeds our expectations. I wish you well in your quest to create such a reality.

Gary Stager on International Ed Comparisons

John Dewey is Ours!

By Gary Stager

District Administration, Apr 2005

Put on your dunce caps! It’s international education comparison season again. I know. I know… Eritrea is kicking our butt in long division. If we don’t get tough quickly, all of our best fast-food jobs will be outsourced overseas.

During this somber season of atonement, assorted windbags take to the airwaves to decry the callous incompetence of American teachers and to label our students as fat, lazy and stupid. We learn that country X focuses on the basics; country Y spends more time on fewer topics; while country Z has a longer school year. Don’t you just love how after careful review of the data, the prescription for American public schools is always more testing, increased sanctions, louder name-calling and longer seat-time?

 While there are always lessons to be learned from beyond our daily context, educational innovations abound in classrooms across America. Yet we ignore them. The cynical political forces that scare the populace with annual Sputnik hysteria play upon an unhealthy fear of foreigners and a neurotic national identity.

We know that simplistic proclamations about superior schools far away are incomplete at best, yet we continue to wring our hands about our inferiority. Japan is one of the favorite pedagogical bogeymen, but on a trip to Tokyo I witnessed four people employed to complete every retail transaction and two women required to operate an automatic elevator. I suspect that the four people making change at every department store checkout counter or the two women piloting one elevator did not succeed in calculus class. Like in Houston, students who might lower the average must just disappear.

While others can challenge their validity, the greatest risk posed by the international education comparisons is the underlying assumption that learning is (or should be) uniform. This premise is absurd and destructive for every state engaged in the standardized arms race. No human endeavor can or should be standardized. This is especially true across different cultures with dissimilar needs, goals, motivations, resources and belief systems.

The Stager Perspective
My work in public and private schools across a dozen or so countries entitles me to proclaim myself a scholar on global educational comparisons. My experience and humble analysis leads me to the following conclusion. Schools stink everywhere!

As long as citizens around the world strive to embrace the following myths and practices schools will continue to lose relevance and offer fewer benefits to children.

Artificial curricular hierarchy
The notion that a committee of bureaucrats can prescribe a specific sequence of curricular topics and skills for all learners defies everything we know about learning theory and will always lag behind societal shifts.

Assuming knowledge is static
Just as every learner is different, the nature of knowledge is fluid. Educational success is not measured by recitation and recall.

Testing is not teaching and teaching is not learning
Until we abandon the obsession with quantifying knowledge without even engaging a discussion of, “what we mean by learning,” schools will continue to treat children as rounding errors.

Barbaric conditions
Rows of uncomfortable desks nailed to the floor, bells, grades, age segregation, decontextualized content, sorting by similar levels of incompetence and zero-tolerance policies must give way to more flexible learning environments.

Communication is weak
Parents, still largely unwelcome educational partners, find it increasingly difficult to receive timely answers to simple questions despite enormous investments in data aggregation and school-to-home accountability systems.

It doesn’t ultimately matter if you agree with my hypothesis about the ill-health of schools and schooling. What you must celebrate is that the American ideal is for every child to enjoy a free and excellent K-12 education, followed by unparalleled opportunities for higher education. While our practice does not always measure up to our rhetoric, our democratic ideals are noble and our schools have served many children well. Rather than waste our energy worrying about global competition we should rededicate ourselves to helping every child reach their potential as a well-rounded human with a thirst for knowledge and creative expression.

A Not-So-Funny Thing Happened on the Way to the Future

© 2004 Gary S. Stager

Published by the NECC Daily Leader conference newspaper on June 22, 2004

The computer is not just an advanced calculator or camera or paintbrush; rather, it is a device that accelerates and extends our processes of thought. It is an imagination machine, which starts with the ideas we put into it and takes them farther than we ever could have taken them on our own.”  (Daniel Hillis, 1998)

This is an incredibly dark period for education. Perennial challenges are now accompanied by name-calling and public policy based on “getting tough” with third graders. Perhaps decision-makers just don’t know what learning in the digital age could look like. They need to see how kids not only learn old things in new ways, but construct personal understanding of powerful ideas in a rigorous computationally-rich fashion. Computers are today’s dominant intellectual laboratories and vehicles for self-expression.

Computers offer kids the means of production for learning via previously off-limit domains, including: music composition, filmmaking, robotics, computer science, journalism and engineering.

If only there were a place where compelling models of new educational practice could be shared… Welcome to NECC!

A few years ago, educators ceased talking about computing and started talking about technology. Suddenly computing, this remarkable invention of 20th century ingenuity, capable of transforming every intellectual domain, was dead without so much as an obituary. Conference speakers soon spoke of computers being just technology – like a zipper or Pez dispenser. This rhetorical shift liberated educators from learning to use computers, rethink the nature of curriculum or change practice to embrace the expansive opportunities afforded by computing. Information became the focus, not what kids do with computers.

In the mid-1970s my junior high required every 7th grader to learn to program a computer in nine weeks. The feelings of intellectual elation I experienced programming are indescribable. I didn’t know what was impossible so everything was possible. The computer amplified my thinking and the habits of mind I developed in Mr. Jones’ class serve me every day.

Bill Gates and Steve Wozniak enjoyed similar experiences. Imagine how the world would be different if some smart adults had not procured a mainframe and some terminals and said to Gates and Wozniak, “See what you can figure out. Have fun. Lock up when you’re done.”

How do your children’s school computing experiences compare? Do all students have access to creative tools anytime anyplace? Does the school culture inspire a thirst for knowledge and support authentic project-based work?

We’ve lowered standards when twelve year-olds in my junior high are NOW being taught to find the return key in a mandatory keyboarding class. Someday they may be “taught” to surf a filtered locked-down crippled Web incapable of downloading, rich media or collaboration all in the name of preparing them for the future. Some future.

Adults talk of how kids know so much about computers, how they are so competent, confident and fluent. Then those kids come to school and are treated like imbeciles or felons. Kid power is a gift to educators. We need to build upon those gifts and channel their students in directions they might not know exist. If kids came to school readers, we wouldn’t grunt phonemes at them. We would read better literature.

When many of us first attended NECC, we viewed the personal computer as not only a window on the future, but a microscope on the past. We knew how all sorts of learners exceed our wildest expectations when equipped with computers and constructionist software. Personal experience illuminated how the existing pencil-based curriculum was failing kids. Optimism filled the air.

Look around and you might conclude that the state-of-the-art includes: classrooms as game shows; data mining to justify standardized testing; reading as a winner-take-all race; and hysterical network security. “Technology” is being touted as a way to centralize control and breathe life into the least effective teaching practices of yore.

Widespread consensus is hard to achieve, especially on complex matters like education. Nonetheless, the educational computing community seems to have decided that our children should look forward to a future filled with testing and Microsoft Office instruction. Tests about Microsoft Office could achieve two national goals.

NECC attendees are pioneers entrusted with helping schools realize the potential of the imagination machine and as Gladwell suggests serve as the 10th Fleet in revolutionizing the context for learning. Go home and share the fabulous ideas you collect here in the Big Easy, but remember that the kids you serve expect big things from you and it won’t be easy.

The Case for Computing
By Gary S. Stager

A chapter from the book, Snapshots! Educational Insights from the Thornburg Center (2004)

The personal computer is the most powerful, expressive and flexible instrument ever invented. At its best, the PC offers learners a rich intellectual laboratory and vehicle for self-expression. Although computing has transformed nearly every aspect of society, schools remain relatively untouched.

This chapter is not about predicting the future. It is about the learning opportunities that exist today and may be overlooked. Computers and creativity are in dangerously short supply. The dearth of compelling models of using computers in deeper ways has created a vacuum now filled by a Dickensian approach to schooling.

When I read the growing mountain of educational technology standards I can’t help but wonder if these objectives could be satisfied without the use of a computer. The unimaginative use of school computers is symptomatic of larger crises in schooling, including what Seymour Papert calls, “idea aversion.” Over the past few decades I have enjoyed working at key moments in the intersection of learning and computers. My daily work is guided by an optimism rooted in experiences learning with computers and observing children doing the same. As much as this is the story of great promise and great disappointment, the children we serve sustain our enthusiasm to work harder to realize the learning potential of the digital age.

Ancient History – My Early Years of Computing

In 1976 I got to touch a computer for the first time. My junior high school (grades 6-8) had a mandatory computer-programming course for seventh and eighth graders. More than a quarter century ago, the Wayne Township Public Schools in New Jersey thought it was important for all kids to have experience programming computers. There was never any discussion of preparation for computing careers, school-to-work, presentation graphics or computer literacy. Computer programming was viewed as a window onto a world of ideas given equal status as industrial arts, music appreciation, art and oral communications.

The scarcity of classroom computers made programming a highly social activity since we were often leaning over each other’s shoulders in order to get in on the action.

Mr. Jones, the computer programming teacher, was scary in a Dr. Frankenstein sort of way. However, I was attracted by the realization that this guy could make computers do things!

Mr. Jones knew how elaborate computer games worked and would show us the code afterschool if we were interested. Once I understood how to read a computer program, I could THINK LIKE THE COMPUTER! This made me feel powerful.

The feelings of intellectual elation I experienced programming are indescribable. The computer amplified my thinking. I could start with the germ of an idea and through incremental success and debugging challenges build something more sophisticated than I could have ever imagined.

The self-awareness that I was a competent thinker helped me survive the indignities of high school mathematics classes. Mr. Jones helped me learn to think like a computer. The ability to visualize divergent paths, anticipate bugs, and rapidly test mental scenarios is the direct result of computer programming. This gift serves me in everyday life when I need hack my way through a voicemail system to reach a knowledgeable human, or get my car out a locked parking structure.

Perhaps Mr. Jones was such a great teacher because he was learning to program too – maybe just slightly ahead of us. (This never occurred to me as a kid since Mr. Jones knew everything about computers.)

A strong community of practice emerged in the high school computer room. We learned from each other, challenged one another and played with each other’s programs. We altered timeshare games, added ways to cheat and programmed cheap tricks designed to shock classmates. I even ran after school classes in BASIC for kids interested in learning to program.

Computers were to be used to make things at my high school, not as a subject of study. There was never a mention of computer literacy and owning a computer was unthinkable. The school computers were a place to lose our selves in powerful ideas.

We never saw a manual for a piece of software although we treasured every issue of Creative Computing – working hard to meticulously enter hundreds of lines of computer code only to have every single program be buggy. Since we had little idea what was impossible, we thought anything was possible. We felt smart, powerful and creative. We took Fortran manuals out of the public library for no other reason than to hold a connection to a larger world of computing – a world we were inventing for ourselves.

Bill Gates and Steve Wozniak, were involved in similar little ventures at the time. Many of the computing visionaries who changed the world had similar early experiences with computers. I remember the explosion of thinking and creativity I experienced programming computers and try to recreate the spirit of that computer-rich learning culture in every school I visit. Kids deserve no less.

In the mid-80s I was welcomed into the global “Logo community” and asked to present papers at places like MIT. This was pretty heady stuff for a failed trumpet player and mediocre student. Logo programming offered a vehicle for sharing my talents, expressing my creativity and engaging in powerful ideas with some of the leading thinkers in education. Seymour Papert’s scholarship gave voice to my intuitions visa-a-vis the tension between schooling and learning.

To this day, my work with adults and kids is centered around using computers as intellectual laboratories and vehicles for self-expression. To experience the full power of computing, the tools need to be flexible extensible and transparent. The user needs to be fluent in the grammar of the system whether it is text based, symbolic or gestural.

Laptops

In 1989, Methodist Ladies’ College, an Australian PK-12 school already recognized for its world-class music education, committed to every student having a personal laptop computer. By the time I began working with MLC a year later, 5th and 7th graders were required to own a laptop. The “P” in PC was taken very seriously. Personal computing would not only solve the obvious problems of student access, low levels of faculty fluency and the costs associated with the construction of computer labs – the PC would embody the wisdom of Dewey, Vygotsky and Piaget. Logo, because of its open-endedness and cross-curricular potential, was the software platform chosen for student learning. The potential of Logo as a learning environment that would grow with students across disciplines and grade levels could only be realized with access to ubiquitous hardware. This justified the investment in laptops.

MLC principal, David Loader, understood that the personal was at the core of any efforts to make his school more learner-centered. He was not shy in his desire to radically reinvent his school. Bold new thinking, epistemological breakthroughs, sensitivity to a plurality of learning styles, increased collaboration (among teachers and children) and student self-reliance were expected outcomes of the high-tech investment. Teachers learning to not only use, but program, computers would acquaint themselves with the type of “hard fun” envisioned for student learning.

If the computer were to play a catalytic role in this educational shift, it was obvious that the computers needed to be personal. Truly creative and intellectual work requires freedom and a respect for privacy. Quality work is contingent on sufficient time to think, to experiment, to play. The laptop can only become an extension of the child when it is available at all times. Therefore, there was never any debate about laptops going home with students. Time and time again, the most interesting work was accomplished during the student’s personal time.

Laptops were a way to enable student programming “around the clock” and make constructionism concrete.

MLC was a magical place during the early nineties. Every aspect of schooling was open for discussion and reconsideration.

When I expressed concern over the gap between classroom reality and the rhetoric proclaiming the school’s commitment to constructionism, the principal supported my desire to take dozens of teachers away for intensive residential professional development sessions. After all, constructionism is something you DO as well as believe. You cannot be a constructionist who subcontracts the construction. “Do as I say, not as I do,” would no longer cut it.

A renaissance of learning and teaching catapulted MLC and the subsequent Australian “laptop schools” to the attention of school reformers around the world.

We were ecstatic when “laptop” students began to adorn their computers with their names written in glitter paint. This signaled appropriation. The computers mattered. Success.

The early success of MLC and the many other “laptop schools” to follow were a realization of the dream Seymour Papert and Alan Kay held for decades. In 1968, computer scientist Alan Kay visited Seymour Papert at MIT. Papert, a protégé of Jean Piaget, a mathematician and artificial intelligence pioneer was combining his interests by designing computing environments in which children could learn. Kay was so impressed by how children in Papert’s Logo Lab were learning meaningful mathematics that he sketched the Dynabook, a dream of portable computers yet to be fully realized, on the flight home to Xerox PARC, a leading high-tech thinktank.

Kay set out to design a portable personal computer for children on which complex ideas could come alive through the construction of simulations. Dr. Kay recently remembered this time by saying,  “More and more, I was thinking of the computer not just as hardware and software but as a medium through which you could communicate important things. Before I got involved with computers I had made a living teaching guitar. I was thinking about the aesthetic relationship people have with their musical instruments and the phrase popped into my mind: an instrument whose music is ideas.”

Kay’s poetic vision resonated with my memories of Mr. Jones, summer camp and my own experiences programming in Logo.

“One of the problems with the way computers are used in education is that they are most often just an extension of this idea that learning means just learning accepted facts. But what really interests me is using computers to transmit ideas, points of view, ways of thinking. You don’t need a computer for this, but just as with a musical instrument, once you get onto this way of using them, then the computer is a great amplifier for learning.”

At-risk and high tech

For three years, beginning in 1999, I worked with Seymour Papert to develop a high-tech alternative learning environment, the Constructionist Learning Laboratory (CCL), inside the Maine Youth Center, the state facility for adjudicated teens. This multiage environment provided each student with a personal computer and access to a variety of constructive material. The experience of trying to reacquaint or acquaint these previously unsuccessful students with the learning process teaches us many lessons about just how at-risk our entire educational system has become.

The intent of the project was to create a rich constructionist learning environment in which severely at-risk students could be engaged in long-term projects based on personal interest, expertise and experience. Students used computational technologies, programmable LEGO and more traditional materials to construct knowledge through the act of creating a personally meaningful project. The hypothesis was that the constructionist philosophy offers students better opportunities to learn and engage in personally meaningful intellectual development. The computer was the magic carpet that would allow these children to escape their history of school failure.

Students in this alternative learning environment routinely suffered from what Seymour Papert called,“the curious epidemic of learning disabilities.” Kids with low or non-existent literacy skills were able to invent and program robots capable of making decisions and interacting with their environment. Robo Sumo wrestlers, interactive gingerbread houses, card dealing robots, luggage sorting systems and temperature-sensitive vending machines capable of charging a customer more money on hot humid days were but a few of the ingenious inventions constructed with programmable LEGO materials. Students also designed their own videogames, made movies and explored the universe via computer-controlled microscopes and telescopes. They wrote sequels to Othello and published articles in programming journals. These kids proved that computing offered productive learning opportunities for all kinds of minds.

One child, said to be completely illiterate, wrote a page of program code the night before class because an idea was burning inside of him. Another “illiterate” youngster, incarcerated for more than half of his life, was capable of building dozens of mechanisms in the blink of an eye and installing complex software. His ability to program complicated robots presented clues about his true abilities. A week before he left the facility, this child, so accustomed to school failure, sat down and typed a 12,000-word autobiography.

Tony’s adventure is also a tale worth telling. He had not been in school since the seventh grade and indicated that none of his peer group attended school past the age of twelve or thirteen. In the CLL he fell in love with robotics and photography at the age of seventeen.

During the spring of 2001, the MYC campus was populated with groundhog holes. To most kids these familiar signs of spring went unnoticed, but not for the “new” Tony.

Tony and his new assistant, “Craig,” spent the next few weeks building a series of what came to be known as “Gopher-cams.” This work captured the imagination of the entire Maine Youth Center. Tony and Craig learned a great deal about how simple unanticipated obstacles like a twig could derail days of planning and require new programming or engineering. These students engaged in a process of exploration not unlike the men who sailed the high seas or landed on the moon. While they never really found out what was down the hole, they learned many much more important lessons.

Robotics gives life to engineering, mathematics and computer science in a tactile form. It is a concrete manifestation of problem solving that rewards debugging, ingenuity and persistence. The LEGO robotic materials promote improvisational thinking, allowing even young children to build a machine, test a hypothesis, tinker, debug, and exceed their own expectations.  As often experienced in programming, every incremental success leads to a larger question or the construction of a bigger theory.  This dialogue with the machine amplifies and mediates a conversation with self.

Digital technology is a critical variable in the transformation of reluctant learners. Self-esteem, or even academic grades, might have been enhanced through traditional activities. However, the availability of computationally-rich construction materials afforded the learners the opportunity to experience the empowerment associated with the feeling of wonderful ideas. For the first time in their lives, these children experienced what it felt like to be engaged in intellectual work. This feeling required a personal sustained relationship with the computer and computationally-rich objects to think with such as LEGO and MicroWorlds. All students deserve the chance to make important contributions to the world of ideas, and must be given the means to do so.

State of the art?

Much needs to be done to ensure that all students enjoy the quality of experience offered by the best laptop schools, online environments and the CLL.

Somewhere along the line, the dreams of Kay, Papert and Loader were diluted by the inertia of school. Detours along the road to the Dynabook were paved by the emergence of the Internet and corporate interest in the laptop miracle.

Until the explosion of interest in the Internet and Web, individual laptops offered a relatively low-cost decentralized way to increase access to computers and rich learning opportunities. The Net, however, required these machines to be tethered to centralized servers and an educational bureaucracy pleased with its newfound control. Computing costs soared, data and children were either menaced or menaces. Jobs needed to be protected. The desires of the many often trumped the needs of the learner.

Microsoft generously offered to bring the laptop message to American schools, but their promotional videos pushed desks back into rows and teachers stood at the front of classrooms directing their students to use Excel to calculate the perimeter of a rectangle. Over emphasis on clerical “business” applications – were manifest in elaborate projects designed to justify (shoehorn) the use of Excel or Powerpoint in an unchanged curriculum. Many of these projects have the dubious distinction of being mechanically impressive while educationally pointless. Our gullible embrace of false complexity increases as the work is projected in a darkened classroom.

I’ve developed Murray’s Law to describe the way in which many schools assimilate powerful technology. “Every 18 months schools will purchase computers with twice the processing power of today, and do things twice as trivial with those computers.”

There is a fundamental difference between technology and computing, which can be seen in the words themselves. One is a noun, the other a verb, What we saw students do with technology at the CCL was active, engaged, compelling, sophisticated learning.  They were computing, and similar experiences for all students can transform the experience of school.

What are you really saying?

I know that many of you must be thinking, “Does Gary really believe that everyone should be a programmer?” My answer is, “No, but every child should experience the opportunity to program a computer during her K-12 education.” Critics of my position will say things like, “Not every person needs to program or will even like it.” To these people I suggest that not every kid needs to learn to write haiku or sand a tie rack in woodshop. However, we require millions of children to do so because we believe it is either rewarding, of cultural value or offers a window onto potential forms of human expression.

Despite our high-tech society’s infinite dependence on programming and the impressive rewards for computing innovation, many people find the notion of programming repulsive. Everyone wants their child to earn Bill Gates’ money, but only if they never have to cut a line of code. Educators especially need to get past this hysteria rooted in fear and ignorance for the sake of the children in our care. (this sentence is optional if you feel it is inflammatory)

I do not understand why anyone would question the value of offering programming experiences to children.

It is unseemly for schools to determine that a tiny fraction of the student population is capable of using computers in an intellectually rich way. The “drill for the test” curriculum of the A.P. Computer Science course serves only a few of the most technically sophisticated students. That is elitism.

Children enjoy programming when engaged in a supportive environment. The study of other disciplines may be enhanced through the ability to concretize the formal. For example, complex mathematical concepts become understandable through playful manipulation, graphical expression of abstractions or the application of those concepts in service of a personal goal. It would be difficult to argue that mathematics education, at the very least, would not be enriched through programming.

Schools need to make a sufficient number of computers with powerful software available for the transparent use of every child across all disciplines. Schools also have an obligation to offer a more inclusive selection of courses designed for a more diverse student body interested in learning with and about computers. Courses in software design, digital communication, robotics, or computer science are but a few options. The Generation Y program, in which students lend their technological expertise to teachers who want to integrate technology into their lessons provides another outlet for authentic practice.

Whither computing?

I wonder when the educational computing community decided to replace the word. computing, with technologyThe Computing Teacher became Learning and Leading with TechnologyClassroom Computer Learning begot Technology and Learning Magazine. Conference speakers began diminishing the power of the computer by lumping all sorts of objects into the catch-all of technology. Computers are in fact a technology, but they are now spoken of in the same breath as the blackboard, chalk, filmstrip projector or Waterpik. Computing was never to be mentioned again in polite company.

I recently read the conference program for a 1985 educational computing conference. The topics of discussion and sessions offered are virtually the same as at similar events today. The only difference is that all mentions of programming have disappeared from the marketplace of ideas.

It seems ironic that educators fond of reciting how kids know so much about computers act as if the computer was just invented. We should be unimpressed by breathless tales of children web surfing or using a word processor to write a school report. My standards are much higher. We will cheat a second generation of microcomputer-age students if we do not raise our game and acknowledge that so much more is possible.

If we concur that kids are at least comfortable with computers, if not fluent, then teachers have a responsibility to build on the fluency of computer-savvy kids. This is a classroom gift, like an early reader, a natural soprano or a six year-old dinosaur expert. It is incumbent on schools and their personnel to steer such students in more challenging and productive directions. Teachers have an obligation to respect the talents, experience and knowledge of students by creating authentic opportunities for growth.

If the youngest children can “play” doctor, lawyer, teacher or fireman, why can’t they imagine themselves as software designers? Open-ended software construction environments designed for children, like MicroWorlds, make it possible for children of all ages to view themselves as competent and creative producers of knowledge. Too few students know that such accomplishments are within reach.  This failure results from a leadership, vision, and professional knowledge deficit.

While school computing fades from memory, keyboarding instruction inexplicably remains a K-12 staple from coast to coast. Computer assisted instruction, schemes designed to reduce reading to a high-stakes race and low-level technical skills dominate the use of computers in schools. In the hands of a clever curriculum committee, “uses scroll bars” can be part of a nine-year scope and sequence.

Examples of kids composing music, constructing robots, or designing their own simulations are too hard to find. More than a quarter century has passed since Mr. Jones taught me to program. Yet, children in that school are now compelled to complete a keyboarding class. There can be no rational justification for so blatant a dumbing-down of the curriculum.

Computing Changes Everything

There are so many ways in which children may use computers in authentic ways. Low-cost MIDI software and hardware offers even young children a vehicle for musical composition. The 1990 NCTM Standards indicated that fifty percent of mathematics has been invented since World War II. This mathematics is visual, experimental and rooted in computing. It may even engage kids in the beauty, function and magic of mathematics.

In Seeing in the Dark: How Backyard Stargazers Are Probing Deep Space and Guarding Earth from Interplanetary Peril, author Timothy Ferris describes how amateur astronomers armed with telescopes, computers and Net connections are making substantive contributions to the field of astronomy. For the first time in history, children possess the necessary tools to be scientists and to engage in scientific communities.

MacArthur Genius Stephen Wolfram has written a revolutionary new 1,280 page book, A New Kind of Science. The book illustrates his theory that the universe and countless other disciplines may be reduced to a simple algorithm. Scientists agree that if just a few percent of Wolfram’s theories are true, much of what we thought we knew could be wrong and many other cosmic mysteries may be solved. Wolfram believes that a human being is no more intelligent than a cloud and both may be created with a simple computer program.

A New Kind of Science starts with very a big bang.

“Three centuries ago science was transformed by the dramatic new idea that rules based on mathematical equations could be used to describe the natural world. My purpose in this book is to initiate another such transformation, and to introduce a new kind of science that is based on the much more general types of rules that can be embodied in simple computer programs.”

You do not have to take Wolfram’s word for it. With the $65 A New Kind of Science Explorer software, you and your students can explore more than 450 of Wolfram’s experiments. The visual nature of cellular automata – the marriage of science, computer graphics and mathematics – allows children to play on the frontiers of scientific thought while trying to prove, disprove or extend the theories of one of the world’s greatest scientists. The intellectual habits required to “think with” this tool are rooted in computer programming.

I recently told Alan Kay that while I was hardly a mathematician, I knew what it felt like to have a mathematical idea. He generously replied, “Then you are a mathematician, you’re just not a professional.” The work of Seymour Papert shows us that through the explicit act of computing children can too be mathematicians and scientists.

“If you can use technology to make things you can make a lot more interesting things. And you can learn a lot more by making them. …We are entering a digital world where knowing about digital technology is as important as reading and writing.  So learning about computers is essential for our students’ futures BUT the most important purpose is using them NOW to learn about everything else. “ (Papert 1999)

We can neutralize our critics and improve the lives of kids if we shift our focus towards using school computers for the purpose of constructing knowledge through the explicit act of making things – including: robots, music compositions, digital movies, streaming radio and simulations. Children engaged in thoughtful projects might impress citizens desperate for academic rigor. Examples of competent children computing bring many current educational practices into question. Emphasizing the use of computers to make things will make life easier for teachers, more exciting for learners and lead schools into what should be education’s golden age.

SIDEBAR

Why Should Schools Compute?

Computing offers an authentic context for doing & making mathematics
Traditional arithmetic and mathematical processes are provided with a genuine context for use. New forms of mathematics become accessible to learners.

Computing concretizes the abstract
Formal concepts like feedback, variables and causality become concrete through use.

Computing offers new avenues for creative expression
Computing makes forms of visual art and music composition possible for even young children while providing a canvas for the exploration of new art forms like animation. A limitless audience is now possible.

Computer science is a legitimate science
Computer science plays a revolutionary role in society and in every other science. It should be studied alongside biology, physics and chemistry.

Computing supports a plurality of learning styles
There are many ways to approach a problem and express a solution.

Computing offers preparation for a plethora of careers
There is a shortage of competent high-tech professionals in our economy

Computing grants agency to the user, not the computer
Rather than the computer programming the child, the child can control the computer.

Debugging offers ongoing opportunities to enhance problem-solving skills
Nothing works correctly the first time. The immediacy of concrete feedback makes debugging a skill that will serve learners for a lifetime.

Computing rewards habits of mind such as persistence, curiosity and perspective
Computers mediate a conversation with self in which constant feedback and incremental success propels learners to achieve beyond their expectations.


References

Cavallo, D. (1999) “Project Lighthouse in Thailand: Guiding Pathways to Powerful Learning.” In Logo Philosophy and Implementation. Montreal, Canada: LCSI.

Duckworth, E. (1996) The Having of Wonderful Ideas and Other Essays on Teaching and Learning. NY: Teachers College Press.

Ferris, T. (2002) Seeing in the Dark: How Backyard Stargazers Are Probing Deep Space and Guarding Earth from Interplanetary Peril. NY: Simon and Schuster.

Harel, I., and Papert, S., eds. (1991) Constructionism. Norwood, NJ: Ablex Publishing.

Kafai, Y., and Resnick, M., eds. (1996) Constructionism in Practice: Designing, Thinking, and Learning in a Digital World. Mahwah, NJ: Lawrence Erlbaum.

Levy, S. (2002) The Man Who Cracked the Code to Everything.Wired Magazine. Volume 10, Issue 6. June 2002.

Papert, S. (1980) Mindstorms: Children, Computers, and Powerful Ideas. New York: Basic Books.

Papert, S. (1990) “A Critique of Technocentrism in Thinking About the School of the Future,” MIT Epistemology and Learning Memo No. 2. Cambridge, Massachusetts: Massachusetts Institute of Technology Media Laboratory.

Papert, S. (1991) “Situating Constructionism.” In Constructionism, in  Harel, I., and Papert, S., eds. Norwood, NJ: Ablex Publishing.

Papert, S. (1993) The Children’s Machine: Rethinking School in the Age of the Computer. New York: Basic Books.

Papert, S. (1996) The Connected Family. Atlanta: Longstreet Publishing.

Papert, S. (1999) “The Eight Big Ideas of the Constructionist Learning Laboratory.” Unpublished internal document. South Portland, Maine.

Papert, S. (1999) “What is Logo? Who Needs it?” In Logo Philosophy and Implementation. Montreal, Canada: LCSI.

Papert, S. (2000) “What’s the Big Idea? Steps toward a pedagogy of idea power.” IBM Systems Journal, Vol. 39, Nos 3&4, 2000.

Resnick, M., and Ocko, S. (1991) “LEGO/Logo: Learning Through and About Design.” In Constructionism, in  Harel, I., and Papert, S., eds. Norwood, NJ: Ablex Publishing.

Stager, G. (2000) “Dream Bigger” in Little, J. and Dixon, B. (eds.) Transforming Learning: An Anthology of Miracles in Technology-Rich Classrooms. Melbourne, Australia: Kids Technology Foundation.

Stager, G. (2001) “Computationally-Rich Constructionism and At-Risk Learners.” Presented at the World Conference on Computers in Education. Copenhagen.

Stager, G. (2002) “Papertian Constructionism and At-Risk Learners.” Presented at the National Educational Computing Conference. San Antonio.

“The Dynabook Revisted” from the website, The Book and the Computer: exploring the future of the printed word in the digital age. (n.d.) Retrieved January 20, 2003 from http://www.honco.net/os/kay.html

Thornburg, D. (1984) Exploring Logo Without a Computer. Menlo Park, CA: Addison-Wesley.

Thornburg, D. (1986) Beyond Turtle Graphics: Further Explorations of Logo. Menlo Park, CA: Addison-Wesley.

Turkle, S. (1991) “Epistemological Pluralism and the Revaluation of the Concrete.” In Constructionism. Idit Harel and Seymour Papert (eds.), Norwood, NJ: Ablex Publishing.

Wolfram, S. (2002) A New Kind of Science. Champaign, IL: Wolfram Media, Inc.

“The Dynabook Revisted” from the website, The Book and the Computer: exploring the future of the printed word in the digital age. (n.d.) Retrieved January 20, 2003 from http://www.honco.net/os/kay.html.

ibid…