For decades, I have marveled at the vehemence with which seemingly reasonable adults defend not teaching kids to program computers. Aside from the typical (and often dubious) justifications popularized by politicians, Hour of Code, and the Computer Science for All community, I know how learning to program in the 7th grade was an intellectual awakening that has served me well for more than four decades.

So, when #1 Canadian, Dean Shareski, posed the following tweet, I decided to take “his” question seriously and offered to speak with him about the top online. Then another person I don’t know, Shana White, called in.

I hear some suggest everyone should learn to code. Ok. But should everyone learn basic woodworking? electrical work? cooking? plumbing? automotive? Those are all good things but is time part of the issue? How do all these good things get taught? Just thinking out loud.— Dean Shareski (@shareski) September 10, 2018

For what it’s worth, some of y0u might find the conversation interesting or just use it to lull yourself to sleep.

You may listen to or download the podcast here.

#basta


Veteran educator Dr. Gary Stager is co-author of Invent To Learn — Making, Tinkering, and Engineering in the Classroom and the founder of the Constructing Modern Knowledge summer institute. He led professional development in the world’s first 1:1 laptop schools and designed one of the oldest online graduate school programs. Learn more about Gary here.

Following speaking at the prestigious WISE Conference in Qatar (November 2017), Gary Stager delivered a keynote address on learning-by making at a conference held at The American University in Cairo. The video is finally available. Enjoy!


Veteran educator Dr. Gary Stager is co-author of Invent To Learn — Making, Tinkering, and Engineering in the Classroom and the founder of the Constructing Modern Knowledge summer institute. He led professional development in the world’s first 1:1 laptop schools and designed one of the oldest online graduate school programs. Learn more about Gary here.

In May 2018, Gary Stager sat down with Change.School founders, Bruce Dixon and Will Richardson for their Modern Learners Podcast, to discuss learning, teaching, school improvement, and a host of other provocative topics. The title of the podcast is “The Lost Art of Teaching with Gary Stager.”

You may listen to the conversation or download the audio podcast here or watch the Zoom video below.

I recently received interview questions by a cub reporter in the heartland. Paradoxically, the nature of the questions made answering a challenge. Here’s my attempt.

How would you define STEM education? 

Quite literally, STEM is an acronym meaning science, technology, engineering, and mathematics. To the extent that there is anything new to be found in STEM, it is a recognition that the nature and process of both science and mathematics have changed dramatically outside of school and that educational institutions may wish to reflect such advances. The T in “Technology” is unfortunate since it really should mean computing – programming computers to create models and solve problems otherwise impossible. The “T” certainly doesn’t refer to a Thermos or Pez dispenser, arguably both less protean technologies.

The E for “Engineering” is also a new addition to the curriculum. Young children are natural engineers. They enjoy an intellectual relationship with materials, people, and even ideas. They tinker and explore. They test hypotheses and push limits. Engineering is the concrete manifestation of theoretical principles. You test a hypothesis or try something. If it works, you’re inspired to test a larger theory, ask a deeper question, decorate, refine, or improve upon your innovation. If you are unsuccessful, one must engage in the intellectually powerful process of debugging. Traditionally, the only people permitted to have engineering experiences were the students who compliantly succeeded over twelve or fourteen years of abstraction. Engineering is the dessert you enjoy after your asparagus diet of school math and science.
The addition of intensely personal and playful pursuits like computing and engineering democratized science and mathematics learning while affording children the chance to do real math and science. Students should be scientists and mathematicians, rather than be taught math or science, especially when that curricular content is increasingly irrelevant, inauthentic, and noxious.
Would you say STEM education is important? If so, why? 
If the motivation for STEM is some misplaced fantasy about job preparation or STEM is merely a buzzword designed to offer an illusion of progress, than STEM is not important. If we want scientifically and numerate students, some of whom might fall in love with making sense of the universe, while recognizing the changing nature of knowledge, than STEM has intense value.
If our goals are no more ambitious than raising stupid test scores, then kids should have rich engineering and technology experiences in order to be more active learners.
Dr. Stephen Wolfram, arguably the world’s greatest living mathematical and scientist, says that for any intellectual domain, X, there is now or soon will be a branch of that discipline called, “Computational X.” That new branch of the discipline represents the vanguard of that field, the most interesting ideas, and likely the better paying jobs as well.
Should schools have STEM programs? How are they beneficial to students? 
If schools are going to bother teaching what they call math and science than they should embrace the new ideas, content, and processes of STEM. It is critical to engage students in authentic experiences since Jean Piaget taught us that “knowledge is a consequence of experience.”
Schools should stop using the term “program.” Program implies a high probability of failure and therefore obscures the urgency to create a new intellectual diet for children. To the extent that one program siphons resources from another, than STEM is far less important than adequate funding for art and music education.
What does the future of STEM education look like to you? 
Schools need to prepare students to solve problems that their teachers never anticipated. In 1989, the National Council of Teachers of Mathematics, the world’s least radical organization, stated that 50% of all mathematics has been invented since WW II. Let’s assume that that percentage is even higher thirty years late. None of that new mathematics made possible by computing and the social science’s demand for number can be found anywhere near a K-12 classroom and that is a sin.
New technology and materials afford us with the opportunity to not only teach kids the things we’ve always wanted them to know (regardless of merit), but for children to learn and do in ways that were unimaginable a few years ago.
The better question to ask is, “Who could possibly be against STEM?”

Veteran educator Dr. Gary Stager is co-author of Invent To Learn — Making, Tinkering, and Engineering in the Classroom and the founder of the Constructing Modern Knowledge summer institute. He led professional development in the world’s first 1:1 laptop schools and designed one of the oldest online graduate school programs. Learn more about Gary here.

Just returned from speaking at my 31st ISTE/NECC Conference. I signed the ISTE charter. As the purported premiere educational technology conference, my chosen field, I have fought for two decades to make ISTE more responsive to its members and better serve the children in our care. I must admit that I have mostly failed in these attempts (see list of publications at the bottom of this piece). Despite that, ISTE is a dysfunctional family I cannot seem to quit.

As the cost of conference registration has soared, membership services dwindled, social events eliminated, and workshop revenue sharing disappeared, I have spoken out against the organization having two offices on both coasts and urged them to rein in their profligate spending. This year, the customized furniture and color coordinated walls in the convention center were joined by a ballpit in the presenter’s lounge.

In addition to the waste accompanying the caviar and champagne decor at this year’s boat show, ISTE kicked creepy up a notch by placing surveillance tags on attendees.

Others, notably Doug Levin & Mike Crowley, have done a fine job of detailing technical aspects of the pernicious “Smart Badge” and discussed the privacy implications – for and against.

The privacy risk of the “Smart Badges” is not my major concern, because although I am creeped out by ISTE tracking me, my experience suggests that the organization lacks the competence to actually make use of the data.

From Doug Levin’s blog https://k12cybersecure.com/blog/hacking-the-iste18-smart-badge/

I do however have major concerns regarding deeply flawed views of education and the governance of an organization I am compelled to join if I wish to speak at their annual conference.

Buried amidst the pro-corporate spam being sent by ISTE to its registrants prior to the conference, there was apparently an email announcing the exciting new “Smart Badges” that included opt-out information. I vaguely remember seeing it. When I went to the registration counter to pickup my badge and all-time crummy conference bag, the woman behind the counter began affixing the tracking probe to my badge holder. I asked her not to do so and was told that I could not opt-out. I then said that I would just remove it myself and was told that was prohibited. Somehow, mine broke just minutes later. I have no idea how that could have happened.

My greatest objection to being tagged like livestock was that it would only be a short matter of time before some bonehead referred to the fantabulous “Smart Badges” as educational technology. When I mentioned this to my friend Chris Lehmann, he told me that it already had.

Q: Why is ISTE using smart badges?

A: ISTE recognizes the value of personalized learning and wants to do all we can to create custom and individualized educational experiences for each of our attendees. Smart badges will allow us to provide you with your own “ISTE 2018 Journey” post conference. The journey will detail the sessions you attended and the resources you collected. It’s like taking notes with your feet! Additionally, this data will allow the ISTE team to further personalize the conference experience now and in the future. This aggregate data, combined with registration information, will provide more comprehensive insights into attendee patterns and activities.

Therein lies the problem. Tracking students legs, bums, or corneas is not education. It is not personalization, a fantasy that after decades has produced little more than dispensing a multiple-choice question based on how well you answered another multiple-choice question. Personalized learning is at best machine-based testing. It has little to do with teaching beyond automation and nothing to do with learning. Yet, ISTE’s largest corporate overlords pimps sponsors profit greatly by this hideous handful of magic beans.

The greatest threat of the ISTE “Smart Badges” is the denaturing of educational computing’s powerful potential and the organization’s misanthropic service of corporate sponsors, often in ways detrimental to its members – the ones who justify its tax-exempt status.

Here are the questions I asked ISTE about the “Smart Badges” on Twitter. If history is precedent, I do not anticipate answers. The governance structure of ISTE allows for remarkable plausible deniability. The most frequent answers I receive to my questions are along the lines of, “I don’t have any control of that.” “It’s not within the purview of the Board.” etc…

  1. Why was I explicitly told by the registration booth that I could not have a non-tagged holder and that I was prohibited from removing the surveillance device?
  2. Who paid for the tags and beacons?
  3. How much was paid?
  4. If did not pay, what was the value of the sponsorship?
  5. How does ISTE imagine using the data to “personalize the conference experience now and in the future?”
  6. Who will decide how the data is used?
  7. Will popularity be used to exclude high-quality presentations from future programs?

There are lots of issues people have with the “Smart Badges.” It’s not worth ranking them. I just shared mine. Perhaps others will join me in “following the money” by seeking answers to these questions.

As someone who has been told repeatedly since the formation of ISTE, “I don’t have any power,” I am trying to get to the bottom of their structural deniability on all matters. This is a member organization betraying its membership. I care a lot less about privacy than the fact that a person or group of people at the organization think tracking devices should be considered educational technology. Such nonsense jeopardizes not only kids, but diminishes a field I care about.

Previous publications by Gary Stager about ISTE


Veteran educator Dr. Gary Stager is co-author of Invent To Learn — Making, Tinkering, and Engineering in the Classroom and the founder of the Constructing Modern Knowledge summer institute. He led professional development in the world’s first 1:1 laptop schools and designed one of the oldest online graduate school programs. Learn more about Gary here.

I once heard former President Clinton say, “every problem in education has been solved somewhere.” Educators stand on the shoulders of giants and should be fluent in the literature of their chosen field.  We should be reading all of the time, but summer is definitely an opportunity to “catch-up.”

Regrettably too many “summer reading lists for educators” are better suited for those concerned with get-rich quick schemes than enriching the lives of children. Case-in-point, the President of the National Association of Independent Schools published “What to Read this Summer,” a list containing not a single book about teaching, learning, or even educational leadership. Over the past few years, I offered a canon for those interested in educational leadership.

When I suggested that everyone employed at my most recent school read at least one book over the summer, the principal suggested I provide options. Therefore, I chose a selection of books that would appeal to teachers of different grade levels and interests, but support and inspire the school’s desire to be more progressive, creative, child-centered, authentic, and project-based.

Gandini, Lella et al… (2015) In the Spirit of the Studio: Learning from the Atelier of Reggio Emilia, Second Edition.
Aimed at early childhood education, but equally applicable at any grade level.  Illustrates how to honor the “hundred languages of children.”


Little, Tom and Katherine Ellison. (2015) Loving Learning: How Progressive Education Can Save America’s Schools
A spectacular case made for progressive education in the face of the nonsense masquerading as school “reform” these days.


Littky, Dennis. (2004) The Big Picture: Education is Everyone’s Business.
Aimed at secondary education, but with powerful ideas applicable at any level. Students spend 40% each week in authentic internship settings and the remaining school time is focused on developing skills for the internship. This may be the best book written about high school reform in decades. 


Papert, Seymour. (1993) The Children’s Machine: Rethinking School in the Age of the Computer.
A seminal book that situates the maker movement and coding in a long progressive tradition. This is arguably the most important education book of the past quarter century.  Papert worked with Piaget, co-invented Logo, and is the major force behind educational computing, robotics, and the Maker Movement.


Perkins, David. (2010) Making Learning Whole: How Seven Principles of Teaching Can Transform Education.
A clear and concise book on how to teach in a learner-centered fashion by a leader at Harvard’s Project Zero. 


Tunstall, Tricia. (2013) Changing Lives: Gustavo Dudamel, El Sistema, and the Transformative Power of Music.
“One of the finest books about teaching and learning I’ve read in the past decade.” (Gary Stager) Tells the story of how hundreds of thousands of students in Venezuela are taught to play classical music at a high level. LA Philharmonic Conductor Gustavo Dudamel is a graduate of “El Sistema.” The lessons in this book are applicable across all subject areas. 


Neil Gershenfeld , Alan Gershenfeld, Joel Cutcher-Gershenfeld (2017). Designing Reality: How to Survive and Thrive in the Third Digital Revolution.

In his groundbreaking books, When Things Start to Think and Fab, MIT Professor Neil Gershenfeld predicted the past quarter century of technological innovation and defined the basis for the modern maker movement. In this new volume, Gershenfeld collaborated with his social scientist and game designer brothers to help us all imagine the next fifty years of technological innovation and how it will change our world. 


Learn by making this summer; alone, with colleagues, or with your own children!
Check out the CMK Press collection of books on learning-by-making by educators for educators!

America once again is in mourning over the 18th or 19th school shooting of 2018. Surely, common sense gun safety legislation is necessary, but educators also need to look in the mirror and ask why kids feel so alienated and aggrieved by schooling that they choose to shoot up their classmates and teachers.

Earlier tonight, I tweeted, “Can we please cool it with the irrational mean-spirited bullshit about banning cellphones in schools? They quite possibly saved lives today.” Immediately, I received a supportive response about the pedagogical potential of cell phones. With all due respect, this issue is much simpler and more fundamental than whether cell phones have a place in the curriculum,

There are two reasons why schools should stop banning cellphones.

  1. It is wrong to be arbitrarily mean to children. If learning is to occur, educators need to do whatever they possibly can to lower the level of antagonism between adults and children.
  2. The school has no right whatsoever to endanger my child or cut her off from communication. 

This has nothing to do with standards, teaching, or curriculum. It is a simple matter of human decency or common sense.

Then I remembered that I wrote about this very issue in the long-defunct Curriculum Administrator Magazine back in its November 2001 issue. For those of you playing along at home, that is nearly 17 years ago.

In 2001, I wrote the following in my column, Back to Rule:

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.

Read the rest of the column for other examples of callous authoritarian school assholery and then be extra nice to some kids.

Thankfully, NYC students are no longer being robbed to store their cellphones outside of their schools

You might also be interested in my 2014 column, Why the NYC Schools Must End the Student Cellphone Ban.

Hello World is a free, glossy, well-edited magazine for educators published by the Raspberry Pi Foundation. Gary Stager has written two featured articles in the first four issues of the publication.

His latest article, Professional Development Gets Personal, shares lessons learned over a decade of Constructing Modern Knowledge.

Download the complete issue

 

Read Gary’s PD Article

 

Download Issue 1 of Hello World

Read Gary Stager’s profile of Seymour Papert

 

 

 

 

 

 


Veteran educator Dr. Gary Stager is co-author of Invent To Learn — Making, Tinkering, and Engineering in the Classroom and the founder of the Constructing Modern Knowledge summer institute. Learn more about Gary here.

We are excited to announce that the Constructing Modern Knowledge summer institute will be returning for an 11th year, July 10-13, 2018. Discount early-bird registration is now open!

Constructing Modern Knowledge 2018 Guest Speakers
Reggio Children President Carla Rinaldi • TV’s Paul DiMeo • Author/Historian James Loewen • MIT Professor Joseph Paradiso • Inventor Eric Rosenbaum

Sylvia Martinez and I created Constructing Modern Knowledge more than a decade ago to build a bridge between the learner-centered ideals of progressive educators and the modern knowledge construction opportunities afforded by new technological material. CMK 2017 was such an extraordinary success, that the summer institute tradition will continue next summer. Checkout recent project videos and read participant blog posts to appreciate why you can’t afford to miss Constructing Modern Knowledge 2018.

“For four days, throughout the ups and downs, I had a bounce in my step and a smile on my face. I still wear a large smile and speak excitedly when asked about CMK. If this is what learning can feel like, surely we all deserve to learn this way.”Kelly Watson. 5th grade teacher. Geelong, Australia.

The following is a wrap-up report on the exciting 10th anniversary Constructing Modern Knowledge institute this past July. Where else can you imagine that Alfie Kohn or Peter Reynolds just drop by?


K-12 educators from around the world gathered recently in Manchester, New Hampshire to learn about learning by learning themselves. The 10th annual Constructing Modern Knowledge summer institute, July 11-14, was the place where educators could spend four days working on personally meaningful project development combining code, cutting-edge technology, and timeless craft traditions. For a decade, CMK has demonstrated the creativity and competence of educators while challenging accepted notions of what is possible in classrooms today.

Digital arcade game

Participating educators learn to program microntrollers, design their own software, fashion wearable computers, make films, invent fanciful contraptions, bring history to life, 3D print their creations, embed Raspberry Pi computers in working machines, and much more. Each year, teachers with little or no computing or engineering experience create projects that two years earlier might have garnered them a TED Talk and five years ago might have resulted in an advanced engineering degree. When you liberate the learner lurking inside of teachers, they create the conditions for amplifying the potential of each student.

Constructing Modern Knowledge begins with a process of sharing ideas for what people would like to make. Then they then enjoy the luxury of time to pursue what might seem impossible. This year’s dozens of CMK projects included “Fitbit” sneakers that change color to indicate the number of steps you have walked (or run), digital carnival games, a helium balloon-powered drone, an automatic LEGO sorting machine and a fully programmable greenhouse. An accomplished faculty supports CMK participants, but most projects were created by educators with little or no previous experience with the technology used and they learned to invent such magnificent projects without coercion or any instruction. Constructing Modern Knowledge models the Piagetian adage, “Knowledge is a consequence of experience.” Participants at CMK take off their teacher hats and put on their learner hats to experience what learning could be in 2017.

Ayah Bdeir taking a photo of her audience

Unlike conferences where you sit through a series of lectures, CMK is about action. However, each day is punctuated by a conversation with an accomplished expert or thought leader. The past ten institutes have featured a remarkable assortment of educational visionaries, technology pioneers, and experts as guest speakers in fields your high school guidance counselor never imagined. We pride ourselves in offering educators opportunities to spend time with their heroes, rather than listen to them from afar.

Neil Gershenfeld & colleagues describe the next 50 years in 10 minutes

This year’s guest speakers included MacArthur Genius Award-winning educator Deborah Meier speaking about democracy and education, MIT Professor Neil Gershenfeld and his colleagues projecting a vision for the next 50 years of “making things,” and MaKey MaKey co-inventor Eric Rosenbaum teasing the future of Scratch. littleBits Founder and CEO, Ayah Bdeir, shared her remarkable life story and the values that make littleBits such a spectacular success. Our participants were inspired by Ayah’s presentation and delighted in sharing their work with her.

Deborah Meier & Alfie Kohn explore projects

In addition to our guest speakers and visit to the MIT Media Lab, the 10th anniversary of Constructing Modern Knowledge was celebrated by authors Alfie Kohn and Peter Reynolds visiting the institute. Participants in our pre-institute Introduction to Learning with Electronics workshop began the day learning with the new littleBits Code Kit!

Best-selling artist/author Peter Reynolds takes a project for a spin

Team discounts allow schools and universities to build community around the CMK experience and better implement what was learned in the coming school year.

“Constructing Modern Knowledge is the best “conference” you will attend as an educator searching for answers or strategies for progressive education.” Maggie Barth. School leader. North Dakota.

“Fitbit” sneakers

You don’t want to miss


Veteran teacher educator, speaker, and journalist Gary Stager, Ph.D., is the founder and CEO of Constructing Modern Knowledge. He is the co-author of Invent To Learn – Making Tinkering, and Engineering in the Classroom, called the “bible of the maker movement in schools.”

 

An old colleague, Dr. Warren Buckleitner, has been reviewing children’s media products and toys for decades. He organizes industry events about the design of products for kids while maintaining a romantic optimism that the next great app is just around the corner. However, he often feels compelled to use Dr. Seymour Papert as a negative example to support a corporate community that Papert held in great repute. It’s a neat rhetorical trick, but Warren and I have discussed what I find to be a disrespectful view of Papert in the past. This morning, I awoke to find the Children’s Technology Exchange newsletter in my inbox. The latest issue dedicates a page to something Dr. Buckleitner calls “Seymour Syndrome.”

So, I decided to set the record straight by clearing up some confusion about issues raised in his essay. (I deleted the table of content links and all of the non-relevant content in the newsletter email below in order to respect the paywall and intellectual property rights. For more information, or to subscribe to his fine publications, go to http://reviews.childrenstech.com/)

Dear Warren,

Your latest discussion caught my eye. Aside from a persistent Papert animus and fondness for negative alliteration, your critique, “Seymour Syndrome” has some bugs in it.

  1. Papert’s lifework can hardly be reduced to the foreword in Mindstorms.
  2. Dr. Papert would dislike most of the crappy “products” you feel compelled to share with the world as much, if not more so than you do. (see Does Easy Do It? Children, Games and Learning)
  3. There is not a millimeter of daylight between Piaget and Papert. (see Papert on Piaget)
  4. Piaget’s work wasn’t about hands-on, it was focused on learning through concrete experiences. That’s not the same thing. (See The Conservation of Piaget: The Computer as Grist to the Constructivist Mill or even Ian’s Truck.)
  5. Papert was not Piaget’s student. Papert had earned two mathematics Ph.D.s by the time Piaget hired him as a collaborator.
  6. What is considered “getting kids to code” today is a denatured view of Papert’s vision about democratizing agency over computers.
  7. I’m not sure what a direction variable is, but 1) kids play games and sing songs using syntonic body geometry (like the turtle) from a very early age and 2) lots and lots of kids can use RIGHT and LEFT to learn directionality long before they’re eight or nine years-old.
  8. Papert’s “gear” story is a metaphor. His life’s work was dedicated to creating the conditions in which children could fall in love with powerful ideas naturally and with lots of materials, technologies, and experiences. His book, The Children’s Machine: Rethinking School in the Age of the Computer, discusses the importance of sharing learning stories.
  9. Papert wasn’t “led to Logo.” He, along with Wally Feurzig and Cynthia Solomon invented Logo. The fact that you’re still talking about it 50 years later points to at least its durability as an “object to think with.” (Here is a video conversation about Logo’s origins with two of its inventors.)
  10. Scratch can be considered Papert’s grandchild. I’m glad you like it.
  11. Most of the products you review make “exaggerated” claims about their educational properties. Why should this one be any different? Why blame Papert? (Dr. Papert wrote an entire book of advice for parents on avoiding such products and substituting creative activities instead. See The Connected Family – Bridging the Digital Generation Gap)
  12. The current CS4All, CSEdWeek, Hour-of-Code efforts are almost entirely “idea averse” (a great Papert term) and could really stand to learn a few things from Dr. Papert.

BTW: Thanks for your review of the CUE robot. It was helpful. Imagine if these toys had the extended play value of a programming language, like Logo? I’ve been using and learning with Logo for close to 40 years and have yet to tire of it. I sure wish you could have seen me teach Logo programming to 150 K-12 educators last week in Virginia. It was magnificent.

Happy holidays!

Gary

PS: I wonder why so many people feel so comfortable calling Dr./Professor Seymour Papert by his first name? Nobody calls Dewey, “John,” or Piaget, “Jean.”

On December 7, 2017 at 8:31 AM Children’s Technology Review wrote:

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RECOGNIZING SEYMOUR SYNDROME
See page 4 Recognizing “Seymour Syndrome”  Seymour Papert was a gifted individual. I mean no disrespect to his legacy by this article. I’ve seen how his ideas about children and coding have misled well-intentioned adults in the past.  Fast forward 40 years, and history is repeating itself. From reading Seymour Papert’s 1980 book, Mindstorms, we learn that he was fascinated by gears as a child. “Playing with gears became a favorite pastime. I loved rotating circular objects against one another in gearlike motions and, naturally, my first ‘erector set’ project was a crude gear system.” Papert wanted every child to have such mindstorms, which led him to Logo; an early programming language. Throughout the 1980s and early 1990s, many educators suffered from “Seymour Syndrome” — meaning an idealistic optimism that coding was the key to a better future. There was a rush to enroll children in coding camps. I know this because I was one of the teachers. I started calling all the hype “Seymour Syndrome” people trying to get young children to code, before they can understand what is going on. Today’s market has once again flooded with commercial coding-related apps, robots and games being sold with the promise that they can promote science, technology, engineering and math (STEM). Cubetto is one of these. The symptoms are in the marketing materials that name-drop Montessori, and claim that time with this rolling cube will  “teach a child to code before they can read.” Cubetto’s coding means finding six AA batteries and plotting out the course of a slow moving rolling cube on a grid. You do this by laying direction tiles on a progress line and pressing a transmit button.  I shudder to think that teachers are spending time attempting to “teach” children how to “code” thinking that this actually as something to do with “teaching” children how to “code” to fulfill a STEM objective. Students of child development know that preschool and early elementary age children learn best when they are actively involved with hands on, concrete materials. Papert’s teacher — Jean Piaget called the years from 3 to 7 “concrete operations” for a reason. The motions of the cube should be directly linked to the command, or better yet, the child should be in the maze, for a first-person point of view. ‘ Good pedagogy in the early years should be filled with building with blocks, playing at the water table filling and emptying containers, moving around (a lot) and testing language abilities on peers. If you want to use technology, get them an iPad and let them explore some responsive Sago Mini apps. Spend your $220 (the cost of a Cubetto) on several a low cost, durable RC vehicles that deliver a responsive, cause and effect challenge. Let the direction variables wait until the child is eight- or nine-years of age, when they can use a program like Scratch to build an entire program out of clusters of commands. As far as the “coding” part, save your pedagogical ammo for materials that match a child’s developmental level.

LITTLECLICKERS: PROJECTION MAPPING
Do you like to play with shadows? If so, you’ll love projection mapping. That’s when you use a computer projector to create a cool effect on a ceiling or building. Let’s learn some more.   1. What is projection mapping? According to http://projection-mapping.org/whatis/ you learn that it’s simply pointing a computer projector at something, to paint it with light. You can play a scary video on your house a Halloween, or make Santa’s sled move across your ceiling during a concert. The possibilities are endless. Visit the site, at www.littleclickers.com/projectionmapping


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About the author

Veteran educator Dr. Gary Stager is co-author of Invent To Learn — Making, Tinkering, and Engineering in the Classroom and the founder of the Constructing Modern Knowledge summer institute. He is also the curator of the Seymour Papert archive site, The Daily Papert. Learn more about Gary here.