In Chapter Four of our new book, Invent to Learn – Making, Tinkering, and Engineering in the Classroom, we discuss the importance of prompt setting as a basis for project-based learning. I argue that “a good prompt is worth 1,000 words.” Projects are not the occasional dessert you get as a reward after consuming a semester’s worth of asparagus, but that the project should be a teacher’s “smallest unit of concern.

Last week, Sylvia Martinez and I completed a successful four-city Texas Invent to Learn workshop tour. Each workshop featured an open-ended engineering challenge. This challenge, completed in under two hours, was designed not only to introduce making, engineering, tinkering, and programming to educators with diverse experience, but to model non-coercive, constructionist, project-based learning.

Presented with what we hope was a good prompt, great materials, “sufficient” time, and a supportive culture, including a range of expertise, the assembled educators would be able to invent and learn in ways that exceeded their expectations. (We used two of our favorite materials: the Hummingbird Bit Robotics Kit and Snap! programming language.)

A good time was had by all. Workshop participants created wondrous and whimsical inventions satisfying their interpretation of our prompt. In each workshop a great deal was accomplished and learned without any formal instruction or laborious design process.

What’s your point?
Earlier today, our friends at Birdbrain Technologies, manufacturers of the Hummingbird Bit Robotics Kit, tweeted one of the project videos from our Austin workshop. (Workshop participants often proudly share their creations on social media, not unlike kids. Such sharing causes me to invent new workshop prompts on a regular basis so that they remain a surprise in subsequent events.)

This lovely video was shared for all of the right reasons. It was viewed lots of times (and counting). Many educators liked or retweeted it, All good!

What’s slightly more problematic is the statement of the prompt inspiring this creation.

“Problem: The Easter Bunny is sick. Design a robot to deliver eggs.”

That was not the exact prompt presented to our workshop participants. This slight difference makes all the difference in the world.

The slide used to launch the invention process

Aren’t you just nitpicking?
Why quarrel over such subtle differences in wording?

  • Words matter
  • My prompt was an invitation to embark on a playful learning adventure complete with various sizes of candy eggs and a seasonal theme. Posing the activity as a problem/solution raises the stakes needlessly and implies assessment.
  • Design a robot comes with all sorts of baggage and limits the possible range of approaches. (I just rejected the word, solutions, and chose approaches because words matter.)

People have preconceived notions of robots (good and bad). Even if we are using a material called a robotics kit, I never want children to cloud their thinking with conventional images of robots.

The verb, design, is also problematic. It implies a front-loaded process involving formal planning, audience, pain point, etc… good in some problem solving contexts, but far from universally beneficial.

The use of problem, design, and robot needlessly narrows and constrains the affective, creative, and intellectual potential of the experience.

A major objective of professional learning activities such as these is for educators to experience what learning-by-doing may accomplish. Diving in, engaging in conversation with the materials, collaborating with others, and profiting from generative design (a topic for future writing) leads all learners to experience success, even in the short time allotted for this activity. Such a process respects what Papert and Turkle called epistemological pluralism. Hopefully, such positive personal experiences inspire future exploration, tinkering, and learning long after the workshop ends.

Our book suggests that good prompts are comprised of three factors:

  • Brevity
  • Ambiguity
  • Immunity to assessment

Such prompt-setting skill develops over time and with practice. Whether teaching preschoolers or adults, I am sensitive to planting the smallest seed possible to generate the most beautiful garden with the healthiest flowers. That glorious garden is free of litter from brainstorming Post-It Notes, imagination crushing rubrics, and other trappings of instruction.

References
Martinez, S. L., & Stager, G. (2019). Invent to learn: Making, Tinkering, and Engineering in the Classroom, second edition (2 ed.): Torrance, CA: Constructing Modern Knowledge Press

Turkle, S., & Papert, S. (1992). Epistemological Pluralism and the Revaluation of the Concrete. Journal of Mathematical Behavior, 11(1), 3-33.


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.

”cmk09″

Buy the book!

In August 2018, I delivered the opening keynote address at the Constructionism Conference in Vilnius, Lithuania. When invited to speak at the conference nearly eighteen months earlier, I felt pressured to share the topic of my address quickly. Since I do some of my best work as a wiseass, I offered the title, “Making Constructionism Great Again.” Over the ensuing months, my tongue-in-cheek title began resonating and formed the basis for what I believe to be one of my favorite keynotes ever. (Sadly, I will unlikely ever give the presentation again. Therefore, I will not have the opportunity to improve upon my performance)

Despite the title I selected, I accepted the sober challenge of making an important contribution to the conference. After all, this is a community I care about, a topic I have dedicated my adult life to, in the home of my ancestors. Due to a family emergency, the speaker scheduled before me had to fly home and my talk got moved earlier in the schedule at the last minute. That meant that some of the people I hoped would hear my message, missed it. I rarely write a speech with specific audience members in mind, but I did in this case.

A bit of background

The Constructionism Conference is held every two years, almost always in Europe. The conference prior to Vilnius was in Thailand, but that was the only time the conference was outside of Europe. For close to three decades, the conference was called, EuroLogo, and was a biennial event celebrating the use of the Logo programming language in education. In 2008, the long-time organizers of the conference worried that interest in Logo was waning and that shifting the emphasis to constructionism (1) would broaden the appeal and attract more participants. It has not. Communities begin to die when they become self-conscious. There is nothing wrong with “preaching to the converted.” There are quite successful institutions that preach to the converted. Its members find strength, nourishment, and purpose in gathering.

In my humble opinion, the problem lies within the fact that the European Logo community, and this is a generalization, focused more narrowly on the fascinating mathematical or computational aspects of the Logo programming language separate and apart from its more radical use as an instrument of school reform, social justice, and epistemology. Logo’s father and inventor of “constructionism,” Dr. Seymour Papert was a noted mathematician and computer scientist who did invent the first programming language for children, but limiting the enormity of his vision to that would be like one of his favorite parables about the blind men and the elephant.

To me, the Constructionism/EuroLogo community has been focused on what is measurable and earns academic credit for those seeking job security in university systems proud of their ongoing medieval traditions. Although I have great friends who I love, respect, and adore within this somewhat dysfunctional family, I am never sure what they make of the loud American kid who works with thousands of teachers each year and doesn’t give a damn about publishing journal articles read by 3.1415927 people.

I go to the Constructionism Conference every two years because it is important to sustain the community and ideally to help it mature. If it became more popular or influential along the way, that would be a bonus. This speech was intended as a bit of unsolicited tough love, but love nonetheless. In fact, love is a big theme in this address. That is one of the most important lessons I learned from Seymour Papert and this Constructionism Conference was the first since his death.

I hope you will watch

Thankfully, I grabbed the SD card out of the video camera sitting in the theatre pointed at the stage following the talk so there is a video documenting a talk I am proud of and wish I could give many more times. The audio quality isn’t perfect and there is no camera work (except for a couple of quick edits I made). That said, if you want to understand who I am and why I do what I do, I hope you will watch this video. It was quite an emotional experience.

If you wish to listen to it while deep sea folk dancing, please WATCH from about the 46 minute mark. You need to see, hear, and feel what great teaching and learning look like.

(1) For those of you interested in learning more about constructionism, you could read our book, Invent to Learn: Making, Tinkering, and Engineering in the Classroom or Edith Ackermann’s splendid papers, her Constructionism 2010 paper, Constructivism(s): Shared roots, crossed paths, multiple legacies or Piaget’s Constructivism, Papert’s Constructionism: What’s the difference?


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.

It’s time to beef-up your classroom making library

Here’s a chance to spend your Amazon gift cards and brighten your classroom with kids learning by making. The following is an assortment of recent discoveries to inspire independent reading, making, tinkering, and engineering in your classroom. There are beautiful project books filled with how-to advice, fun picture books, and several books intended to help kids learn to sew. If you want to engage in eTextile, wearable technology, or soft circuits projects, knowing your way around a needle and thread is a good idea.

While these books are recommended for independent student reading, there are lots of ideas for whole classroom projects and reading aloud.

An ingenious picture book, with plenty of information, for kids of all ages in a style similar to the classic The Way Things Work.

The Smithsonian Maker Lab book series are the sort of gorgeous DK books kids love.

I’m a giant fan of Jane Bull’s books. All of them. Buy them all, but this newish volume contains clever STEMy project ideas.

Lovely and clear book for motivated 10-14 year-olds interested in really understanding circuitry. Best of all, the book takes a project-approach.

This new book/LEGO combo by the evil Klutz geniuses contains plans for terrific inventions utilizing simple machines. Get the Klutz LEGO Chain Reacti0ns book and Crazy Contraptions book too! These are perennial favorites.

Super cute. Super clear. Super fun! Platform agnostic intro to stop-acti0n movie making with LEGO.

Glossy little trade paperbacks complete with fun projects, factoids, and historical notes for girls and boys. Get the entire series for your classroom library.

Glorious picture book filled with making, tinkering, and coding about a girl and the doll she upgrades to be her new friend.

Maker projects for outside by DK.

Soon-to-be-released DK project book.

Kids should learn to sew for eTextile and wearable computing projects!
Two bonus recommendations for good measure!

The cutest, most infectious read-aloud/read-along book ever!

An excellent introduction to the vast wonders of SNAP! programming.

 

 


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’m thrilled to announce that our publishing company, Constructing Modern Knowledge Press, has released a new and expanded second edition of our book, Invent to Learn: Making, Tinkering, and Engineering in the Classroom. The new book is available in softcover, hardcover, and Kindle editions.

Co-author Sylvia Martinez and CMK Press Art Director Yvonne Martinez put the finishing touches on the new book

Sylvia Martinez and I are enormously proud of how Invent To Learn has inspired educators around the world since we published the first edition. Our decision to emphasize powerful ideas over technology ensured that very little of the book became dated. In fact, the first edition of  Invent to Learn continues to sell at the age of 129 (in tech book years) and is available or currently being translated into seven languages. The book is quite likely the most cited book about the maker movement and education in scholarship and conference proposals.

The new book takes a fresh shot at addressing the three game changers: digital fabrication, physical computing, and computer programming. We include sections on the BBC micro:bit, Hummingbird Robotics, littleBits, and new programming environments for learners. The new Invent to Learn also afforded us with an opportunity to reflect upon our work with educators around the world since the dawn of the maker movement in schools. There is an enormous collection of updated resources and a new introduction. Stay tuned for more online resources to be posted at the Invent To Learn web site.

In crass terms, the new edition of Invent to Learn: Making, Tinkering, and Engineering in the Classroom is 25% longer than the original. We even debugged some six year old typos.

I was shocked by how much time and effort was required to create the new edition of Invent to LearnThe second edition actually took longer to write than the original. I think we made a good book even better.

Spoiler Alert

According to Amazon.com, the most underlined passage in Invent to Learn is this.

“This book doesn’t just advocate for tinkering or making because it’s fun, although that would be sufficient. The central thesis is that children should engage in tinkering and making because they are powerful ways to learn.”

One of the greatest honors of my life was having our book reviewed by legendary educator and author of 40+ classic books, Herb Kohl, who wrote the following.

Invent to Learn is a persuasive, powerful, and useful reconceptualization of progressive education for digital times.” (full review)

So, that’s the secret. Invent to Learn: Making, Tinkering, and Engineering in the Classroom is really about making the world a better place for kids by helping educators construct a joyous, purposeful, creative, and empowering vision of education that prepares young people to triumph in an uncertain future.

I sure hope that y0u will read our new book and share this exciting news with your colleagues!

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.

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.

The irony could cause whiplash. Over the past thirty years, the EdTech community expended sufficient energy to colonize Mars fighting the idea of teaching children to program computers. I cannot think of another single example in education where so much effort was invested in arguing against children learning something, especially ways of knowing and thinking so germane to navigating their world. Now, the very same folks responsible for enforced ignorance, disempowerment, and making computing so unattractive to children are now advocating “Computer Science for All.”*

There seems to be little consensus on what CS4All means, few educators prepared to teach it, no space in the schedule for a new course of study, and yet a seemingly unanimous desire to make binary, algorithm, and compression first grade spelling words. The sudden interest in “coding” is as interested in the Logo community’s fifty years of accumulated wisdom as Kylie Jenner is interested in taking Ed Asner to St. Barts.

So, amidst this morass of confusion, turf battles, and political posturing, well intentioned educators resort to puzzles, games, and vocabulary exercises for say, an hour of code.

I wish I had 0101 cents for every educator who has told me that her students “do a little Scratch.” I always want to respond, “Call me when your students have done a lot of Scratch.” Coding isn’t breaking a code like when you drunken insurance salesman go to an Escape Room as a liver bonding exercise. The epistemological benefit of programming computers comes from long intense thinking, communicating your hypotheses to the computer, and then either debugging or embellishment (adding features, seeking greater efficiency, decorating, testing a larger hypothesis).

Fluency should be the goal. Kids should be able to think, write, paint, compose, and dance with code. I recently met a team of sixth grade girls who won a contest for creating the “best app.” It was pretty good. I asked, “What else have you programmed?” and received blank stares. When I asked, “What would you like to program next?” the children all turned to look at the teacher for the correct answer. If the kids were truly learning to program, they would be full of independent ideas for what to do next.

Children have a remarkable capacity for intensity and computer programming is an intellectual and creative outlet for that intensity. When I learned to program in a public middle school in 1975, I felt smart for the first time in my life. I could look at problems from multiple angles. I could test strategies in my head. I could spend days thinking of little more than how to quash a bug in my program. I fell in love with the hard fun of thinking. I developed habits of mind that have served me for more than four decades.

So, for schools without a Mr. Jones to teach a nine-week mandatory daily computer programming class for every seventh grader, I have a modest proposal that satisfies many curricular objectives at once.

Whether your goal is literacy, new literacy, computer literacy, media literacy, coding, or the latest vulgarity, close reading, my bold suggestion offers a little something for everyone on your administrative Xmas list.

Give the kids a book to read!

That’s right. There are two very good books that teach children to program in Scratch using a project-approach. The books are completely accessible for a fifth grader. (or older) Here’s what you do.

  • Buy a copy of one of the recommended books for each student or pair of students.
  • Use the book as a replacement text.
  • Ask the students to work through all of the projects in the book.
  • Encourage kids to support one another; perhaps suggest that they “ask three before me.”
  • Celebrate students who take a project idea and make it their own or spend time “messing about” with a programming concept in a different context.

There is no need for comprehension quizzes, tests, or vocabulary practice since what the students read and understand should be evident in their programming. Kids read a book. Kids create. Kids learn to program.

There is a growing library of Scratch books being published, but these are the three I recommend. [Note: I added the first one since the original publication of this article.]

Code Your Own Games! 20 Games to Create with Scratch by Max Wainewright, is a lovely 80-page spiralbound book with gorgeous graphics and a non-nonsense approach to helping kids learn to program in Scratch by creating twenty different game projects sequenced by degree of difficulty. Most projects are started in 2–4 pages, with extension challenges and plenty of open-ended project ideas shared. I discovered this book a few months after originally posting this article and am a big fan. It’s inexpensive and makes a great gift for any kid, especially since the book doesn’t feel intimidating.

Super Scratch Programming Adventure! : Learn to Program by Making Cool Games is a graphic novel filled with Scratch projects.

Scratch For Kids For Dummies by Derek Breen is a terrific project-based approach to learning Scratch.

If per chance, thick books scare you, there are two excerpted versions of Derek Breen’s Scratch for Kids for Dummies book, entitled Designing Digital Games: Create Games with Scratch! (Dummies Junior) and Creating Digital Animations: Animate Stories with Scratch! (Dummies Junior). Either would also do the trick.

Growth

I must admit to being alarmed by the frequency with which many educators tell me that their students “Do a little Scratch.” Scratch and “Hour-of-Code” type activities present an illusion of simplicity that is misleading. Fluency only develops from doing “a lot of Scratch.”

Although my copy of this new book has yet to arrive, I’m intrigued by a more advanced Scratch book for kids written by the gentleman who wrote the delightful book, Code Your Own Games! 20 Games to Create with Scratch. Therefore, I’m cautiously recommending his book, Generation Code: I’m an Advanced Scratch Coder. The emergence of “advanced” Scratch programming books provides evidene of growth in the community and enhances the sustainability of the programming language.

Another Must-Have

Natalie Rusk’s terrific Scratch cards are a must-have for any Scratch-using classroom.

Check it out

You might also enjoy The Invent To Learn Guide to Block Programming.

Shameless plug

Sylvia Martinez and I wrote a chapter in the recent book, Creating the Coding Generation in Primary Schools.

* There are a plethora of reasons why I believe that Computer Science for All is 
doomed as a systemic innovation, but I will save those for another article.

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.

The story of a boy’s academic pursuits in New Jersey and education’s lack of progress since then…

© 2001 Gary S. Stager/Curriculum Administrator Magazine
Published in the July 2001 issue of Curriculum Administrator

I recently received a sad email informing me that Paul Jones, my first and only computing programming teacher, had passed away. Mr. Jones taught at Schuyler Colfax Junior High School in Wayne, New Jersey for thirty-seven years. If a monument to honor great achievements in educational computing is ever erected, it should surely include a statue of Mr. Jones.

Around 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. I only had the course once since I was in the band. In a twist familiar to schools across the land, kids less inclined to creative and intellectual pursuits got to take double the number of courses in those areas!

In the 1970s the Wayne Township Public Schools in New Jersey believed 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. This was not a gifted course or a vocational course. This “mandatory elective” (a concept unique to schooling) was viewed as a window onto a world of ideas – equal in status to industrial arts, home economics and the arts.

To young adolescents transitioning out of trick-or-treating Mr. Jones was scary in a Dr. Frankenstein sort of way. Rumors abounded about him talking to his computer and even kissing it goodnight before going home at the end of the day. The truth was that this guy could make computers do things! To kids who never imagined seeing a computer – let alone controlling one, having such power within our reach was pretty heady stuff.

The class consisted of mini-tutorials, programming problems on worksheets to kill time while we waited to use the one or two teletypes sitting in the front and back of the room. The scarcity of classroom computers had an unintended consequence, lots of collaboration.

We could sign-up to do more programming or play a computer game after school. This afterschool activity, undoubtedly offered out of the goodness of Mr. Jones’ heart, would allow us extra precious minutes of computer time. Text-based versions of boxing, tennis, football and Star Trek were favorites. Mr. Jones knew how the games worked and would show us the underlying code if we were interested. Mr. Jones did sort of love his computer and his students. Once I knew the odds for each football play the computer never beat me again. I could THINK LIKE THE COMPUTER! This made me feel powerful and laid the foundation for a life of problem solving.

The habits of mind developed in Mr. Jones’ class helped me survive the series of miserable mathematics classes that would greet me in high school. Perhaps Mr. Jones was such a great teacher because he was learning to program too. (This never occurred to me as a kid since Mr. Jones knew everything about computers.)

During high school I would pay an occasional visit to Mr. Jones in order to trade programming secrets. As an adult we had a casual collegial relationship. He may have even attended one or two of my workshops. I do remember that he loved AppleWorks with a passion normally reserved for opera and that he collected Beagle Bros. AppleWorks add-ons like they were Beanie Babies.

Not long after Mr. Jones died I received a charming email from the world’s finest seventh grade social studies teacher, Bob Prail, asking me if I would be interested in applying for Mr. Jones’ teaching job. I was honored to be considered and must admit that the whole “circle of life” angle warmed my heart. However, living with my family 3,000 miles from Schuyler Colfax Jr. High would make the commute difficult. I also feared that the responsibilities assigned to this teaching position were no longer pioneering or designed to expand the thinking of students. I was concerned that the 2001 curriculum for a computing teacher (probably now called something like digital communication technology integration facilitator and cable-puller) would have deteriorated into the mindless computer literacy objectives of mouse-clicking, web bookmarking and word processing plaguing too many schools.

Unnamed sources within the junior high school in question have since revealed that students now spend a considerable amount of time learning to “keyboard.” I don’t know which is worse, disrespecting the talents and culture of kids by pretending that they have never seen a computer before or lowering our expectations by making it impossible for kids to do wondrous things with the most powerful technology ever invented.

As students of Mr. Jones a quarter century ago, none of us HAD ever seen a computer before and yet the curriculum was designed to inspire us to seize control of this mysterious machine. Since we had little idea what was impossible, we thought anything was possible. We felt smart, powerful and creative. Assuming Mr. Jones’ responsibilities while trivializing the intellectual power of computing would dishonor his spirit and diminish his pioneering contributions to the world of powerful ideas.


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.

This June’s ISTE Conference will be my thirtieth ISTE (formerly NECC) conferences as a speaker. I suspect that I have been part of 60-80 presentations at this conference over that period – a record few if any can match. I was also part of the keynote session at NECC 2009. (watch it here)

This year’s accepted presentations are an eclectic mix. I will be sharing the stage with Sylvia Martinez about making and maker spaces. My personal sessions reflect two of my passions and areas of expertise; using technology in the context of the Reggio Emilia Approach and Logo programming.

The Reggio Emilia Approach emerges from the municipal infant/toddler centers and preschools of the Italian city, Reggio Emilia. These schools, often referred to as the best schools in the world, are a complex mix of democracy, creativity, subtlety, attention to detail, knowledge construction, and profound respect for children. There are many lessons to be learned for teaching any subject at any grade level and for using technology in this remarkable spirit. Constructing Modern Knowledge has done much to bring the Reggio Emilia Approach to edtech enthusiasts over the past decade.

I began teaching Logo programming to kids and teachers 35 years ago and even edited the ISTE journal, Logo Exchange (killed by ISTE). There is still no better way to introduce modern powerful ideas than through Logo programming. I delight in watching teachers twist their bodies around, high-fiving the air, and completely losing themselves in the microword of the turtle. During my session, I will discuss the precedents for Logo, demonstrate seminal programming activities, explore current dialects of the language, celebrate Logo’s contributions to education and the computer industry, ponder Logo’s future, and mourn the recent passing of Logo’s father, Dr. Seymour Papert.

Without Logo there might be no maker movement, classroom robotics, CS4All, Scratch, or even software site licenses.

So, what do making, Logo, and the Reggio Emilia approach have in common? Effective maker spaces have a lot to learn about preparing a productive context for learning from the educators of Reggio Emilia. Papert and the Reggio community enjoyed a longstanding mutual admiration while sharing Dewey, Piaget, and Vygotsky at their philosophical roots. Logo was used in Reggio Emilia classrooms as discussed in a recent translation of a book featuring teachers discussing student projects as a window into their thinking with Loris Malaguzzi, the father of the Reggio Emilia approach. One of the chapters in Loris Malaguzzi and the Teachers: Dialogues on Collaboration and Conflict among Children, Reggio Emilia 1990 explores students learning with Logo.

Gary Stager’s ISTE 2017 Presentation Calendar

Before You Build a Makerspace: Four Aspects to Consider [panel with Sylvia Martinez]

  • Tuesday, June 27, 1:45–2:45 pm CDT
  • Building/Room: 302A

Logo at 50: Children, Computers and Powerful Ideas

  • Tuesday, June 27, 4:45–5:45 pm CDT
  • Building/Room: Hemisfair Ballroom 2

Logo, the first computer programming language for kids, was invented in 1967 and is still in use around the world today. This session will discuss the Piagetian roots of Logo, critical aspects of its design and versions today. Anyone interested in CS4All has a lot to learn from Logo.

Logo and the fifty years of research demonstrating its efficacy in a remarkable number of classrooms and contexts around the world predate the ISTE standards and exceed their expectations. The recent President of the United States advocated CS4All while the standards listed above fail to explicitly address computer programming. Logo catalyzed a commitment to social justice and educational change and introduced many educators to powerful ideas from artificial intelligence, cognitive science, and progressive education.

Learning From the Maker Movement in a Reggio Context

  • Wednesday, June 28, 8:30–9:30 am CDT
  • Building/Room: 220

Discover how the Reggio Emilia Approach that is rooted in a half-century of work with Italian preschoolers and includes profound, subtle and complex lessons from intensely learner-centered classrooms, is applicable to all educational settings. Learn what “Reggio” teaches us about learning-by-making, making learning visible, aesthetics and PBL.

Direct interview requests to gary [at] stager.org


Gary Stager is the founder of the Constructing Modern Knowledge summer institute for educators July 11-14, 2017, coauthor of Invent To Learn – Making, Tinkering, and Engineering in the Classroom, and curator of the Seymour Papert archive site, DailyPapert.com. Register today for Constructing Modern Knowledge 2017!

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

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

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

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


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



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

Dr. Gary Stager Visits the Steward School, 2015

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

 Choosing Hope Over Fear from the 2014 Chicago Education Festival


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


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

 

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

TEDx Talk, “Seymour Papert, Inventor of Everything*


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


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

 


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

 


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

 


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

 

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

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

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


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

 


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

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

 


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

 


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

 

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