The Case for Computing
By Gary S. Stager
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.
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.
I wonder when the educational computing community decided to replace the word. computing, with technology? The Computing Teacher became Learning and Leading with Technology, Classroom 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.
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.
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.
All of my friends know I have serious reservations about smarmy self-important libertarianism of TED and loathe speaking in the format – essentially a television program without any of the accoutrements of a television studio. That said, I’ve now performed three of them.
My first TEDx Talk made me ill for months before and weeks following the talk. The pressure was unbearable. You see, I wanted to go viral and become a millionaire – an overnight sensation like that guy who has taken such a courageous stance for creativity. The clock got me and I left half of my prepared thoughts on the cutting room floor. That said, people seem to like the talk anyway. For that I am grateful.
My first TED experience was so unpleasant that I sought an opportunity to try it again. This time, I promised myself that I would not stress out or over plan. That strategy paid off and the experience was a lot less traumatic. The only problem is that the venue audio was a disaster and I’m yelling through the entire talk. Don’t worry. I won’t be yelling when I publish a print anthology of these performances.
In March, I was invited by my longtime client, The American School of Bombay, to do another TEDx Talk. I assembled my vast team of advisors and brainstormed how I could turn this talk into riches beyond my wildest dreams. I quickly abandoned that idea and decided to use the occasion to honor my dear friend, mentor, and colleague, Dr. Seymour Papert in a talk I called, “Seymour Papert – Inventor of Everything*”
I hope you enjoy it (or at least learn something before I lose another game of Beat the Clock)! Please share, tweet, reload the page 24/7! I have not yet given up on becoming an overnight sensation.
2014 – Seymour Papert – Inventor of Everything*
2013 – We Know What to Do
2011 – Reform™
Candidly, I have not been enthusiastic about teaching “computational thinking” to kids. In nearly every case, computational thinking seemed to be a dodge intended to avoid computing, specifically computer programming.
“There is no expedient to which a man will not resort to avoid the real labor of thinking.”
(Sir Joshua Reynolds)
Programming is an incredibly powerful context for learning mathematics while engaged in being a mathematician. If mathematics is a way of making sense of the world, computing is a great way to make mathematics.
Most of the examples of computational thinking I’ve come across seemed like a cross between “Computer Appreciation” and “Math Appreciation.” However, since smart people were taking “computational thinking” more seriously, I spent a great deal of time thinking about a legitimate case for it in the education of young people.
Here it is…
Computational thinking is useful when modeling a system or complex problem is possible, but the programming is too difficult.
Examples will be shared in other venues.
In First Chance to Make a Learning Impression, my friend Will Richardson shares his disappointment with the “back-to-school” packets he just received in anticipation of his children’s next school year. Will explains how the focus of the packet is on everything but learning.
Just for fun, I set out to see how long it would take to find the word “learning” somewhere in the mix. Nothing on the first page, or the second, or the third…by the time I finally found the first instance I had stopped counting. It was a buried line in a letter from the principal explaining that due to NCLB, every teacher has to be “highly qualified” and that “every teacher continues life-long learning through professional development activities.”
Will’s 2013 article reminded me of a similar article I wrote for District Administration Magazine way back in 2004. I recommend reading Will’s article as well.
The back-to-school commercials each summer fill me with dreadful flashbacks of my own days as a student. As a parent, the end of summer is signaled by a last-minute desire to squeeze in a bit more family fun and the arrival of a large ominous envelope from the local high school. The package contains countless documents commanding our immediate attention and signatures in triplicate.
This enormous collection of murdered trees contains countless rules, regulations and a list of innumerable sanctions the school intends to visit upon my child. As if this draconian catalogue of crimes and subsequent punishments were not bad enough, I am then expected to sign the documents, implying that I agree with them.
This recent and disturbing phenomenon leaves me with many unanswered questions. What if I don’t sign the forms? When did the local public school become a gulag? Was there a public meeting in The Hague at which these rules and sanctions were compiled and democratically agreed to? Is this the best way to start a fresh school year? Can I have Johnnie Cochran look over the documents before I affix my signature?
If the school expects parents to sign-off on a list of ways school discipline may be enforced, perhaps I can circulate a list of expectations for how I expect the school to educate my child. It only seems fair.
So here’s my list, in no particular order:
- School to home communications will be proofread and spell-checked
- Teachers will take reasonable steps to maintain expertise in their subject area
- Homework will be purposeful and only assigned when necessary to reinforce a concept, engage in a long-term project or as the result of work not completed in-class
- Children will be encouraged to play
- Classroom libraries will be stocked with interesting books
- Students will not be treated as numbers
- Teachers will discuss current events with their students
- Students will be encouraged to talk about books they read, not just create mobiles and book reports
- School personnel will publish their e-mail addresses and respond to e-mail promptly
- The school district Web site will be updated more often than every five years
- Class sizes will be 20 or lower
- Teachers will attend at least one professional learning event outside of the school district per year
- Teachers will not talk down to children
- Punishment will be viewed as a last resort
- The school will offer rich visual and performing arts opportunities for all students
- Curriculum will endeavor to remain relevant and connected to the world
- Classroom rules will be developed democratically
- There will be formal and informal opportunities for parents to interact with teachers
- The principal will be accessible to students and parents
- Administrators will make an effort to interact with students in positive contexts
- Student diversity will be valued and celebrated
- Cooperation will be valued over competition
- The school will refrain from sorting, tracking, streaming and labeling children
- Students will play a large role in all aspects of the life of the school;
- Authentic forms of assessment will be used
- A modern functioning computer will be available whenever a child needs one
- Teachers will embrace opportunities to learn with and from students
- The school will take teacher input seriously
- Teachers will feel supported and encouraged to take risks
- Effective models of professional development will be designed and include the participation of the principal
- Equal attention and resources will be applied to the arts as to sports
Laptops and Learning
Can laptop computers put the “C” (for constructionism) in Learning?
Published in the October 1998 issue of Curriculum Administrator
© 1998 – Gary S. Stager
“…Only inertia and prejudice, not economics or lack of good educational ideas stand in the way of providing every child in the world with the kinds of experience of which we have tried to give you some glimpses. If every child were to be given access to a computer, computers would be cheap enough for every child to be given access to a computer.” - Seymour Papert and Cynthia Solomon (1971)
In 1989, Methodist Ladies’ College (MLC) in Melbourne, Australia embarked on a still unparalleled learning adventure. Eighteen years after Solomon and Papert’s prediction this school made a commitment to personal computing and constructionism. The unifying principle was that every child in the school (from grades 5-12) would own a personal laptop computer on which they could work at school, at home, and across the curriculum with a belief that their ideas and work were being stored and manipulated on their own personal computer. Ownership of the laptop computer would reinforce ownership of the knowledge constructed with it. The personal computer is a vehicle for building something tangible outside of your head – one of the tenets of constructionism. By 1994, 2,000 MLC teachers and students had a personal laptop computer. This school, like most serious workplaces now has a computer ration of more than one computer per worker (teacher & student). Today, approximately 50,000 Australian school children have their own laptop. More and more American schools are embracing laptops as well.
Personal Computing – Personal Learning
Until recently, the notion of the PC and personal computing has escaped schools. Computer labs, special furniture and computer literacy curricula have been designed to make efficient use of scarce public resources. The potential benefits of using a word processor to write, edit and publish are rarely realized when access to the computer is limited and artificially scheduled. Laptops provide a personal space for creating, exploring, and collecting one’s own ideas, work, and knowledge in a more fluid manner. Pioneering schools like MLC adopted laptops for the following reasons:
The laptop is flexible, portable, personal and powerful
Students and teachers may use the computer whenever and wherever they need to. The laptop is a personal laboratory for intellectual exploration and creative expression. Learning extends beyond the walls and hours of the school.
The laptop helps to professionalize teachers
Teachers equipped with professional tools view themselves more professionally. Computers are much more likely to be integrated into classroom practice when every student has one.
Provocative models of learning will emerge
Teachers need to be reacquainted with the art of learning before they are able to create rich supportive learning environments for their students. The computer allows different ways of thinking, knowing and expressing ones own ideas to emerge. The continuous collection of learning stories serves as a catalyst for rethinking the nature of teaching and learning.
Gets schools out of the computer business
Laptops are a cost-effective alternative to building computer labs, buying special furniture and installing costly wiring. Students keep laptops for an average of three years, a turnover rate rarely achieved by schools. Built-in modems provide students with net access outside of school. The school can focus resources on projection devices, high-quality peripherals and professional development.
Since my work with the world’s first two “laptop schools” in 1990, I’ve helped dozens of similar schools (public and private) around the world make sense of teaching and learning in environments with ubiquitous computing. My own experience and research by others has observed the following outcomes for students and teachers.
- Students take enormous pride in their work.
- Individual and group creativity flourishes.
- Multiple intelligences and ways of knowing are in ample evidence.
- Connections between subject areas become routine.
- Learning is more social.
- Work is more authentic, personal & often transcends the assignment.
- Social interactions tend to me more work-related.
- Students become more naturally collaborative and less competitive.
- Students develop complex cooperative learning strategies.
- Kids gain benefit from learning alongside of teachers.
- Learning does not end when the bell rings or even when the assignment is due.
- The school’s commitment to laptops convinces teachers that computers are not a fad. Every teacher is responsible for use.
- Teachers reacquaint themselves with the joy and challenge of learning something new.
- Teachers experience new ways of thinking, learning and expressing one’s knowledge.
- Teachers become more collaborative with colleagues and students.
- Authentic opportunities to learn with/from students emerge.
- Sense of professionalism and self-esteem are elevated.
- Thoughtful discussions about the nature of learning and the purpose of school become routine and sometimes passionate.
- Teachers have ability to collaborate with teachers around the world.
- New scheduling, curriculum and assessment structures emerge.
“I believe that every American child ought to be living in the 21st century… This is why I like laptops – you can take them home. I m not very impressed with computers that schools have chained to desks. I m very impressed when kids have their own computers because they are liberated from a failed bureaucracy …
You can’t do any single thing and solve the problem. You have to change the incentives; you’ve got to restructure the interface between human beings. If you start redesigning a learning system rather than an educational bureaucracy, if you have incentives for kids to learn, and if you have 24-hour-a-day, 7-day a week free standing opportunities for learning, you’re going to make a bigger breakthrough than the current bureaucracy. The current bureaucracy is a dying institution.” – U.S. Speaker of the House of Representatives, Newt Gingrich (Wired Magazine, August 1995)
When Seymour Papert and Newt Gingrich are on the same side of an issue, it is hard to imagine an opposing view. The fact that computers are smaller, cheaper and more powerful has had a tremendous impact on society. Soon that impact will be realized by schools. Laptop schools are clearly on the right side of history and will benefit from the experience of being ahead of trend.
Much has been said recently about the virtues of anytime anywhere learning. Laptops certainly can deliver on that promise. Integrated productivity packages may be used to write, manipulate data and publish across the curriculum. However, the power of personal computing as a potential force for learning and as a catalyst for school reform transcends the traditional view of using computers to “do work.” I encourage school leaders considering an investment in laptops to dream big dreams and conceive of ways that universal computing can help realize new opportunities for intellectual development and creative expression.
Yes siree folks, on Saturday April 27th, I will be premiering my new one-man show, “Less Us, More Them,” as a newly ordained hipster at TEDxNYED in Brooklyn, NY. (I hear they grow trees there now)
Why am I a hypocrite? Need you ask?
I dislike TED. It’s the playground of overprivileged rich kids sharing a distasteful libertarian philosophy that would make Ayn Rand say, “Wow, you boys are immature.” TED celebrates and accentuates the short attention span of our culture. It confers expertise and celebrity on anyone who can rhyme, speak quickly or has a YouTube video.
Thanks to TED, we can now watch three self-important and self-proclaimed experts in the span of one Kardashians episode!
Disclaimer: Before I say anymore mean things about TED, I must state that the fine women and men who organize TEDxNYED are terrific human beings and educators who stage a world-class event with terrific speakers.
When TED began, it was a small gathering of smart and talented folks. Each attendee was also a presenter. For the swells who can afford to be invited to TED, they undoubtedly enjoy a rich social learning experience. For the rest of us peasants, we’re the reason TED can sell Rolex and BMW commercials. TED is a television show. We get to peep in on the action from our PCs like we’re hiding in the basement watching naughty videos.
In addition to my sense that too many people believe that TED is the only place to find smart people or ideas, the format of TED Talks disturbs me.
Our society needs more dialogue and a whole lot fewer monologues. The US Senate has become a TED Talk where nothing is accomplished. We cannot solve tough problems by giving speeches. We need collective action, not soaring rhetoric. I would love nothing more than to discuss teaching computer programming with fellow TEDxNYED speaker Douglas Rushkoff or matters of school reform with the other terrific speakers. Imagine what one might learn from a discussion between the sorts of people who perform TED talks!
Schools that make kids perform TED Talks do so because the format is consistent with a tradition of oral book reports or making PowerPoint presentations on a topic you don’t care about to a bored audience.
There are indeed some excellent TED Talks made by remarkable humans. In fact, I wrote a blog post recommending several TED Talks to share with kids.
For those of you who can’t attend TEDxNYED in-person, I’m sure that the event will be leaked/streamed/piddled/wee-weed or whatever those crazy kids are doing today on the Internets. Check the http://tedxnyed.com/2013/ for more info!
In the meantime, I humbly offer my last TED Talk.
Coming to a Classroom Near You!
©2001 Gary S. Stager/Curriculum Administrator Magazine
A version of this was published in the August 2001 issue of Curriculum Administrator Magazine
At our annual family dinner to celebrate the end of another grueling school year, each of our children reflected upon the lessons learned and the obstacles overcome during the previous ten months. Our seventh-grade daughter, who will be referred to by the top-secret code name of Miffy, shared with us a new pedagogical strategy and use of educational technology not yet conceived of during my school years.
What was this innovation? Was it project-based learning, multiage collaboration, constructionism, online publishing, modeling and simulation? Nope, it was Disney films.
Yup, that’s right. Disney films (and several others too). The following is a partial list of the films shown this year during class time by my daughter’s teachers.
The Nightmare Before Christmas
The Lion King
Mighty Joe Young
The Little Mermaid
Angels in the
The Big Green*
Planet of the Apes
Mighty Joe Young
The Lion King II
The Road to
Remember the Titans
Rocky & Bullwinkle
Star Wars: Return
Mr. Holland’s Opus
This remarkable waste of class time occurred in a school where requests for meaningful projects, hands-on experiments, field-trips, drama and other productive learning experiences are abandoned because of an oft-repeated “lack of time.” Sure the standardized tests and top-down curricular pressures wreak havoc with creating a productive context for learning, but we can’t blame this one on Princeton or the President. Somewhere along the line educators determined that the demanding curriculum was elastic enough for the illegal showing of countless commercial films.
My Daughter the Rodeo Clown
Miffy also told me that due to the SAT-9 exams, Career Day had been cancelled. I’m not sure which part of that statement is most tragic, so let’s state it in the form of a standardized test question.
Which is most pathetic?
a) Canceling Career Day because of SAT-9 (standardized) testing
b) Career Day
c) The school’s remedy for having cancelled career day
The ingenious remedy chosen was to spend much of the last week of school watching a series of instructional videos called, “Real Life 101.” While hardly as educational as Mulan, these shows turned out to be far more entertaining. The audience was repeatedly reminded, “you don’t need a college degree for this career, but it wouldn’t hurt! “
The hosts of the series, Maya, Megan, Zooby and Josh (there always seems to be a Josh) introduced exciting career options for the high-tech interconnected global economy of the 21st century. The career options included the following: Snake handler, projectionist, naval explosive expert, skydive instructor, rafting instructor, diamond cutter, roller coaster technician, exterminator, auctioneer, alligator wrestler and my personal favorite growth industry – rodeo clown!
You can’t make this stuff up! The worksheet that followed the Career Day substitute asked each child to rank these careers in order of preference and write a few sentences explaining their number one choice.
If I wanted my children to watch television, I’d let them stay home. At least at home they could watch something educational like “Behind the Music: The Mamas and the Papas”or learn about Beat poetry from the “Many Loves of Dobie Gillis. ” At least then they would have a chance to learn something more than the unfortunate lessons being modeled by their schools.
*My kid explained that all of these films share the same plot about a group of fat kids working hard together to win the big game – somewhere in there a lesson for us all.
Treat yourself or the other makers in your life to these incredible new (or old favorite) materials and sources of inspiration for future learning adventures.
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I often explain to graduate students that I don’t play devil’s advocate or any other clever games. Just because I may say something unsaid by others, does not mean that I don’t come to that perspective after careful thought and introspection.
Being an educator is a sacred obligation. Those of us who know better, need to do better and stand between the defenseless children we serve and the madness around us. If a destructive idea needs to be challenged or a right defended, I’ll speak up.
My career allows me to spend time in lots of classrooms around the world and to work with thousands of educators each year. This gives me perspective. I am able to identify patterns, good and bad, often before colleagues become aware of the phenomena. I have been blessed with a some communication skills and avenues for expression. I’ve published hundreds of articles and spoken at even more conferences.
People seem interested in what I have to say and for that I am extremely grateful.
The problem is that I am increasingly called upon to argue against a popular trend. That tends to make me unpopular. In the field of education, where teachers are “nice,” criticism is barely tolerated. Dissent is seen as defect and despite all of my positive contributions to the field, I run the risk of being dismissed as “that negative guy.”
Recently, I have written or been quoted on the following topics:
- Against Khan Academy in Wired magazine
- Against BYOD in Learning and Leading with Technology
- Against interactive whiteboards in Technology and Learning magazine
- Against tablet computers in education (in-press) for Scholastic Administrator magazine
- Against video games in education in Parade magazine
- Against Bill Gates’ influence on school policy in GOOD and The Huffington Post
- Against Daniel Pink’s dubious learning theories on my personal blog
- Against Education Nation in The Huffington Post
I’ve also written against homework, NCLB, RTTT, Michelle Rhee, Eli Broad, Joel Klein, standardized testing, Education Nation, Common Core Curriculum Standards, Accelerated Reader, merit pay, Arne Duncan, union-busting, Cory Booker, Teach for America, Australian Prime Minister Julia Gillard, mayoral control, the ISTE NETs, Hooked-on-Phonics, President Obama’s education policies, etc… You get the idea.
These are perilous times for educators. When once bad education policy was an amuse-bouche you could easily ignore, it has become a Carnegie Deli-sized shit sandwich. Educators are literally left to pick their own poison, when choice is permitted at all. If I take a stand against a fad or misguided education policy, my intent is to inform and inspire others to think differently or take action.
So why, pray tell am I boring my dear readers with my personal angst? An old friend and colleague just invited me to write a magazine article about the “Flipped Classroom.” Sure, I think the flipped classroom is a preposterous unsustainable trend, masquerading as education reform, in which kids are forced to work a second unpaid shift because adults refuse to edit a morbidly obese curriculum. But….
The question is, “Do I wish to gore yet another sacred cow?” Is speaking truth to power worth the collateral damage done to my career?
In the 1960s, the great Neil Postman urged educators to hone highly-tuned BS and crap detectors. Those detectors need to be set on overdrive today. I’m concerned that I’m the only one being burned.
What to do? What to do?
I don’t know what they have to say
It makes no difference anyway
Whatever it is, I’m against it!
No matter what it is
Or who commenced it
I’m against it!
Your proposition may be good
But let’s have one thing understood
Whatever it is, I’m against it!
And even when you’ve changed it
Or condensed it
I’m against it!Whatever It Is, I'm Against It by Harry Ruby & Bert Kalmar From the Marx Bros. film "Horse Feathers" (1932)
I’m a curious guy who wonders a lot about the forces and rhetoric influencing education. At the risk of kicking a hornet’s nest and incurring the wrath of being flamed, I wish to raise what I honestly believe to be an important issue. If you are unfamiliar with my work, outspoken opposition to the standards movement, commitment to equity or embrace of computers in education, I humbly ask you to consider the questions posed in this blog post in the spirit with which they are intended – to stimulate thoughtful professional dialogue or at least Google my body of work.
A handful of educators have been blogging now for more than a decade. Countless others have fallen in love with social media. They make conference presentations showing viral YouTube videos and lead Twitter workshops. There is more than an air of grandiosity that accompanies the use of the tools known collectively as Web 2.0. This self-importance is manifest in two ways.
- Frustration that every educator hasn’t joined the PLN/PLC/social network/Twitterverse/blogopshere, because “if they only knew what I know…”
- A few gazillion blog posts and tweets proclaiming the use of Web 2.0 as either already having transformed education or the prediction that it will transform education. A variation on this theme is the threat that social media will destroy, replace or delegitimize formal education.
Don’t shoot the messenger, but I have a very serious question to ask.
In this era of heightened educational “accountability,” why are there so few, if any, demands being made for evidence of Web 2.0’s efficacy in schools?
I have my own hypotheses, but I would prefer to read some of yours.