1:1 computing Archives - Page 2 of 16

Laptops Keep Falling On My Head

September 19, 2021September 19, 2021

Maine’s great laptop experiment should not be picked at, but applauded Published in the July 2002 issue of District Administration In September, every seventh grader in …

The Life, Legacy, and Powerful Ideas of Seymour Papert (video)

September 17, 2021September 17, 2021

I was invited to speak with the Columbia University FabLearn Fellows about the life, work, and legacy of my friend, colleague, and mentor, Dr. Seymour Papert.

Preserving History

August 20, 2021August 20, 2021

In July 1990, I made my first trip to Australia to speak at the World Conference on Computers in Education, held at what was then …

A Critical Discussion

July 12, 2021July 12, 20212

Note: This is a complex and important turn of events worthy of your time and attention. The recently discovered speech by Seymour Papert at the …

Not Lost Forever

June 30, 2021December 17, 2021

Sharing seminal scholarship from the very early days of 1:1 computing in schools.

15 Arguments for Teaching Mathematics Through Computer Programming

June 5, 2021June 24, 2021

Modern mathematics teaching and learning requires computation. Computer programming and mathematical knowledge construction should be inseparable. This downloadable handout attempts to make that case.

Programming Neopixels with MakeCode and the BBC micro:bit

June 3, 2021June 3, 2021

NeoPixels are tiny, programmable, color-changing, LEDs manufactured by AdaFruit. NeoPixels make cool additions to micro:bit projects since they require little power, can be addressed individually or in groups, and can change color. Although MakeCode makes programming the micro:bit easy, there was too little documentation about how to control the NeoPixels until now.

Bringing My Brand of Computing to Alabama Schools

April 8, 2021April 30, 2021

Over the past few months, I have been engaged in several projects intended to help educators in Alabama identify the potential of Computer Science, not just as a course of study, but as a vehicle for improving pedagogical practice and amplifying the potential of children.