SUBJECT: Assignment #2, Summary Paper #2 Course: MCTE670-Learning Theory & Computer Applications Textbook: The Children's Machine: Rethinking School In the Age of the Computer Seymour Papert (1993) Professor: Dr. Steve Terrell Student: Leanne C. Boyd Usercode: boydl ( boydl@scis.acast.nova.edu ) Due date: November 2, 1997 Response to _The Children's Machine_ I. Meeting Seymour Papert, author of _The Children's Machine_ In _The Children's Machine: Rethinking School In the Age of the Computer_, the reader has left behind the historical figures of learning theory. This book, with an almost "dizzifying" LEAP, has left at least this one reader gasping with the tremendous possibilities that lie within our grasp, as those who are re- defining the boundaries of education and learning. For me, Seymour Papert has proposed extremely viable solutions for most of the problems that are facing the educational system today. His innovative approaches astounded me. This was mostly because he seems to be a "finisher" -- he has such a proven track record of not just designing a thought, idea or theory, but putting it into practice, and making it become a reality at least for the relatively few who have worked with him. The reading of this book has been completed for a week, as has an extended online search of Papert's works. This search led to similar searches for primarily two topics: the works of Alan Kay, and issues of gender, children, and technology. I have spent this week trying to formulate a way of writing this review without sounding like a gushing "fan" of Papert. I want to express my absolute enthusiasm for the tenets of this man, without my writing leaving the realm of somewhat of a scholarly review! I've decided there isn't a way of doing that. Please excuse any overlaps of uncontrolled rave review and academic commentary. II. Examining the Personally Important Highlights of this Book A. "Meeting" Seymour Papert There are hundreds of ideas, theories-in-practice, and case histories given to us by Papert. A *short* overview of ALL would, in my opinion, de-escalate the importance of this book for my life and career. For that reason, I am going to review the highlights of the book, with longer discussions of the personal impact of certain instances. As I mentioned before, perhaps the most important element for me was the leap from historical evidence to the immediacy of learning theorists who are alive, well, and participating in large ways in educational reform. They are also ones who have been tremendous core contributors to this "new media," this new technology, this new age of electronics that pervades every corner of the existence of individuals worldwide. These people, such as Seymour Papert, Alan Kay, and Nicholas Negroponte, have shaped the fundamental tools with which we work! In a never-ending-story sort of way, they have turned marvelous intellect toward searching for solutions for children. There is something in my "heart-for- children," volunteer spirit, which responded HUGELY to the stories of these men. B. Reading the Lines Exactly! -- Reading Between the Lines! In the preface, Papert points out that "the competitive strength of a nation in the modern world is directly proportional to its learning capacity; that is, a combination of the learning capacities of the individuals and the institutions of the society." (p. vii) In this world of standardized this-and-that as a goal for every student, the important word in this statement is perhaps, "competitive." Papert's acknowledgement that the strength of a nation is in proportion to a combination of individuals and institutions is the other important element. It is the one that is discussed in the remaining pages of the book. As individuals, we are not in this alone, but at the auspices, and perhaps occasional *whim* of so many around us. The invasive (mostly beneficial) introduction of the computer into all aspects of our lives is the major subject of Papert's works. Whether studied from the academic or professional stance of the use of the computer, Seymour Papert has given us endless brain-food to digest. Traditionally, for several decades, this is the main form of what has been taught and expounded upon: "Computers now play a major role in education in the form of computer-based learning systems. Because of their interactive nature, they increase the motivation level of the learner." (Kearsley, 1994-1997). This is all true, and has been the underlying motive of most computer aids that we call CAI (computer assisted instruction), which have predominantly been used by "School." Papert, however, reaches light-years ahead, into the possibilities for present and future uses! He believes that children comprehend concepts best when they are able to have hands-on, experiential connection, through writing computer programs. He created LOGO, a programming language useful for and usable by children. In his constructionist theories, technology and technical computer games play a strategic role in helping children learn. (Kearsley, 1994-1997). Contrast this with the comparison made on p. 3 of our book, where the education establishment, including most researchers (!) remains largely ensconced in the educational philosophy of the late 1800s and early 1900s! LIKE AN ALBATROSS, the clutch is tight. So far, no challenger to these sacrosanct methods has had much measure of success. I would however, like to add that INDIVIDUALS have had successes in one-on-one collisions with School, including Papert, himself. I have experienced this within the framework of my own past position as Media Specialist at the high school level. These changes, as with any evolution, are slow in the birthing. Papert discusses the innovative thought and implementations of John Dewey (p. 5) which drastically affected the educational system, only in somewhat subversive ways (my opinion -- and Dewey was a very clever man! Rather a "join 'em to beat 'em" kind of guy!). Papert, in his practices, appears to have followed a strong Dewey-ism, which was that a child treated with respect and encouragement will fare better in ANY educational system than the child threatened with punishment. So often "School" doles out that form of framework for learning. Many of us remember the educational system for its setting of FEAR. III. Intro to Yearners and Schoolers 101 Papert introduces us to the Yearners (looking for academic change, sometimes at any given cost) and the Schoolers (the ones totally and firmly entrenched in the ways of "School.") One of Papert's most timely beliefs that pervade the pages of this book is that the establishment is probably in for a big shock. There are indeed strong feelings of dissatisfaction within our society that are quickly making it "impossible to save education as we know it by continuing to tinker around at its edges. *Not the least of these dissatisfactions are the feelings of children.*" (my emphasis). (p. 6). I have been talking with educators for over a decade concerning this very thing, and how the computerized age fits in with it. I have met with, for the most part, non-belief to derision to downright hate! For this reason, much of Papert's book has been difficult to read. Taking it only several pages at a time has been the only way to read it. The serious implications sorrowfully brought me close to tears many times. Papert writes of the uninformed status of most people. This (self-imposed) lack of knowledge is why many are in for a shock. Lastly, the instigators of this shock may *very well* come from children. Given modern offerings of extreme sophistication and learning possibilities in media -- computer games, movies, television -- why should it be expected that children will settle for less in their learning environment? If the stolid, steadfast schoolroom does not provide the stimulus for learning, most children will find the impetus to learn from other sources! Papert's example of game players learning ancient myths and outer space not wanting to sit quietly through another day of School... is sadly the truth. (p. 8). _The Children's Machine_ does not touch on this subject, but I believe it to be connected: Many children do not succeed in modern educational settings because they are BORED. Many children unjustly labeled as Attention-Deficit-Disordered (ADD) or any of the current, trendy medical adjectives are not medically sick... they are bored to tears. My 14-year old son is one of these children. After 14 years with him, I challenge anyone to disprove my statements. This is a child who has been tested at the genius level. Current School just does not meet his needs. Papert points out the monetary costs, the tremendous need for commitment by the school systems, and growing knowledge of electronic-age tools in order to implement a new environment for learning. As statistics show great leaps in the numbers of children affected by supposedly medical maladies such as ADD, I wonder when the "establishment" is going to wake up? A tremendous cost (by School, and later by the State) has ensured an environment for my son, in a special school in a state away from our state of Colorado. It has been my question for many years: "Why isn't this funding put into place at the Denver, Colorado level, in new methods for dealing with the learning needs of kids such as these?" The costs would be much less, and the services provided would be for more than just for this one child. Our current School just does not work that way. They are comfortable with the delineation between "special needs child" and "all the others." Each category lumps great numbers of children into wrongly defined groups, but it seems that it makes it easier for School, when it comes to applying for, and receiving, funding. I have fit the mold of the Yearner for years. I have attempted, like Papert, like many involved parents, to change the system. I have run into impenetrable brick walls. I wish I had been introduced to Papert's writings many years ago! IV. Mind-Changing Observations I was introduced to many new lines of thought in this book. For years I have believed that READING was the ultimate tool for education. It opens doors to the imagination, it introduces new knowledge, it is inescapably a "wonder tool." I still believe that. However, Papert challenges us to think on reading-related things. The story of Nicholas Negroponte's "Knowledge Machine" leads us to think deeply on the primacy of the written language as an assessment of learning, in traditional School. (p. 9) What about "reading the world" and pondering "literacy" from many different angles? (p. 10) With much delight, I received the knowledge that there is a difference between "literacy" and "letteracy." (p. 11). It is apparent that changes will be implemented slowly, so it is my opinion, as it is Papert's, that letteracy and the ability to read should not be abandoned. To include literacy, in ALL of its manifestations, is perhaps the foundation for creating the MEGACHANGES that Papert speaks of. Working in this world of wonderful changes, we need the additional open doors to becoming literate in many methods! Papert's division for humanity for the first level of SPEECH from the second level of WRITING, and leading logically to the third level of COMPUTER- BASED MEDIA, is an extremely significant synopsis of the situation! (p. 11). There are many concepts to which we have been introduced. I am including a few that had a strong impact on me: Concerning subject matter and learning: 1. In exploring new ways of thinking that are not *School's* way of thinking, we find the direction *within ourselves*; this "human experience" will give us a vaster store of knowledge than all of that developed by academics in laboratories. (p. 21). 2. We need to discover MICROWORLDS, and the premise that mathematics are not there to be *learned* but to be *used.* (p. 17). 3. We shouldn't confine science to precisely stated FACTS, but let underlying scientific principles become expressible by the "fantastic" (fantasy), as found in drawing or speech. (p. 20) In this way, fewer children will be left "cold" by Science. 4. In the early days of cybernetics theory (with Norbert Weiner and the other "greats" of this arena), it was astounding to think that children could "engage in elementary artificial intelligence." (p. 182). When allowed to introduce the element of fantasy, children eagerly stepped into a personal, even emotional relationship with Science. (p. 183). 5. One's best work is perhaps done outside the classroom. (p. 22). 6. We should remember to look seriously at the lessons found in fiction. (p. 132). Papert's excellent example of the movie, _Dirty Dancing_ especially hit home. I have allowed my children to watch this movie, to the consternation of many other "important adults" in their lives. Not only does the movie provide an excellent opportunity to share knowledge of the popular culture with children, it also espouses several fine and heroic lessons -- concerning hope, identity, and sense of self. Papert calls the heroine's success in learning dancing, "good learning," where the child "un-learns" her negative sense of self, which is what School has taught her to believe. Furthermore, she begins the "good learning" process, whereby she comes back into contact with her body, her senses, and her ability to deal with -- and learn about -- life. Concerning children: 1. A severe lack in the study of learning is that we have succeeded in distancing ourselves from our subject (School's scientific psychology) -- in fact, we've distanced ourselves TOO MUCH. (p. 22). Moreover, the best learning happens when the learner, himself, takes charge. (p. 25). This gives new light to the child who has gained the label of troublemaker, when actually he may simply be trying to save himself from School's directive that he do what he is told and immerse himself in work that has no intrinsic value. (p. 24) 2. In using play as a part of learning, the learning process is faster. We treat children's learning too seriously and too formally. We need to keep in mind Piaget's quote that play is child's work. (p. 33). 3. As the seat of utter control, School makes relationships between students of similar intellectual interests very difficult, as ready interchange so often is not allowed. This is the squandering of a very valuable resource! (p. 44). 4. Papert gives several examples of children who, sometimes for the first time ever, are beginning to really learn-- because of being allowed to do so in an experiential way. They learn to "feel their way" toward a goal. This goal is allowed to evolve, with much experimentation along the way. Papert used the coined term, "bricolage," which is French for "tinkering." (p. 131). Concerning teachers: 1. Progressive teachers know how to use the computer as an instrument of change. School, however, sees the computer as an intruder, and tries to "digest and assimilate" it. Their answer has been the "tool" known as CAI, which is an electronic regurgitation of blackboard techniques, or, "drill and kill." (Pp. 40-41). 2. School and a search for a science of education has ended in ways of thinking about teaching that leave out the teacher as a person. (p. 23). The computer has shown itself to be the great "leveler," with students and teachers learning in collaborative efforts, with individual teachers deciding NOT to control the computer activities of children and therefore usurping School's control of the teacher! (p. 61). 3. Papert divides the "theory of knowledge" from the "method of teaching" and proposes the idea of knowledge- in-use. (p. 63) He states that not every progressive teacher would accept this as the essence of progressive thinking, but I see this as one very strong dividing line for asserting one's individuality as a person! Working one-on-one with learners reveals the teacher as human, rather than the perpetrator of control in School's idea of an effective educational setting. 4. When teachers can get around their inhibition about learning and launch into becoming learners themselves (p. 72)...if they dare to start seeing themselves as "developing" rather than having already "arrived," (p. 75)...if they oppose and walk away from School's injunction that they think only in abstract and formal manners (p. 74) -- THEN these same teachers are on their way to progressively reaching for megachange. Used rightly, the computer can become a tool for identity formation. (p. 77). 5. In this same light, the progressive teacher sees that the computer UNDERMINES School. It is one mighty tool for megachange, which of course, is not appropriate for the perpetuation of School. Schooling, not a natural act, depends on daily lesson plans, standardized tests-- paraphernalia! -- which renders the teacher as merely a technician. (p. 55). 6. One of the worst instruments AGAINST change comes from within: some teachers see the liberating effects of new ways of thinking, and especially the part that computers play in this, as a threat. They are afraid of the day that the student will know more about the computer than they do. Essentially, it comes down to not knowing how to handle the giving up of total control. (Pp. 65-66). School has them so well trained in its methods that they cannot function in a class as co-learners. (p. 67). 7. We are faced with difficult decisions. Do we want to continue choosing to use force to bureaucratically run our school systems? Do we want to reduce the learning environment to a level that every single person can believe? These would make education a totalitarian environment, or a trivialized one. Can we instead allow a way for people who share the same ideas to come together? Papert discusses a real, viable alternative. It is called the "little school" idea. (p. 219). This would provide those of "like minds" -- students, teachers, parents -- to set up what amounts to an extremely appropriate "laboratory" for the EVOLUTION of learning methods. Incredibly, my own 10-year old daughter and I have been fortunate to find a place in a forerunner in this group! All across the nation, Charter Schools are beginning to form. We are members of such a group. The improvement in my daughter's attitude toward "school" and toward her own development is indicative of the swift, mostly positive changes. 8. We cannot expect that the cumbersome large schools could offer something like this. Megachange is hard and tumultuous. (p. 233). It's obvious that progressive thinkers will not be able to affect these changes within the current confines of "School." Concerning computers: 1. "...people who forge new technological ideas do not make them for children. They often make them for war." (p. 179). This statement had a chilling impact on me. For over a decade, the computer has been a constant friend and cooperative tool. I truly feel that my ideas concerning megachange have been innovative and eager. Somewhere along the way, I had ceased to remember the roots of the computer, which was devised for technical warfare. 2. Many times, even progressive thinkers (Papert himself!) stay caught up in *getting* children to accept something...like math, programming, computers. We need to stop and remember that children respond to the computer, for example, because of the power it GIVES to them rather than for the performance it got out of them! We cannot entice children into the power of cybernetics ...we must instead place cybernetics into the world they already know. (p. 197). 3. Computers can act as a "bridge" for parents to understand work that children are involved in. Whereas they might not understand certain nomenclature, such as "set theory." This typically creates a barrier between child and parent -- they DO understand the "friendly environment" of computers in learning. (p. 222). Thus, the computer is a door opener to communication. It is interesting to note that this very subject became the basic theme of Papert's newest book, _The Connected Family: Bridging the Digital Generation Gap_ (Longstreet Press). Have children "developed a technological fluency that amazes their parents? What are the psychological and spiritual consequences of the digital generation gap? With ready access to computers and the Internet, will children become more independent of their parents in their exploration of the world?" (Exploratorium, 1996). Papert suggests that parents use the computer to build new ties with children by engaging in projects -- so, it is apparent that he still sees the computer as a door opener to communication within the family! V. Gender and Our Changing Society Papert addressed the issues of computers, technology and gender. This is a vital issue in my life, and has been since the turbulent early years of the women's movement. One of the most important things to ponder, given in this book, is on page 198. Papert discusses gender, its status as a social construct, and the mighty changes we are facing. He states that changes in our children's lives because of new technology, is going to surely bring about changes in the social constructs, and therefore the gender issues. It is important to note that Papert, legendary in both the history of the computer and also the future of all things computerized, is very pro-woman for the computer culture of the future. Recent information shows there is escalating concern for where girls fit into this age of computers in education and the work place. There are a growing number of websites created with girls in mind, approaching them with an agenda geared toward spurring interest in science, computers, and digital arts. Purple Moon, at http://www.purple-moon.com/cb/laslink/pm?stat+pm_place is an important place to check out! It should be noted that there are visible signs that the creators are motivated by ideas very similar to those of Seymour Papert. An immediate similarity is shown in the sparking of interest through hands-on, experiential relationships with Science. Several similar sites are: * Now Approaching Planet Girl, at http://www.planetgirl.com/ * Welcome to Club Girl Tech! at http://www.girltech.com/ * !Girl Power! For Girls Homepage, at http://www.health.org/gpower/girlarea/index.htm Having jumped into women's issues (and art!) by 1969, I feel I formed a portion of the "vanguard" of early efforts to raise consciousness concerning women and equality. I guess this may have been my earliest attempt, after reading _The Children's Machine_, to try and think progressively about education and women. In a very selfish regard, this had to do with applying for and winning scholarships to national art schools, where the current trend was toward male children as recipients. Luckily, the Boulder, Colorado educational scene was ripe for this kind of thought, and in fact, because of association to C.U. Boulder, I found much support from the world of academics as well as from women's groups. Reading Papert's book confirmed the pathway of much of my life! I experienced some sorrow in not having discovered his works earlier, as his theories could have enhanced much of my work for the past few decades. These headlines of October 24, 1997, show what some factions are attempting to do, and why: "According to a September 1997 report released by the Commerce Department, US women account for only 1.1 percent of bachelors, masters, and doctorates in computer science. In 1994, their share in the field fell to the lowest level since 1979. [Kathleen] Bennett, a former teacher, believes that a girl-friendly environment will give adolescent girls the dose of confidence they need to spark their interest in math and science at a critical age. In the fall of 1998, she plans to open the Girls' Middle School in Palo Alto, a sixth-through-eighth- grade school that will focus on math, science, and technology..." (Lehmann-Haupt, 1997). VI. The Virtual School It is a mighty image. The largest library ever seen -- rows and rows and rows of books? Something to put to shame, the incredibly real, but digitally-created, master library owned by Beast, in Disney's _Beauty and the Beast_? Thousands of children, learning together. Rows and rows and rows of children? Some form of zany, educational Woodstock? No. It is the virtual classroom. It is as small a school as we need it to be. And it is as large as the universe. No rows and rows at all, but minds meeting in an electronic "megaverse" (NOT universe: it's bigger than that!) This IS where we are headed. Since the time I learned to spell "antidisestablishmentarianism," (THAT was too much for Word 8.0 spell-checker!) and since the time the students of Boulder High demanded the privilege of attending the World Conferences at the University of Colorado, I have suspected that great changes were on the way. The reality is this: "Almost 10 million children, or about 14 percent of all kids under 18, use the Internet or online services, according to a new study..." (Buckler, 1997). With the widespread use of the Internet being less than five years old, this statistic is astounding. Only a few digital prophets, such as Seymour Papert, saw it coming... MEGACHANGE HAS ARRIVED. --- REFERENCES Buckler, Grant. (October 27, 1997). Almost 10 million children online in US - Study. In: _Computer Currents Interactive_ (CCI). CCI Newswire: Newsbytes News Network. [Online]. Available: http://www.currents.net/newstoday/97/10/27/news4.html Exploratorium Museum. (1996). Learn how to bridge the digital generation gap: [Seymour Papert] America's foremost expert on kids and computers speaks out on the impact of the digital age on the family. San Francisco, CA.: Exploranet. [Online]. Available: http://www.exploratorium.edu/papert/index.html Kearsley, Greg. (1994, 1997). Computers. In: _Theory into practice (learning theory) database_, George Washington University. Last modified: Tuesday, May 20, 1997. [Online]. Available: http://www.gwu.edu/~tip/computer.html Lehmann-Haupt, Rachel. (October 24, 1997). Girls' school seeks to overcome tech gender gap. In: Wired News. [Online]. Available: http://www.wired.com/news/news/culture/story/7987.html Papert, Seymour. (1993). _The children's machine: Rethinking school in the age of the computer_. New York, NY: Basic Books. Purple Moon. (1997). Purple Moon Place. [Online]. Available: http://www.purple-moon.com/cb/laslink/pm?stat+pm_place