Chapter+01+-+Yearners+&+Learners

This chapter predicts/hopes that technology would improve teaching by... • ﻿I think Papert is hoping that technology will lead to more change in education. He begins this chapter with a story similar to the "Winkle" video we watched, getting the point across that schools haven't changed much in a century. On page 15 Papert mentions that Dewey, Friere, and Vygotsky's ideas haven't transformed eduction to the degree that Papert would like to see. He is interested in seeing a new theory of learning developed that takes into account how children learn with computers.

Even though this book was written 20+ years ago, its application in this chapter relates to today by... ﻿• While there is much in this book that I question, I do agree that our current model of education is more 19th century than 21st. I also chafe at the idea that our current educational system is mainly designed to train young minds to be employable cogs in the economy. The idea that education is more about training people to show up on time and follow directions at a place of employment than it is to develop creative thinkers and problem solvers. • I didn't full see the connection between the computer graphics/artificial creature project and his idea of "megachange". There certainly is a mountain of evidence that our current educational model isn't serving us very well. I am not sure how Papert thinks technology may help us leap forward into a new era of learning.

This chapter ties into the TPCK model by... • I don't think Papert would embrace the TPCK model. I think he is interested in "thinking outside the box" (apologies for the cliche) and that looking at how best to combine technology, pedagogy, and content would not interest him. I say that because it seems that Papert feels the current system is so poorly set up that he would want to work on developing "a very different kind of theory of learning" (p. 21). • Papert's approach to examining technology and schools is similar to the TPCK model in that they are both theoretical views on how to approach education. I just think Papert seems quite displeased with the current model.

Practical uses for the info presented in this chapter for my classroom include... • Well, this is an introductory chapter, so I didn't see direct applications to the classroom in this chapter. Not to anger Papert, but I think I would continue to keep Dewey, Friere, and Vygotsky in the spotlight as I sit down to plan how I can improve life in my sixth-grade class. I am drawn to the ideas of trying to make what we choose to study authentic (i.e., the student feels it is important).

byron

This chapter predicts/hopes that technology would improve teaching by... Papert talks about delving into a pile of books in his library which were strewn everywhere. He was trying to located information on how giraffes sleep prompted by an inquiry from a preschooler. He writes, "Until recently it would have sounded silly to ask why this extended immediacy could not be available to Jennifer. Children her age cannot read, or even if they can they would not be able to conduct that kind of search." It reminded me of how I used to write papers for college (I started college in the 1980's) -- I would spend countless hours in the library searching for resources to scour. Papert then talks about ebooks, interactive videos and CDI's trickling into the mainstream.

This prediction/hope has been met by... The internet has met and far exceeded this prediction and hope.

This prediction/hope has fallen short because... I do not feel that this particular predication and hope has fallen short. However, Papert does have more grandiose plans for education, which Byron has addressed above, that have fallen short.

Even though this book was written 20+ years ago, its application in this chapter relates to today by... I was intrigued by the information he offered about video games and their complicated strategies. The view teachers and parents have about them -- that they're toys -- is one that I sometimes hold as well. However, when I have attempted to play my own children's hand-held video games, I am perplexed at how they work and amazed at my children's ability to figure out how to progress to higher, more complicated, levels -- especially without reading the directions (offered on each screen). They continually click through the instructions and just "do it". I am also frustrated when my children can't figure out a simple homework problem (generally a worksheet) that's asking an open-ended question. But I do have to question worksheet validity and relevance to 21st century learning. Sometimes the questions I see on worksheets seek to find answers that a person would not naturally look for, or be interested in for that matter.

I continually hear about teaching courses in virrtual worlds and also about teaching computer gaming. These are not technologies I have introduced to my students, nor that I have access to (mainly due to finances), but I am fascinated that they have made their way into classrooms and would love to see them in action.

This chapter ties into the TPCK model by... Papert does not seek to offer a model that addresses all areas of the TPCK model -- he is simply talking about a shift in our thinking about teaching in general.

Practical uses for the info presented in this chapter for my classroom include... The only thing that really relates to my classroom today would by the use of the internet, which I am already using on a daily basis. There is nothing I would change in my teaching from what I read. However, I will reconsider his idea that video games are not merely toys.

Carol Tracy

**This chapter predicts/hopes that technology would improve teaching by... ** **In the chapter Papert talks about children discovery and without knowing words and letters to read children are able to use their thinking and knowledge to discover and ask questions and be creative about their learning. I found the story about the giraffe especially interesting. I like that Papert thought into the creative problem solving these children did to figure out why an idea would work, or why it would not work. It talked about using computer games and the thinking and problem solving children go through in order to complete and master the computer games. Papert talked about libraries and how children can’t use libraries without reading and discovery of their creative thoughts should be able to be exposed. **

**This prediction/hope has been met by... ** **Yes, the internet and computer use have been a big part in learning and discovery. **

**This prediction/hope has fallen short because... ** **Although students can you the internet to learn and discover there is still a lot of computer programs with reading. If the students are finding and discovery websites but still can’t read them website. Their discovery will come to a screeching hault after a little while as they will most likely become frustrated. **

**Even though this book was written 20+ years ago, its application in this chapter relates to today by... ** **Unfortunately when I was reading the first chapter, I felt that a lot of it was still the same issues we are trying to pioneer today. When this book was written and what Papert is describing is still the struggles I am facing in my classroom today. He talked about educational “outlets” such as homeschooling and other institutions other than the public school. That’s becoming more relevant each year as charter schools and magnet schools and online schools are becoming more and more popular. **

**This chapter ties into the TPCK model by... ** **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Due to Papert disliking curriculum and confining students to a certain way to learn and think, I don’t think he would like the combination of pedagogy, technology, and content. If there was a model that included technology into the classroom and into the way things are presented and taught, I think he would enjoy that. He wouldn’t care for the traditional educational part of the model. **

**<span style="color: #f79646; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Practical uses for the info presented in this chapter for my classroom include... ** ** I really liked this chapter and thought it had a lot of great ideas. I like the idea of more discovery for the students and figuring out ways that they can best learn using the internet and games. The problem I will have implementing more technology in my classroom is the realization that I have 3 computers in my room and 25 students that would benefit from this idea of discovery and creative learning. ** ** MElissa Kaiser **

Does technology improve teaching? This question makes me uneasy. This book doesn’t even come into my mind when I think of this. I think technology like any tool is wielded differently with different results. I wish I could get away with playing games in art class because I see the potential for learning in video games … but then I would not be taken seriously I fear. Even though this book was written twenty plus years ago it addresses something which applies to today by… There was the parable of how does a giraffe sleep. It champions inquiry based learning and collaborative efforts which are the way I see my districts attempting to move the learning. Through using UbD’s. Inquiry based learning is a teaching and learning method I experienced recently and inside the art classroom it is a way to access deep pools of knowledge. As I type this I am struggling with how to marry the districts prescribed inquiry questions and ones my students develop or that I see more fit. This chapter relates to TPCK by….. I would say that Papert has issue with one letter of the acronym TPCK. Technology seems bode well with him. And Knowledge is necessary he wants people to learn and to know. And content is just a way to categorize the types of knowledge. It’s the P he has issue with the pedagogy. It’s the process of teaching he has an issue with. It’s the way school is done. “…If we are to have new forms of learning, we need a very different kind of theory of learning.” Is there a practical use for this in my classroom? In this chapter on my page 19 he encourages a questioning by yearners on what school teaches and not only focus on the how. I like this idea so much I already ask what am I teaching the students and I move on to sometimes a more difficult question as to why am I teaching this to them or why should they know.

T.D.