On Friday, April 15, 2005, at 02:13 PM, Kirby Urner wrote:
I don't know exactly what "it" is in the above sentence. I think there'll
be many abuses of computer technology, have been already, many
counter-productive experiments. It's called trial and error and we're going
to see lots of errors.
Kids tend to observe their peers and learn from them. So what comes to be
the most popular way of using computers won't be imposed top-down by
schooling.
This is where *I* see the interesting question:
Where is the balance we must strike between
experiment, see new things, and play!
and
practice to assimilate new patterns, forms, and structures
and
identifying and meeting goals for learning
?The technology we work with is a powerful motivational tool, no question. I know it can be connected to high-level discipline of thinking, too (though I'm not convinced that play and experimentation alone will lead to that jump). I really don't know. This is sort of a half-baked question, yes, but I've been interested in this discussion of how computers (and computer science, i.e., reasoning about computation) figure into the grand scheme of education, science, and the humanities.
jmj
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