Hi Jim, Alan,
"... if it's not in 'The National Curriculum', it won't get taught"
I'm a little confused. This assertion seems to counter the fundamental concepts & motivations behind Squeak somewhat. Consequently the complaint about the assertion seems confused.
I, too, believe that the PC/software/media-content-code-development-tools that this generation inherits are not a "subject to be taught" but a "communication medium".
To say that "Squeak won't get taught" is like saying "books & magazines won't get taught", or "overhead projectors & transparencies won't get taught", or "surfing the web won't get taught". The same could be said of any teaching medium. The medium is not really ever _in_ the curriculum. More efficient use of the medium might be in it, such as video editing, library use, referencing magazines in bibliographies, etc. but not the medium themselves. Their use is already assumed.
The "Hard fun" is not the learning of Squeak. The "Hard fun" is the learning of concepts via Squeak, manipulating/testing the concepts, and manipulating the physical/tangible projects connected to those concepts. Using Squeak should be dead simple, like "learning the Bunsen burner" vs. "learning the chemical reactions". When talking about Squeak and teaching difficult concepts, these two seem to get confused with each other. Making Squeak dead simple also makes it more viral. We need kids to share it with kids, teachers exchanging images with teachers, and children giving images as gifts to parents, thereby increasing everyone's need for it under its own momentum. Hence, copying and _transportability_ is essential... and not to be confused with portability. (Managing and merging classes and images is the issue here as well as the underlying OS' file system structure and privacy/security.)
What Squeak provides to the student is what professional software provides to businesses, a tool that "simulates" and "represents". Squeak can simulate anything, just about. With accounting systems, CAD, spreadsheets, and any professional software package you can think of that has increased business productivity, it gets its leverage from the fact that it is as simulation of the things that make money, products, etc. Software gives everyone a handle attached to what they're manipulating (the content of the pot). I believe this is why Croquet is 3D, to take advantage of more robust simulations (and why Microsoft will make 3D the fundamental graphics architecture for its upcoming Longhorn OS http://www.extremetech.com/article2/0,3973,1072754,00.asp which, in turn, is trying to play catch-up with Apple per this report).
Here is Microsoft's foray into changing education (from a paper last year):
Technology, Learning and Scholarship in the Early 21st Century By Randy J. Hinrichs www.conferencexp.net/community/documents/LearningXP.doc
More MS docs at: http://www.conferencexp.net/community/Default.aspx?tabindex=2&tabid=27 And George Lucas' efforts http://glef.org
"Modeling" and "simulation" is what we should be selling to teachers, parents, and administrations. ("Simulation" and "Role playing" games in the student's vernacular.) These can still be done with lists & charts and w/o graphics & 3D (e.g. Java/Html-Table Unit Tests).
Is excessive testing the problem? Squeak can "embrace and extend" to overcome that. Can't Squeak simulate a test? Can students represent test taking skills in Squeak and simulate, model, and statistically analyze them? Can students create their own tests in Squeak and dynamically link them to their physics models or literary works? Can students test each other in Squeak with their "simulated" tests? Can students submit what the perceive are better tests to the education & governmental administrators? Can the governmental administrators pass the student generated tests? :o
Can Squeak help parents better understand what their children are learning, where the children are weak or where the children accelerate, suggest how to help their children learn out of school hours, and suggest how parents themselves can get more help if they are not up to the task (not to mention keep track of all the forms, announcements, and due dates for this-that-and-the-other which students bring home)? Now administrators & parents have a reason to _need_ Squeak. If this is done, Squeak now simulates the school system and illustrating the rules behind its weaknesses and strengths. "Simulation" and "representation" are essential tools to achieve "results based" choices anyway.
Can Squeak help Grant Proposal reviewers accelerate the time that they take to review a stack of grant proposals? Can it help provide more accurate grant reviews and teach how to review grants as well (via collaboration, tutorials, and a knowledge-base for example)? If so, mention that fact _in_ the proposal when the Viewpoints Foundation or Squeak teachers apply for grants! That'll open some eyes.
Squeak should also model the social difficulties our students face today. Let them explore the full consequences before making life altering or future limiting decisions. We seem to live in a generation of adults who never "grew up" and are often ill equipped to teach "what dire consequences really are" to their children _before_ the children make irreversible choices. Perhaps Squeak's "one-step Cmd-Z key" reflects reality too closely there. Still, we should let parents decide how these models are presented to their children.
Last year I mentored & helped my local High School Robotics Team design and build a robot for an academic competition that the students treated with the excitement that they only exhibit at a football match. This was an after school project and an after work projects for the mentoring engineers. Here's my summary.
Can a Robot Carry a High School Student into a Brilliant Future? http://www.stormpages.com/futureintent/Robotics.htm
Here's the organization that started this competition 10 years ago and now hosts this global competition. http://www.usfirst.org/index2.html
Is there not enough time to do all this? We'll, that's the subject of another e-mail. US First does this with their Robotics competition somehow. It's not a "finished product". It's a collection of methods, rules, rewards, goals, scholarships, events, and galvanized parents, teachers, sponsors, and students.
Cheers, Darius
*********************************************************************************** This transmission contains information which may be legally privileged, proprietary in nature, or otherwise protected by law from disclosure, and is intended only for the use of the addressee(s) named above. If you are not the addressee, or the person responsible for delivering this to the addressee(s), you are hereby notified that reading, copying, or distributing this transmission is prohibited. If you have received this transmission in error, please telephone us immediately at 818-407-1400 and mail the transmission back to us at the above address.
This footnote also confirms that this email message has been swept by MIMEsweeper for the presence of computer viruses. ***********************************************************************************
Hi Darius --
I'm pretty sure that Jim was treating Squeak as a medium for certain kinds of content just as you suggest, and I certainly was. In any case, as long as we are being really careful about terminology here, even "Squeak" is not quite accurate, since we are only using the very restricted etoy environment (that is one of many facilities within the Squeak system) with children to help them learn powerful ideas by authoring models of them.
I think Jim was expressing the difficulty of introducing ideas and processes (whether good or bad) that are different than the officially sanctioned ones. To me, a very important characterization of the problem in the US is that if the children were getting 100% on their tests in "math" and "science", they still would have learned almost nothing concerning "real math" and "real science". Helping the current processes won't help real education in these areas. The real difficulty is getting the real processes and ideas understood and underway. It is not at all necessary to use computers for this, but computers can be very useful "real math stuff", and perhaps they can be subversive enough to get the real ideas under the radar screens of the misled establishment.
If you are interested in the actual effects of media on thinking (they aren't neutral), McLuhan and Postman are two good places to start.
Cheers,
Alan
At 5:03 PM -0700 7/8/03, Darius Clarke wrote:
Hi Jim, Alan,
"... if it's not in 'The National Curriculum', it won't get taught"
I'm a little confused. This assertion seems to counter the fundamental concepts & motivations behind Squeak somewhat. Consequently the complaint about the assertion seems confused.
I, too, believe that the PC/software/media-content-code-development-tools that this generation inherits are not a "subject to be taught" but a "communication medium".
To say that "Squeak won't get taught" is like saying "books & magazines won't get taught", or "overhead projectors & transparencies won't get taught", or "surfing the web won't get taught". The same could be said of any teaching medium. The medium is not really ever _in_ the curriculum. More efficient use of the medium might be in it, such as video editing, library use, referencing magazines in bibliographies, etc. but not the medium themselves. Their use is already assumed.
The "Hard fun" is not the learning of Squeak. The "Hard fun" is the learning of concepts via Squeak, manipulating/testing the concepts, and manipulating the physical/tangible projects connected to those concepts. Using Squeak should be dead simple, like "learning the Bunsen burner" vs. "learning the chemical reactions". When talking about Squeak and teaching difficult concepts, these two seem to get confused with each other. Making Squeak dead simple also makes it more viral. We need kids to share it with kids, teachers exchanging images with teachers, and children giving images as gifts to parents, thereby increasing everyone's need for it under its own momentum. Hence, copying and _transportability_ is essential... and not to be confused with portability. (Managing and merging classes and images is the issue here as well as the underlying OS' file system structure and privacy/security.)
What Squeak provides to the student is what professional software provides to businesses, a tool that "simulates" and "represents". Squeak can simulate anything, just about. With accounting systems, CAD, spreadsheets, and any professional software package you can think of that has increased business productivity, it gets its leverage from the fact that it is as simulation of the things that make money, products, etc. Software gives everyone a handle attached to what they're manipulating (the content of the pot). I believe this is why Croquet is 3D, to take advantage of more robust simulations (and why Microsoft will make 3D the fundamental graphics architecture for its upcoming Longhorn OS http://www.extremetech.com/article2/0,3973,1072754,00.asp which, in turn, is trying to play catch-up with Apple per this report).
Here is Microsoft's foray into changing education (from a paper last year):
Technology, Learning and Scholarship in the Early 21st Century By Randy J. Hinrichs www.conferencexp.net/community/documents/LearningXP.doc
More MS docs at: http://www.conferencexp.net/community/Default.aspx?tabindex=2&tabid=27 And George Lucas' efforts http://glef.org
"Modeling" and "simulation" is what we should be selling to teachers, parents, and administrations. ("Simulation" and "Role playing" games in the student's vernacular.) These can still be done with lists & charts and w/o graphics & 3D (e.g. Java/Html-Table Unit Tests).
Is excessive testing the problem? Squeak can "embrace and extend" to overcome that. Can't Squeak simulate a test? Can students represent test taking skills in Squeak and simulate, model, and statistically analyze them? Can students create their own tests in Squeak and dynamically link them to their physics models or literary works? Can students test each other in Squeak with their "simulated" tests? Can students submit what the perceive are better tests to the education & governmental administrators? Can the governmental administrators pass the student generated tests? :o
Can Squeak help parents better understand what their children are learning, where the children are weak or where the children accelerate, suggest how to help their children learn out of school hours, and suggest how parents themselves can get more help if they are not up to the task (not to mention keep track of all the forms, announcements, and due dates for this-that-and-the-other which students bring home)? Now administrators & parents have a reason to _need_ Squeak. If this is done, Squeak now simulates the school system and illustrating the rules behind its weaknesses and strengths. "Simulation" and "representation" are essential tools to achieve "results based" choices anyway.
Can Squeak help Grant Proposal reviewers accelerate the time that they take to review a stack of grant proposals? Can it help provide more accurate grant reviews and teach how to review grants as well (via collaboration, tutorials, and a knowledge-base for example)? If so, mention that fact _in_ the proposal when the Viewpoints Foundation or Squeak teachers apply for grants! That'll open some eyes.
Squeak should also model the social difficulties our students face today. Let them explore the full consequences before making life altering or future limiting decisions. We seem to live in a generation of adults who never "grew up" and are often ill equipped to teach "what dire consequences really are" to their children _before_ the children make irreversible choices. Perhaps Squeak's "one-step Cmd-Z key" reflects reality too closely there. Still, we should let parents decide how these models are presented to their children.
Last year I mentored & helped my local High School Robotics Team design and build a robot for an academic competition that the students treated with the excitement that they only exhibit at a football match. This was an after school project and an after work projects for the mentoring engineers. Here's my summary.
Can a Robot Carry a High School Student into a Brilliant Future? http://www.stormpages.com/futureintent/Robotics.htm
Here's the organization that started this competition 10 years ago and now hosts this global competition. http://www.usfirst.org/index2.html
Is there not enough time to do all this? We'll, that's the subject of another e-mail. US First does this with their Robotics competition somehow. It's not a "finished product". It's a collection of methods, rules, rewards, goals, scholarships, events, and galvanized parents, teachers, sponsors, and students.
Cheers, Darius
This transmission contains information which may be legally privileged, proprietary in nature, or otherwise protected by law from disclosure, and is intended only for the use of the addressee(s) named above. If you are not the addressee, or the person responsible for delivering this to the addressee(s), you are hereby notified that reading, copying, or distributing this transmission is prohibited. If you have received this transmission in error, please telephone us immediately at 818-407-1400 and mail the transmission back to us at the above address.
This footnote also confirms that this email message has been swept by MIMEsweeper for the presence of computer viruses.
--
Ok, I'm dating myself but I remember seeing some really good 'real' science/math demos that David Thornberg at Stanford did almost 20 years ago. He did a workshop in Alaska I was at and it was in terms of Logo and the real world. I have no idea if these were ever written down but he had a significant impact on the teachers in the audience. Actually better than written down would be video taped in some form so folks could see and get what he or anyone was talking about.
If I am going over old material I apologize. I haven't been reading real close this summer.
--Thom
\\//// tHoM gIllEsPiE /ww ww\ Indiana University, Telecommunications Dept 6 (*][*) ? 1229 E 7th St Radio & TV Bldg \ .7 / Bloomington, IN 47405-5501 USA ( --') thom@indiana.edu 812-855-3254 (v) WWWW THE MIME PROGRAM: www.mime.indiana.edu / WW \ www.indiana.edu/~slizzard/resume/page.html ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ What is the use of a book, thought Alice, without pictures or conversation. -Lewis Carroll, Alice's Adventure in Wonderland
On Tue, 8 Jul 2003, Alan Kay wrote:
Hi Darius --
I'm pretty sure that Jim was treating Squeak as a medium for certain kinds of content just as you suggest, and I certainly was. In any case, as long as we are being really careful about terminology here, even "Squeak" is not quite accurate, since we are only using the very restricted etoy environment (that is one of many facilities within the Squeak system) with children to help them learn powerful ideas by authoring models of them.
I think Jim was expressing the difficulty of introducing ideas and processes (whether good or bad) that are different than the officially sanctioned ones. To me, a very important characterization of the problem in the US is that if the children were getting 100% on their tests in "math" and "science", they still would have learned almost nothing concerning "real math" and "real science". Helping the current processes won't help real education in these areas. The real difficulty is getting the real processes and ideas understood and underway. It is not at all necessary to use computers for this, but computers can be very useful "real math stuff", and perhaps they can be subversive enough to get the real ideas under the radar screens of the misled establishment.
If you are interested in the actual effects of media on thinking (they aren't neutral), McLuhan and Postman are two good places to start.
Cheers,
Alan
At 5:03 PM -0700 7/8/03, Darius Clarke wrote:
Hi Jim, Alan,
"... if it's not in 'The National Curriculum', it won't get taught"
I'm a little confused. This assertion seems to counter the fundamental concepts & motivations behind Squeak somewhat. Consequently the complaint about the assertion seems confused.
I, too, believe that the PC/software/media-content-code-development-tools that this generation inherits are not a "subject to be taught" but a "communication medium".
To say that "Squeak won't get taught" is like saying "books & magazines won't get taught", or "overhead projectors & transparencies won't get taught", or "surfing the web won't get taught". The same could be said of any teaching medium. The medium is not really ever _in_ the curriculum. More efficient use of the medium might be in it, such as video editing, library use, referencing magazines in bibliographies, etc. but not the medium themselves. Their use is already assumed.
The "Hard fun" is not the learning of Squeak. The "Hard fun" is the learning of concepts via Squeak, manipulating/testing the concepts, and manipulating the physical/tangible projects connected to those concepts. Using Squeak should be dead simple, like "learning the Bunsen burner" vs. "learning the chemical reactions". When talking about Squeak and teaching difficult concepts, these two seem to get confused with each other. Making Squeak dead simple also makes it more viral. We need kids to share it with kids, teachers exchanging images with teachers, and children giving images as gifts to parents, thereby increasing everyone's need for it under its own momentum. Hence, copying and _transportability_ is essential... and not to be confused with portability. (Managing and merging classes and images is the issue here as well as the underlying OS' file system structure and privacy/security.)
What Squeak provides to the student is what professional software provides to businesses, a tool that "simulates" and "represents". Squeak can simulate anything, just about. With accounting systems, CAD, spreadsheets, and any professional software package you can think of that has increased business productivity, it gets its leverage from the fact that it is as simulation of the things that make money, products, etc. Software gives everyone a handle attached to what they're manipulating (the content of the pot). I believe this is why Croquet is 3D, to take advantage of more robust simulations (and why Microsoft will make 3D the fundamental graphics architecture for its upcoming Longhorn OS http://www.extremetech.com/article2/0,3973,1072754,00.asp which, in turn, is trying to play catch-up with Apple per this report).
Here is Microsoft's foray into changing education (from a paper last year):
Technology, Learning and Scholarship in the Early 21st Century By Randy J. Hinrichs www.conferencexp.net/community/documents/LearningXP.doc
More MS docs at: http://www.conferencexp.net/community/Default.aspx?tabindex=2&tabid=27 And George Lucas' efforts http://glef.org
"Modeling" and "simulation" is what we should be selling to teachers, parents, and administrations. ("Simulation" and "Role playing" games in the student's vernacular.) These can still be done with lists & charts and w/o graphics & 3D (e.g. Java/Html-Table Unit Tests).
Is excessive testing the problem? Squeak can "embrace and extend" to overcome that. Can't Squeak simulate a test? Can students represent test taking skills in Squeak and simulate, model, and statistically analyze them? Can students create their own tests in Squeak and dynamically link them to their physics models or literary works? Can students test each other in Squeak with their "simulated" tests? Can students submit what the perceive are better tests to the education & governmental administrators? Can the governmental administrators pass the student generated tests? :o
Can Squeak help parents better understand what their children are learning, where the children are weak or where the children accelerate, suggest how to help their children learn out of school hours, and suggest how parents themselves can get more help if they are not up to the task (not to mention keep track of all the forms, announcements, and due dates for this-that-and-the-other which students bring home)? Now administrators & parents have a reason to _need_ Squeak. If this is done, Squeak now simulates the school system and illustrating the rules behind its weaknesses and strengths. "Simulation" and "representation" are essential tools to achieve "results based" choices anyway.
Can Squeak help Grant Proposal reviewers accelerate the time that they take to review a stack of grant proposals? Can it help provide more accurate grant reviews and teach how to review grants as well (via collaboration, tutorials, and a knowledge-base for example)? If so, mention that fact _in_ the proposal when the Viewpoints Foundation or Squeak teachers apply for grants! That'll open some eyes.
Squeak should also model the social difficulties our students face today. Let them explore the full consequences before making life altering or future limiting decisions. We seem to live in a generation of adults who never "grew up" and are often ill equipped to teach "what dire consequences really are" to their children _before_ the children make irreversible choices. Perhaps Squeak's "one-step Cmd-Z key" reflects reality too closely there. Still, we should let parents decide how these models are presented to their children.
Last year I mentored & helped my local High School Robotics Team design and build a robot for an academic competition that the students treated with the excitement that they only exhibit at a football match. This was an after school project and an after work projects for the mentoring engineers. Here's my summary.
Can a Robot Carry a High School Student into a Brilliant Future? http://www.stormpages.com/futureintent/Robotics.htm
Here's the organization that started this competition 10 years ago and now hosts this global competition. http://www.usfirst.org/index2.html
Is there not enough time to do all this? We'll, that's the subject of another e-mail. US First does this with their Robotics competition somehow. It's not a "finished product". It's a collection of methods, rules, rewards, goals, scholarships, events, and galvanized parents, teachers, sponsors, and students.
Cheers, Darius
This transmission contains information which may be legally privileged, proprietary in nature, or otherwise protected by law from disclosure, and is intended only for the use of the addressee(s) named above. If you are not the addressee, or the person responsible for delivering this to the addressee(s), you are hereby notified that reading, copying, or distributing this transmission is prohibited. If you have received this transmission in error, please telephone us immediately at 818-407-1400 and mail the transmission back to us at the above address.
This footnote also confirms that this email message has been swept by MIMEsweeper for the presence of computer viruses.
-- _______________________________________________ Squeakland mailing list Squeakland@squeakland.org http://squeakland.org/mailman/listinfo/squeakland
Here are a couple of strategies that maybe we can use to get Squeak into more classrooms (including our own):
Strategy #1 Find areas of the curriculum that are already getting national attention and piggyback on that. For those concerned with literacy, focus on ways to use Squeak to target those goals. If the big concern is math, focus on that.
Some buzzwords in education are "multiple intelligences," "project-based learning," can you think of others? Squeak directly addresses things that classroom teachers are already trying to do.
Use the national curricula, media "hot topics" and professional "buzzwords" as "hooks" on which to hang an argument for using Squeak locally.
Strategy #2 Arguments for computer science education are articulated in ACM's Draft K12 Model Curriculum (http://www.acm.org/education/k12/curriculum.html). Much of this proposed US curriculum is based upon the Ontario, Canada, Curriculum standards for Technological Education (http://www.edu.gov.on.ca/eng/document/curricul/secondary/grade1112/tech/tec h.html). These standards can be referenced as to inform others of the value of computer science education.
If not seen as valuable for everyone, maybe the public can begin to see that K12 (general education age 5-18) schools are emphatically not meeting the needs of the student "computer experts" (who often enter the university lacking the skills they need to be successful in their chosen program of study).
Perhaps others will be able to add to this list. The result might make a nice addition to the squeakland site as a resource we can use in persuading our local tech folks to allow Squeak to be loaded on computer systems, and then in explaining to our curriculum folks how we're meeting required curriculum standards with the tool.
Nancy
-----Original Message----- From: squeakland-bounces@squeakland.org [mailto:squeakland-bounces@squeakland.org]On Behalf Of Darius Clarke Sent: Tuesday, July 08, 2003 8:03 PM
To say that "Squeak won't get taught" is like saying "books & magazines won't get taught", or "overhead projectors & transparencies won't get taught", or "surfing the web won't get taught". The same could be said of any teaching medium. The medium is not really ever _in_ the curriculum. More efficient use of the medium might be in it, such as video editing, library use, referencing magazines in bibliographies, etc. but not the medium themselves. Their use is already assumed.
On Thu, 10 Jul 2003 06:49, Nancy Head wrote:
Here are a couple of strategies that maybe we can use to get Squeak into more classrooms (including our own):
Here are a couple of ideas Strategy #0 OK This idea is just a little bit off the wall, I know that, but what about the idea of making a LiveCD which you just shove in the CD slot & (re)boot the machine. For example like the Knoppix Linux distribution. Presto Squeak running. No fuss with installation or downloading plugins only to have it fail because it wont work with the browser for some reason or other. Seeing as the distribution medium has the capacity of hundreds of megabytes, it can be loaded up with a suitably tuned up version of the full Squeak environment and virtually as many applications and projects as you wish, in much the same way as the disk with the Guzdial & Rose blue book is loaded up. I know this could be done with Linux as the underlying o/s, other systems could be used I'm sure, but probably not for the same cost. However I have no idea how to make said disk multi platform, or indeed if it's possible. Hardware gurus might like to comment.
http://www.knopper.net/knoppix/index-en.html http://morphix.sourceforge.net/modules/news/
Strategy #0.5 Distribution of the disk. Please don't jump down my gullet on this idea. Have a good laugh instead. Get a consortium of a breakfast food manufacturer, a media giant, and a computer company to sponsor a decent sized press run of the above CDs and get them out into the general population via the Cocoa Pops, or whatever, packets. The sponsors will get the warm fuzzies they need from knowing that they have enhanced the knowledge base of the population as well as boosting the sales of their products for far less money than the cost of a TV ad campaign. CDs in bulk cost but a few cents, whereas TV ad campaigns cost millions of dollars.
This company might, remotely, be interested in helping you with a pilot in a small country. Dick Hubberd is a decent fellow who makes delicious breakfast cerials
Mailing Address Hubbard Foods P.O.Box 24-395 Royal Oak, Auckland New Zealand email@hubbards.co.nz Phone : +64 9 634 2510 Fax : +64 9 634 6070
Strategy #1 Find areas of the curriculum that are already getting national attention and piggyback on that. For those concerned with literacy, focus on ways to use Squeak to target those goals. If the big concern is math, focus on that.
Some buzzwords in education are "multiple intelligences," "project-based learning," can you think of others? Squeak directly addresses things that classroom teachers are already trying to do.
Use the national curricula, media "hot topics" and professional "buzzwords" as "hooks" on which to hang an argument for using Squeak locally.
Strategy #2 Arguments for computer science education are articulated in ACM's Draft K12 Model Curriculum (http://www.acm.org/education/k12/curriculum.html). Much of this proposed US curriculum is based upon the Ontario, Canada, Curriculum standards for Technological Education (http://www.edu.gov.on.ca/eng/document/curricul/secondary/grade1112/tech/te c h.html). These standards can be referenced as to inform others of the value of computer science education.
If not seen as valuable for everyone, maybe the public can begin to see that K12 (general education age 5-18) schools are emphatically not meeting the needs of the student "computer experts" (who often enter the university lacking the skills they need to be successful in their chosen program of study).
Perhaps others will be able to add to this list. The result might make a nice addition to the squeakland site as a resource we can use in persuading our local tech folks to allow Squeak to be loaded on computer systems, and then in explaining to our curriculum folks how we're meeting required curriculum standards with the tool.
Nancy
-----Original Message----- From: squeakland-bounces@squeakland.org [mailto:squeakland-bounces@squeakland.org]On Behalf Of Darius Clarke Sent: Tuesday, July 08, 2003 8:03 PM
To say that "Squeak won't get taught" is like saying "books & magazines won't get taught", or "overhead projectors & transparencies won't get taught", or "surfing the web won't get taught". The same could be said of any teaching medium. The medium is not really ever _in_ the curriculum. More efficient use of the medium might be in it, such as video editing, library use, referencing magazines in bibliographies, etc. but not the medium themselves. Their use is already assumed.
squeakland@lists.squeakfoundation.org
-
Alan Kay -
Christopher Sawtell -
Darius Clarke -
Nancy Head -
thom