Category Archives: Classroom Technology

Three Visionary Projects Using AI in Education

August 14, 2020AI in Education, Assessment, Classroom TechnologySarah Hampton

by Sarah Hampton

One of my favorite things about our Summer of AI is learning about cyberlearning projects and how they might benefit future students. In this post, I want to showcase three projects that caught my attention because they use AI in different ways and for different ages. When we began in June, I was thinking AI might be mostly about robots in STEM classes or general AIs like Siri or Alexa. But now, after learning about these three example projects and many more, I realize that the future might be more about specialized AIs giving teachers information and ways to personalize learning. Sometimes this is behind the scenes, like the first project I highlight. Sometimes, like the third project, a robot is used in Mandarin class (instead of in a technology class). Let us know what you think about these projects and their potential to change how you teach and learn @CIRCLeducators!

Project:

Human/AI Co-Orchestration of Dynamically-Differentiated Collaborative Classrooms

Figure 1. Left: A teacher using Lumilo while her students work with Lynette, an ITS for equation solving, in class (from Holstein et al., 2018b); Right: A point-of-view screenshot through Lumilo.

“This project will create and demonstrate new technology that supports dynamically-differentiated instruction for the classroom of the future. This new vision centers on carefully-designed partnerships between teachers, students, and artificial intelligence (AI). AI-powered learning software will support students during problem-solving practice, providing either individual guidance (using standard intelligent tutoring technology) or guidance so students can effectively collaborate and tutor each other. These learning activities are constantly adjusted to fit each student’s needs, including switching between individual or collaborative learning. The teacher “orchestrates” (instigates, oversees, and regulates) this dynamic process. New tools will enhance the teacher’s awareness of students’ classroom progress. The goal is to have highly effective and efficient learning processes for all students, and effective “orchestration support” for teachers.”

Why I’m Interested:

Capitalizes on the strengths of students, teachers, and technology
Creatively addresses differentiation and individualized instruction
Promotes collaborative learning
Relevant for all subjects

Learn More:

http://kenholstein.com/JLA_CodesignOrchestration.pdf
Teacher smart glasses (Lumilo)

Project:

Using Gaze in a Reading Tutor

Icon of person reading a book

“The big question the PIs are addressing in this project is how to unobtrusively track silent reading of novice readers so as to be able to use an intelligent tutoring system to aid reading comprehension…This pilot project builds on previous work in vision and speech technology, sensor fusion, machine learning, user modeling, intelligent tutors, and eye movements in an effort to identify the feasibility of using eye tracking techniques, along with other information collected from an intelligent reading tutor, to predict reading difficulties of novice/young readers.”

“The project’s most important potential broader impacts is in establishing a foundation for exploiting gaze input to build intelligent computing systems that can be used to help children with reading difficulties learn to read and read to learn.”

Why I’m Interested:

Targets reading comprehension which would help students in all subjects
Could decrease student frustration
May identify and intercept issues early translating to great academic gains over time
Interacts personally with all students simultaneously in ways one teacher could not
Allows for meaningful individual reading practice

Learn More:

Perhaps because this was a pilot program, no further information has been published. As a teacher looking toward the future and wanting to shape the conversation as it’s happening, I want to know more! I want to know what happened during this exploratory project and how similar projects could build on their work.

Project

Transforming World Language Education using Social Robotics

Figure 2. Students interacting with RALL-E robots.

“The social robot being developed in this project is designed to act as a language partner for students learning a foreign language, in this case those learning Chinese. It augments classroom instruction, providing for the learner a robot companion to converse with. The hypothesis is that social robots can make interactions with language speakers more exciting and more accessible, especially for less commonly taught languages. The embodied robot is designed not only to converse with learners but also to point and nod and gesture at particular people and objects, helping to direct the attention of learners and interact socially with learners in ways that a non-embodied simulation cannot.”

Why I’m Interested:

Opens access for learning languages like Mandarin and Hindi that are spoken by hundreds of millions of people around the world but are not routinely offered in American schools
Could easily be used in formal and informal settings
Applies robotics beyond STEM subjects

Learn More:

https://circlcenter.org/interactive-robot-for-learning-chinese/

Thank you to James Lester for reviewing this post. We appreciate your work in AI and your work to bring educators and researchers together on this topic.

References

Holstein, K., McLaren, B. M., & Aleven, V. (2018b). Student learning benefits of a mixed-reality teacher awareness tool in AI-enhanced classrooms. In C. Penstein Rosé, R. Martínez-Maldonado, U. Hoppe, R. Luckin, M. Mavrikis, K. Porayska-Pomsta, B. McLaren, & B. du Boulay (Eds.), Proceedings of the 19th International Conference on Artificial Intelligence in Education (AIED 2018), 27–30 June 2018, London, UK. (pp. 154–168). Springer, Cham. http://dx.doi.org/doi.org/10.1007/978-3-319-93843-1_12

Remote Learning During the Pandemic: No one was trained for this and it’s changing by the hour

April 2, 2020Classroom Technology, Learning, School Administrators, Teachers & Researchers, Written by: Judi Fusco, Written by: Pati RuizPati Ruiz

By Judi Fusco and Pati Ruiz

During this uncertain time, we share stories about what different schools, districts, and educators are facing. As we spoke to educators, one sentiment that came through is that we’re all experiencing something new. Even educators with experience teaching online are supporting colleagues who haven’t done this before. All of the educators shared how going remote means you can’t do the same things as you do in a brick and mortar school. A half-full perspective says this is an opportunity to bring in new methods and think more about centering the student(s).

We spoke to three education leaders who have been thinking about online/remote learning for many years. Dr. Joy Lopez, Director of Technology at Sacred Heart Schools in CA helped create the SHP Flexible Plan for Instructional Continuity with Dr. Diana Neebe. Dr. Colleen Murray at Haddonfield Schools in New Jersey used the SHP plan to help create a guide for her district. At the Riverside County Office of Education, Dr. Steve Hickman helped develop remote learning guidance for the State of California. The three leaders had different perspectives depending on the people they serve; each discussed their plan as a starting point, and that each district, school, and teacher will need to figure out a solution for their unique situation. All of the educators spoke about the importance of making sure the people are the first priority. Dr. Lopez points out that this is a massive change and it’s not surprising that teachers and students feel like they are starting over.

We also spoke to Dr. Kip Glazer, a principal at a high school in Santa Barbara, CA who discussed the huge digital divide she sees; her high school is 51% free and reduced lunch. The school has been closed for a week, with the exception of providing meals for students, and will stay closed through spring break. Upon return, the district will move to remote learning. Right now, the focus is determining what they can do to deliver remote learning equitably. Because of the huge disparity in her district, Dr. Glazer has been considering, “What does remote learning look like for a kindergartner who is homeless, or for students with dangerous domestic situations?” In contrast, she has parents worried that their child won’t pass an AP test.

Dr. Glazer would love for people to understand that school is more than a place of testing, how it’s the heart and soul of a community. She sees students wandering around the school because they miss it. Drs. Murray and Glazer also discussed how the switch is causing some teachers and assistants, who are new to the digital world, to feel uncomfortable and uncertain about their role and what they can do to support students.

Remote learning is a new opportunity that will require learning on everyone’s part, creativity, compassion, and caring, and will continue to change in the next few weeks. We heard ideas for new classroom tactics. Dr. Lopez described how in situations with multiple teachers at the same grade level, they can team up for redundancy. She hopes none of her teachers get sick, but this could help mitigate coverage issues. Also, one kindergarten teacher got creative and put her iPad on a chair while talking to students to give the same view they have from the circle-time rug.

Sarah Hampton, a middle school math teacher is making ShowMe videos for students to help them understand operations with exponents. She discussed how her ShowMes have an advantage over those made by others because she can say things in ways her students are used to hearing. She further personalizes by saying names during the videos to direct their attention. Kristyn Palazzolo, a Library Media Specialist, is working to support families. She is building a parent website with virtual field trips, sample daily schedules, curated lists of shows, enrichment activities (at home crafts and science activities), and other resources. Kristyn is also creating a reading challenge where parents take pictures when they catch their children reading and STEAM video challenges; the first was to create a Rube Goldberg machine.

Thank you, educators, for sharing. We know how much you miss your students, and we look forward to seeing more in this new digital space.

A Promising Blog for Educators and Students

August 13, 2017Classroom Technology, School Administrators, Written by: Karen SnedekerKaren Snedeker

By Karen Snedeker

Presently, I teach math and technology at San Lorenzo Valley Middle School. We are a small district in the big redwoods North of Santa Cruz, California. I have a diverse background including teaching Social Science, Language Arts, computer technology and math to students ranging from 6th grade through high school, including many years in alternative and continuation high school in Orange County. This summer, I am working as a Teacher in Residence at SRI International with the CIRCL team through an Ignited Summer Fellowship.

I let myself get lost in all the topics within the Digital Promise Blog. Wow, what a find! The articles featured on the main page grid fascinating. They have a wonderful search drop down menu that I started searching for my own interests — then with other coworkers and students in mind — time just slipped away like a summer sunset. Honestly, I rarely come across a website that has something for everyone in the profession of education: researchers, administrators, librarians, teachers, even students. Each article leads off with an eye-catching photo, recent date, title, and a brief description. Just one click opens graphs, photos, or videos embedded throughout the text which illustrates key points. Most articles interview students and educators at various schools who share their experience on the specific topic. There are no pop-up advertisements to distract or interrupt the reader; rather the sidebar suggests related links and articles to keep the learning journey progressing as long as the reader’s time allows.

Student Lens
As a technology teacher, I am constantly on the lookout for contemporary topics for my students to research and then post their opinions in our class; I promise that Digital Promise blog is an inspiring site to spark anyone’s interest because most blogs include student testimonies. At the end of each article, readers are invited to leave a comment or email address to receive future updates. You can click “search this site” at the top and “start typing” your topic. Or alternatively, you can browse the categories and see topics specific to a specific audience. For example, I might have my students look at the blogs that are categorized for the “Student Audience” to research a specific subject such as math or science. Students can browse suggested articles relevant to them including “What Causes Mind Blanks During Exams?” a weakness that often prevents quality students from being successful in traditional education.

360 Filmmakers Challenge using VR might spark an interest with teen intrigued by creating with advanced media. Another topic that combines leadership development and the ever growing need to address technical issues on a school campus is how “Students take the lead with technology in their school.” After reading this article, fellow CIRCLEducator blog contributor Sarah Hampton commented, “Authentic school need + students learning valuable skills = win-win” As an educator, I may direct students on a specific topic, yet my joy will be to see what each individual discovers on his/her own time within the safe and inspiring environment that the Digital Promise Blog resides. The next step may be to motivate students to develop their own blog through research and writing about interesting topics in a similar style discussed by Digital Promise (as in 360 Filmmakers Challenge Stories: “Breaking Barriers”).

Schoolwide Makerspace

Our district is considering transforming some of our library space into a Makerspace. I searched Digital Promise “Categories” and found 20 articles on “Maker Learning” and 9 under “Makerspaces” that focus on research that will be of interest to my school librarian. I read several articles including How a Middle School Library Promotes Maker Learning for All Students that features a video interviewing both students and adults from Greer, South Carolina. I adore this quote from the article, “I also noted the shift from students as consumers to students creating information and ideas. I think it’s fascinating how libraries are iterating from merely being repositories of information to incubators of creativity and making.” The video enhances the article as well as inspires the reader to want to integrate a Makerspace within their own school. A Primer on Maker Learning: Agency and “A Primer on Maker Learning and How You Can Get Involved” both include Maker language, school examples, and valuable links, including how to sign up for the Nationwide “MakerPromise.org” for schools that ready to make the commitment and discover valuable resources and information. Since MakerSpace is a recent trend across our nation, the Digital Promise Blog post can help districts, administrators, librarians, teachers, students, and those involved with the physical and cognitive shift necessary to integrate effective MakerSpace into the core of their school.

Final Thoughts
I also searched in the domains of mathematics and science and found some nice things, but I will save those for later. After pre-reading this article, Rebecca Doty, teacher at San Lorenzo Valley Middle School noted, “It definitely got me looking at Digital Promise. It does seem like a great resource that I could also get lost in for hours…or days.”

I look forward to spending more time within Digital Promise and will definitely share this online resource with others in my school district as well as have my students discover some exciting topics to spark their own sense of learning. Leave me a comment and let me know if you spend some time with the Digital Promise site and what you find that you like!

Favorite Tech Tools Series: Google Drive

February 16, 2017Classroom Technology, Collaboration, Mathematics, Written by: Sarah HamptonJudi Fusco

Edited 2/11/2018 to add the link to the gold award! Congratulations, Sarah!

Gold Winner: Sarah Hampton, Sullins Academy, Bristol, Va.
Lesson Plan: What Factors Correlate to Olympic Success? (Algebra)

By Sarah Hampton

From STEM programs to one-to-one device campaigns, we hear a lot about the importance of technology in the classroom. Like most initiatives, this is for good reason! We live in the digital age, and producing students who can responsibly and productively use the numerous technologies at their disposal is a crucial 21st century skill. Also like most initiatives, our tendency might be to view technology use as a bothersome requirement handed down by well-meaning administrators. When we approach anything with this attitude (read: the oft-dreaded professional development), we miss out on the spirit of the requirement. In this case, that means implementing technology in ways that genuinely improve student learning or enhance classroom organization and workflow. In this series of posts, I will share my favorite tech tools for streamlining my middle school classroom and promoting student learning. Let’s start with Google Drive, one of my favorite student-centered learning tools.

Google Drive
Technology is useful when it allows you to do something you can’t do with a whiteboard and markers, or when it allows you to do something better or faster. Google Drive frequently allows me to do both. You probably already know that Google Docs is a powerful collaborative writing tool. Multiple studies have found that web-based collaborative activities, done well, can promote learning outcomes, teamwork, social skills, and basic computing skills among students (Zhou, Simpson, & Domizi, 2012, pg. 359-360). In addition, I love how easy it is to give comments in Google Docs and how easy it is for students to work together. If you haven’t incorporated it yet, then make a class writing project a priority. Here is one example. If you are already a Google Docs pro, then check into using Slides or Forms. Our school frequently uses Forms for quick polls and surveys. Google Sheets is also a must have, particularly for math and science teachers. I would like to demonstrate how powerful this app can be by sharing how it helped me create one of my best lessons this year for middle school algebra (my class included mixed ages of 6th, 7th, and 8th grade Algebra 1 students).

After watching the Olympics this summer, I started to wonder why some countries seemed to do better than others. I posed that question to my students and we brainstormed two main categories that we thought might correlate with a country’s Olympic performance: population (greater probability that gifted athletes live there) and per capita income (more opportunities for athletes to practice and/or have access to high quality facilities and equipment.) I had each student pick three to five countries, research their populations, per capita incomes, and total medal counts in the past four summer Olympics, and add their information to the class spreadsheet. Then, in groups, they created a scatterplot for their assigned factor and analyzed the data using linear regressions to see which factors more highly correlated with Olympic performance. If you want more specifics or want to see the results, then check out our class spreadsheet. You can also find instructions for a similar project at Mathalicious.

This project was organically cross-curricular and addressed multiple algebra standards by necessity. It incorporated geography, because the students placed push pins in their countries on a giant world map, and economics, because they wondered why some countries’ per capita incomes were very high or very low. It gave meaning to population density when the students saw the size of a country on the map and then noted its population on the bar graph. (Iraq and Canada have similar populations? But Canada is soooo much bigger!) It increased number sense when they created bar graphs, scatterplots, and histograms and realized that some of the values were literally off the charts–like the per capita income of Monaco (which presented the perfect opportunity for me to introduce vocabulary like “outlier.”) Astonished, students were naturally curious enough to research why. This led to lessons on digital literacy as we discussed how to appropriately locate, evaluate, and use information from the internet, a skill that is frequently overestimated in today’s students according to a study commissioned by the British Library and JISC (University College London, 2008).

The students really got into this project and even asked to do an extension! They hypothesized that countries with lower average temperatures would perform better in the winter Olympics, so, of course, we analyzed that, too. This matches perfectly with the International Society for Technology and Education’s claim that, “When students take responsibility for their own learning, they become explorers capable of leveraging their curiosity to solve real-world problems” (ISTE, 2017).

As it turns out, we weren’t the only people to look at what factors affect Olympic performance. After the project, my students found two websites that helped explain things further. The first was written by an economics doctoral student and the second by a senior editor at The Atlantic. (Bian 2005, O’Brien 2012) The other sites concluded that the same factors we studied were major contributors, and their charts and methods remarkably resembled our own, albeit with some more advanced statistics in the case of the doctoral student’s article. My students’ excited comments indicated that they felt validated in their reasoning and felt that they were doing “real math.”

This project hit the sweet spot: students were engaged in deep and relevant learning, and Google Sheets significantly contributed to its effectiveness.

How have you used Google Drive to create more student-centered environments? What outcomes did you see when you used them? Did anything (good or bad) surprise you? I would love to learn from your experiences by reading your comments!

Students proudly displayed their results in the hallway outside our classroom.

Citations and Further Reading
Bian, X. (2005). Predicting Olympic Medal Counts: the Effects of Economic Development on Olympic Performance. The Park Place Economist, 13(1), 37-44. Available at: https://www.iwu.edu/economics/PPE13/bian.pdf

International Society for Technology and Education. (2017). Essential Conditions: Student-Centered Learning. Available at: http://www.iste.org/standards/tools-resources/essential-conditions/student-centered-learning

Mathalicious. (2017). Hitting the Slopes. Available at: http://www.mathalicious.com/lessons/hitting-the-slopes

National Writing Project. (2017). Directions for Teachers Participating in Letters to the Next President: Writing Our Future. Available at: http://www.nwp.org/cs/public/print/doc/nwpsites/writing_our_future/directions.csp

O’Brien, M. (2012). Medal-Count Economics: What Factors Explain the Olympics’ Biggest Winners? The Atlantic. Available at: https://www.theatlantic.com/business/archive/2012/08/medal-count-economics-what-factors-explain-the-olympics-biggest-winners/260951/

University College London. (2008). Information Behaviour of the Researcher of the Future. Available at: https://www.webarchive.org.uk/wayback/archive/20140614113419/http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf

Zhou, W., Simpson, E., & Domizi, D.P. (2012). Google Docs in an Out-of-Class Collaborative Writing Activity. Journal of Teaching and Learning in Higher Education, 24(3), 359-375. Available at: http://files.eric.ed.gov/fulltext/EJ1000688.pdf

Teachers, what do YOU need from technology?

June 2, 2015Classroom Technology, Constructivism, Teachers & Researchers, Written by: Mary PattersonMary Patterson

By Mary Patterson

Technology is changing the way we teach and the way students learn.

When I started teaching in 1983, I had an Apple IIe and I used it to record grades, and for games like, Oregon Trail, Where in the World is Carmen San Diego? and Math Blaster to stimulate curiosity and practice rote facts in a more engaging way. Thirty-two years later, I have a learning management system to track individual student progress and predict future success. We create graphs from spreadsheets, use interactive modeling or simulations, and connect with others around the world through skype, email and social media.

So, what’s next?

If we consider the constructionist and constructivist pedagogical ideas of Seymour Papert and Jean Piaget, how is all this technology helping students construct meaning? And more importantly, how can technology help us do it better?

Learning scientists are partnering with technology experts and teachers to answer these questions. Current trends in Cyberlearning include research on games and virtual worlds, data visualization tools, collaborative learning environments , intelligent tutors, augmented reality and immersive environments, embodied multimodal learning, learning analytics,
adaptive learning and more.

For instance, PIs: Karl Ola Ahlqvist, Andrew Heckler, Rajiv Ramnath of Ohio State University are exploring the idea of using online map games to generate critical thinking and impact learning about a far-away place in a tool they call, GeoGames.

The Center for Innovative Research in Cyberlearning provides a peek into the future with projects highlighted on their page http://circlcenter.org/projects/

What are YOU curious about? What learning questions do YOU need answered that would give you better insight into how students learn? What technology do you WISH existed right now?

Imagine turning your classroom into a planetary system or a town above an aquifer. Researchers, Thomas Moher, Tanya Berger-Wolf, Leilah Lyons, Joel Brown, Brian Reiser, from the University of Illinois at Chicago in a project titled,” Using Technologies to Engage Learners in the Scientific Practices of Investigating Rich Behavioral and Ecological Questions,” use dynamic phenomena that are imagined to be “embedded” in the physical space of the classroom, made accessible through stationary or mobile “portals” (tablet and laptop computers, large displays, etc.) and provide continuous location-specific visualization of the phenomenon. Students collectively observe, manipulate, and chronicle the embedded phenomenon, and construct models to reflect their understandings.

In Massachusetts and Virginia, researchers, Charles Xie of the Concord Consortium and Jennifer Chiu from the University of Virginia are helping students see science concepts in action in the real world, by developing mixed-reality technologies that augment hands-on laboratory activities with sensor-driven computer simulations in a project called, Mixed Reality Labs: Integrating Sensors and Simulations to Improve Learning.

As teachers, we are often the receivers of technology systems and learning theories. Wouldn’t it be great to have a hand in the design of these things based on what we experience each day? Let’s start this conversation!

Teachers, what do YOU need from technology and learning sciences?

PLEASE SEND IN YOUR COMMENTS!

technology tidbit #2

July 21, 2014Classroom Technology, Constructivism, Written by: Natalie HarrJudi Fusco

By Natalie Harr

“Would you rather that your children learn to play the piano, or learn to play the stereo?”
-Mitchel Resnick, Amy Bruckman, Fred Martin (1996)

(Blog Post #5)

In the article, Pianos Not Stereos: Creating Computational Construction Kits (1996), Mitchel Resnick and his colleagues from MIT (Massachusetts Institute of Technology) Media Lab pose the question,
“Would you rather that your children learn to play the piano, or learn to play the stereo?” Playing the stereo means choosing and listening to pre-recorded music. Playing the piano allows exploring and constructing sequences of sounds, rhythms, tempos, harmonies and styles of music. Stereo players are consumers; a piano player creates.

One can think about educational technologies the same way. Resnick and his colleagues point out that there is a lot of “emphasis on the equivalent of stereos and CDs” in our educational technologies “and not enough emphasis on computational pianos” in what we make available to learners.

Video: Courtesy of PhET Sims

For Example…

PhET Interactive Simulations (see above) are widely used in classrooms today to help learners visually comprehend physical phenomena (e.g., forces of motion, gene expression, molecular shapes) that cannot be seen with the naked eye. Through the use of graphics and click-and-drag manipulation tools, PhET simulations are interactive enough to help students explore cause-and-effect relationships, connect them with underlying scientific concepts or real-world scenarios, and envision what cannot be easily observed in the real world. Resnick would say that PhET is a consumer technology; learners can choose a pre-created simulation to work with and manipulate it.

Just Think About It

PhET is a highly valuable tool for exploring “what happens when” scenarios and to help learners construct mental images of invisible phenomena. But just imagine if learners could build their own computer simulations — trying things out and making decisions on how to best model the complexities of the physical world — then running their simulation to see what happens. With that said, let’s check out the technology below…

Scratch Jr: A Technology Toolbox for Young Creators!

Scratch Jr. Screenshot. Image Credit: Dev Tech Research Group

This new cyberlearning technology called Scratch Jr. supports young learners from ages 4-7 as producers of expressive media.

Using a touchscreen device, children can create their own interactive stories and games by dragging and connecting graphical programming blocks to make characters and stories come to life.

And, it’s a FREE app for Android and i Pad tablets!

Resnick (cited at the beginning of this post) would say Scratch Jr. is a “creator” technology; children can playfully design, build, model, and test their own ideas using this digital toolbox. This kind of technology provides opportunities for deep, multidimensional learning that could not be made possible with a consumer technology. Educational technologies, such as Scratch Jr. -developed by Marina Bers and the DevTech Research Group– are designed with a constructionist approach to learning. In this approach, educational technologies are allowing learners to be creators. Stay tuned for more posts regarding Scratch Jr.

How Do They Come Up with These Technologies??!!

Constructionism is an approach to learning “by doing.” It builds from the renowned work of Jean Piaget and his theory of constructivism (notice the subtle difference in spelling). Piaget said that people generate knowledge and meaning (build schema) based on interactions between their experiences and their ideas.

Seymour Papert, a protege of Piaget, took this theory several steps farther. He has argued for a constructionist approach to learning; people actively engaged in designing things and making them work. As a revolutionary thinker, he has envisioned the power of computers as a tool for learning, especially for children.

This video was made publicly available on YouTube by Seth Morabito.

Seymour Papert is the world’s foremost expert on how computers can foster learning. This video demonstrates his remarkable insights into technology and learning decades ago — far before computers were feasible or affordable.

Constructionism: A Brief Timeline

I. The Beginning (1967-1980)

Image Courtesy: Logo Foundation Website

Logo: Learning by Programming

In 1967 Seymour Papert and his colleagues at the Massachusetts Institute of Technology (MIT) developed the first version of Logo; a groundbreaking computer programming environment to support mathematical learning. Since then, Logo has undergone several iterations and became widespread with the dawn of personal computers in the 1970’s. It has been used by young learners, novices, and experienced learners alike as a tool to develop simulations, games, and multimedia presentations. The most popular LOGO environment has featured a turtle icon, whose actions are controlled by the input of computer commands. In 1980, Papert published his highly influential book (especially in education) called Mindstorms: Children, Computers, and Powerful Ideas.

II. Logo Legacy continues (1990’s)

A Programmable Brick

For the past twenty years, Mitchel Resnick (a protege of Papert) has been developing a new generation of educational technologies that draw on the work ofSeymour Papert. In the article Pianos Not Stereos: Creating Computational Construction Kits (1996), Resnick and his colleagues describe three technologies they developed at the MIT Media Lab that draw on the constructionist approach to learning:

StarLogo was designed to help students “construct worlds in the computer” to explore the behaviors and patterns of decentralized systems (e.g., ant colonies, traffic congestion).

MOOSE Crossing was an online community that provided students a way to collaboratively create and interact within virtual worlds.

The programmable brick, a computerized and programmable Lego (e.g., reactions to sound, light, motion) block, now serves as the basis
for Lego robotic kits today.

III. educational technology (today)

Lego MindStorms (based on the programmable brick shown above) andScratch are two widely used educational technologies from Resnick’s MIT Media Lab that aim to support “learners as creators” in their own design activities. These technologies have been implemented into schools and other learning environments across the globe.

Lego MindStorms

A YouTube video made publicly available by Camilla Bottke

Scratch

Video: Courtesy of Scratch Ed

IV. Educational Technology (of the future!)

In upcoming blogs posts, we will explore the “next generation” of learning technologies such as KIWI, Eco- MOBILE, Scratch Jr., InquirySpace, etc., that all have foundations in this constructionist approach to learning.