computers

Children will learn more, given the chance, by random exploration on a computer than by directed lessons or "educational software." There, I've saved you the trouble of reading "The Connected Family," which does little more than play variations on this tune for 200 pages.

Papert is an important figure in early learning circles, though his Piaget-inspired faith in undirected learning may strain your credulity. The point that computers encourage non-linear exploration is well-founded (just ask anyone who has lost a day on the internet) and designers of kids software should pay heed, since they often treat the computer as just another linear information-delivery vehicle. But Papert's book here is itself rather long on repetition and short on insight, much like the software Papert decries.

Several stories from Papert's own family and friends are used to illustrate his basic theme. Don't get me wrong, it's charming and likable (hence two stars instead of one) but ultimately a little thin in the content department.

Seymour Papert has shared many things in this book. He also finds a way to formulate a connection between children, parents, and educators. Seymour's conception of the link between the computer is a very strong bond. The computer is being used as a tool to reach the generation gap in technology recognition. Although Seymour's belief's are very argumentive, his teaching is not traditional. I strongly agree with his explantation about the connected family. He provides the parent and child an opportunity to learn and become aware of the technology around them, without being afraid or lost. In conclusion Seymour Papert has enlightened my awareness as well as children and their parents in the field of technology. Overall, I would strongly recommend this book to many of our parents and educators.

Seymour Papert's The Connected Family is better suited toteachers than parents, since its chief criticism concerns schools' useof computers. He seems to believe that since schools are doing such a poor job of finding new and innovative uses for computers, he will target families in an attempt to allow children at least some positive experience with computers. While this is not a bad idea, I think his time would be better spent encouraging schools to rethink their use of computers. Certainly families should develop common interests and work together on projects, but children spend so much more time in school that changes there are likely to have a greater impact. I hope that many teachers find the time to read this book and consider making changes in their use of computers.

Teachers of very young students often recognize exploration as legitimate learning, but as the age of the student increases, the tendency is to decrease the time spent on exploration and increase time spent on instruction. This is done in the quest for efficiency in spite of the fact that we all know the most powerful lessons in life come from experience (exploring and experimenting.) It is Papert's idea that computers are best used as alternate universes in which students can continue to explore and experiment.

It used to be that you could explore a piece of technology and learn how it worked (picture peering into a manual typewriter,) but with increasing reliance on microprocessors this is laregly untrue today (picture peering inside your PC.) Papert's ideal of learning through exploration cannot occur when the working of the world is opaque. His solution for computers is to ignore the hardware (it is hopelessly opaque) and focus instead software. Don't ask children to merely use software but ask them to program a computer. This will reveal the workings of the digital age and remove some of the mystery of computers.

Papert poses some interesting ideas in this teaser of a book. I'd like to see more work done towards developing the type of software he imagines. The book's web site ... may have once had some of this, but it has now been replaced by ... a kid-oriented, but very limited site ...