I put Mindstorms: Children, Computers, and Powerful Ideas by Seymour Papert on my reading list when I started teaching AP Computer Science. Being unfamiliar with how best to teach high school students computer science, I figured I needed all the help I could get and heard that Mindstorms was the seminal text on how kids learn computing. If I had better understood what Mindstorms was about, I would have read it six years ago when I started teaching.
Mindstorms isn’t just about teaching kids about computer science. I was surprised at how frequently learning physics was a topic. Papert shared insights on everything from of what does “learning physics” consist (hint: it is not plugging numbers in equations) to how to support learners’ conceptual intuitions rather than attack their “misconceptions.” I was reminded of everything from Modeling Instruction to computational thinking using VPython as I read those sections.
I was also surprised at how useful Mindstorms was as a guide, and a cautionary tale, of the role that technology should play in education. I would recommend it to every teacher interested in leveraging technology to improve learning, every technology integrator, and every administrator who may otherwise approve a purchase order for an interactive whiteboard. It clearly presents how the focus needs to be on the student, on her learning, and not on the technology. A reminder that echnology enables us to do better things not do things better.
Mindstorms was written at the advent of the personal computer revolution. Papert was advocating for a revolution in education. While Logo continues to appear in classrooms (my nine-year-old used Logo some in Math class this year), unfortunately, the ideals of Mindstorms haven’t been realized and, with few exceptions, technology hasn’t been used to change the culture of education. It is sad to reflect on this history and the opportunity that has been lost. I feel that now thirty-three years later, we are at the advent of another technological revolution. Instead of a personal computer in every home, we have a personal computer in every pocket. However, how we will choose to leverage this technology in the educational sphere remains to be seen. With the proliferation and prominence of MOOCs, flipping, gamification, and Khan Academy, I worry that we will once again fail to seize this opportunity. There are beacons of hope: hackerspaces, FIRST Lego League, and The Big Ideas School. Personally, I’m reinvigorated to revolutionize my small sphere of influence through FIRST Robotics, Physics Club, and improving physics instruction.
(I had a slow start reading this book. If you encounter the same, I would recommend skipping the two forewords and the two introductions. In addition, the paperback that I purchased was visually awful. It looked like a printout of a poor scan. If you can find an older copy, your eyes will thank you.)