Computer as Paintbrush

     What an eye-opening article! Resnick (2006) has introduced me to a world of ideas and technology that I had never known existed.

     One new concept that particularly resonated with me, was that of edutainment, referring to the wide range of products that claim to integrate learning and play. Although generally regarded as making learning experiences fun and engaging, Resnick notes that they often miss the point; learning doesn’t have to be a horrible encounter that needs to be sugarcoated. One aspect of these technologies that hadn’t occurred to me before reading this article was that learners are only passively engaged in the learning; they are consumers, not creators. But how can we get students to be creative and active in their learning, through technology? If standard ‘fun’ computer software doesn’t cut it, what does?

     Enter the next mind-blowing concept; an innovative technology called Crickets!

     Actually, not that type of cricket, although I was confused myself at first. Crickets are a type of mini computer, that can be programmed to perform a range of functions, including making a conveyer belt run, making levers move, turn switches on or off, sense movement, and so many other functions. With appropriate guidance, primary school students can achieve some absolutely amazing projects using Crickets. Hearing about this technology has made me aware of how important it is to be actively searching out new technologies, as well as new ways to use what we already have. That said, new technology can be super expensive times, and I was disappointed, after doing some research on the PicoCricket website, to find that a single Cricket can cost $250. This puts the technology well out of reach of most schools – at least for now.

     The article made me wonder how, as a teacher, I will ensure that my students not only learn to use technology in this tech-savvy world, but that they are using it in such a way that allows them to be truly engaged and creative? I don’t think there is any simple answer to that question, nor a quick fix solution. However, one certainty is that teachers with this goal in mind will need to undertake continuous reflection on their practice if there is to be any chance of attaining it.

Article Reference: 

Resnick, M. (2006). Computers as Paintbrush: Technology, Play, and the Creative Society. In Singer, D., Golikoff, R., and Hirsh-Pasek, K. (Eds.), Play = Learning: How play motivates and enhances children’s cognitive and social-emotional growth. Oxford: Oxford University Press.

Thanks to flickr for Image: 'Tettigonia Viridissima' 
http://www.flickr.com/photos/37229393@N07/4743044862