On Fri, Jan 2, 2009 at 2:41 PM, Walter Bender <[email protected]>wrote:
> I don't think anyone is arguing that we should preclude people from > using whatever tools they have at hand. > I think the question is how well the Sugar community *supports* using using a particular tool (Flash, Javascript) by making it convenient, not whether they are precluded. This is more an allocation of resources question than a philosophical one. > I find that Sugar contributors from developed countries are focused more > > on high-level thinking because that is a deficiency in their local > > school systems. Their kids can do basic math and _usually_ know basic > > grammar. Poorer countries are focused on basic numeracy and literacy. > > You can't program until you can add and read. > > > > Countries like Peru and Brazil have schools where kids are ready to > > focus on high level problems. They also probably have schools struggling > > to impart basic literacy and numeracy. > > I don't understand the construing of constructionism with "exclusively > high-level math and science" and I don't quite what you mean by > "foundational skills". I don't think anyone would argue that we don't > want numeracy and literacy to be "low shelf" tools in every child's > repertoire, but what does this have to do with the other topics in > this thread? I read this as saying that the constructivist activities that have been developed *so far* by programmers in developed countries tend to focus on high level concept learning rather than foundational skills. And I agree with this statement. I'm currently working on Typing Turtle, a typing trainer for the XO. One could say "they have Write and Chat, they will learn how to type" - that would be a constructivist approach. I feel like there is a need for more focused training of fundamental 'low shelf' skills, that's why I'm working on that particular activity. -Wade
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