Just want to share this email from Daniel Gastelu, translated by Carlos Rabassa. Thank you!
----------------------------------------------------------------------------------------------------------------------------------------- Just translated a message, from the spanish language forum OLPC-Uruguay. Further down in this message you may see the original. The author, Daniel Gastelú, is a High School Professor. Daniel works in a Library in Canelones, Uruguay, to offer support to other teachers in the public high schools. This message is his answer to the subject question, which we had posed in several forums. Translation starts here ================== And Scratch? ... don't remember where I read it, but it sounded logical to me. Use progressively difficult tools for progressively difficult tasks. To confirm this statement, I add the phrase: "Visible learning, invisible technology". Children would first learn TurtleArt. When they outgrow it switch to Scratch. When all its possibilities are exhausted, continue with eToys. It is the same as with bicycles and motorcycles. They start at home, in the backyard patio, with training wheels (TurtleArt). They continue on the street, in front of their home, with the bicycle without the training wheels enjoying their independence (Scratch). Once they learned enough about riding on the street, we allow them to ride the bike to the supermarket (eToys). May I make it clear I use the three programs. I can compare them based on my own experience. The idea in my opinion should not be to discuss whether it is easy or difficult for the teacher or for the student. We should llook at the opportunities offered by the tool. Would any of the readers [of this forum] give a [motor driven] dune buggy to his daughter for her 15th birthday if she cannot handle a bicycle? In closing this brief message, I share the problem in Scratch. http://scratch.mit.edu/projects/egastelu/1299763 "The problem" is the one others have resolved using a XO with SocialCalc or with Etoys: <http://squeakland.org/launcher?http://squeakland.org/content/showcase/everyone/accounts/carlos/HowManyPizzas.005.pr> <http://squeakland.org/launcher?http://squeakland.org/content/showcase/everyone/accounts/carlos/HowManyPizzas.005.pr> How Many Pizzas <http://squeakland.org/showcase/project.jsp?id=10264> (2010-sep-07 18:35 EDT) por Carlos Rabassa based on ideas by Daniel Ajoy and Paolo Benini <carlos <http://squeakland.org/showcase/account?username=carlos>> Resolving 2-variable equation ================== Translation ends here Carlos Rabassa Volunteer Plan Ceibal Support Network Montevideo, Uruguay Begin forwarded message: *From: *Daniel Gastelú <[email protected]> *Date: *September 15, 2010 9:10:13 AM EDT *To: *Comunidad ceibalJAM <[email protected]> *Subject: **Re: [Olpc-uruguay] Etoys, es fácil o es difícil?* *Reply-To: *Comunidad ceibalJAM <[email protected]> Y scratch?... no recuerdo donde lo leí, pero me pareció lógico; herrameintas de complejidad progresiva para tareas de complejidad progresiva. Y agrego; para confirmar la frase de "aprendizaje visible, tecnología invisible". Los niños/as aprenderìan primeramente Tortugarte, cuando les quede chico pasarían a Scratch, y cuando Scratch esté agotado en posibilidades pasarían a eToys? Es como las bicicletas y motos. Primero en el patiod e casa y con rueditas (Tortugarte), luego en la calle en frente a la casa con la bicicleta sin las rueditas de ayuda y con independencia.(Scratch). Una vez que aprendió bastante a moverse en la calle lo dejamos ir solo al supermercado en la bicicleta (eToys). Aclaro que uso los tres softwares y puedo compararlos por experiencia. La idea para mi caso no es si es fácil o difícil (para el educador o el alumno) , sino que es ver la oportunidad de la herramienta. ¿Alguno de los lectoresle regalaría un cuatriciclo a su hija para el cumple de 15 si ella no sabe manejar una biicleta? Cerrando este cortito mensaje, les comparto el problema como manipulable en Scratch. http://scratch.mit.edu/projects/egastelu/1299763 Slds. Daniel Gastelú
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